WorldWideScience

Sample records for schools students completed

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

    Science.gov (United States)

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

    2012-04-01

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

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

    Science.gov (United States)

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

    2016-04-01

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

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

    Science.gov (United States)

    Chiado, Wendy S.

    2012-01-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

  5. Longitudinal Predictors of High School Completion

    Science.gov (United States)

    Barry, Melissa; Reschly, Amy L.

    2012-01-01

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

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

    Science.gov (United States)

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

    2017-08-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Stoker, Ginger; Mellor, Lynn; Sullivan, Kate

    2018-01-01

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

  10. The Contribution of Student Perceptions of School Climate to Understanding the Disproportionate Punishment of African American Students in a Middle School

    Science.gov (United States)

    Shirley, Erica L. M.; Cornell, Dewey G.

    2012-01-01

    This study investigated the contribution of student perceptions of school climate to racial differences in school discipline. Four hundred middle school students completed a school climate survey. Compared to Caucasian students, African-American students were referred to the office for discipline three times as frequently and received five times…

  11. How Students Utilize and Perceive Their School Library

    Science.gov (United States)

    Bleidt, Shirley A.

    2011-01-01

    School library usage and middle school students' perceptions of the usefulness of their school library were examined in this study. 1,509 predominately Hispanic students attending rural public schools participated by completing an online survey regarding their school libraries. The vast majority of students surveyed reported that they used their…

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

    Science.gov (United States)

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

    2009-01-01

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

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

    Science.gov (United States)

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

    2018-12-01

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

  14. School Location, School Section and Students' Gender as Predictors to Secondary School Dropout Rate in Rivers State, Nigeria

    Science.gov (United States)

    Christian, Mathew

    2015-01-01

    This study was undertaken to underscore the extent the variables of school location, students' gender and school section can predict the rate of drop out of secondary school students. Ex post facto design was adopted and all data on students' enrollment, retention and completion were collected from available schools' records for two cohorts of…

  15. Students? approaches to medical school choice: relationship with students? characteristics and motivation

    OpenAIRE

    Wouters, Anouk; Croiset, Gerda; Schripsema, Nienke R.; Cohen-Schotanus, Janke; Spaai, Gerard W.G.; Hulsman, Robert L.; Kusurkar, Rashmi A.

    2017-01-01

    Objectives The aim was to examine main reasons for students? medical school choice and their relationship with students? characteristics and motivation during the students? medical study. Methods In this multisite cross-sectional study, all Year-1 and Year-4 students who had participated in a selection procedure in one of the three Dutch medical schools included in the study were invited to complete an online survey comprising personal data, their main reason for medical school choice and sta...

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

    Directory of Open Access Journals (Sweden)

    Story Mary

    2005-10-01

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

  17. Predicting Middle School Students' Use of Web 2.0 Technologies out of School Using Home and School Technological Variables

    Science.gov (United States)

    Hughes, Joan E.; Read, Michelle F.; Jones, Sara; Mahometa, Michael

    2015-01-01

    This study used multiple regression to identify predictors of middle school students' Web 2.0 activities out of school, a construct composed of 15 technology activities. Three middle schools participated, where sixth- and seventh-grade students completed a questionnaire. Independent predictor variables included three demographic and five computer…

  18. Do schools influence student risk-taking behaviors and emotional health symptoms?

    Science.gov (United States)

    Denny, Simon J; Robinson, Elizabeth M; Utter, Jennifer; Fleming, Theresa M; Grant, Sue; Milfont, Taciano L; Crengle, Sue; Ameratunga, Shanthi N; Clark, Terryann

    2011-03-01

    Many schools engage in health promotion, health interventions, and services aimed at improving the health and well-being outcomes for students. The purpose of this study was to examine the effects of schools on student health risk-taking behaviors and depressive symptoms. A nationally representative sample (n = 9,056) of students from 96 secondary schools completed a health and well-being survey using Internet Tablets that included questions on school climate, health risk-taking behaviors, and mental health. Teachers (n = 2,901) and school administrators (n = 91) completed questionnaires on aspects of the school climate which included teacher well-being and burnout, the staff work environment, health and welfare services for students, and school organizational support for student health and well-being. Multilevel models were used to estimate school effects on the health risk-taking behaviors and depression symptoms among students. Schools where students reported a more positive school climate had fewer students with alcohol use problems, and fewer students engaging in violence and risky motor vehicle behaviors. Schools where teachers reported better health and welfare services for students had fewer students engaging in unsafe sexual health behaviors. Schools where teachers reported higher levels of well-being had fewer students reporting significant levels of depressive symptoms. More positive school climates and better school health and welfare services are associated with fewer health risk-taking behaviors among students. However, the overall school effects were modest, especially for cigarette use and suicidal behaviors. Copyright © 2011 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  19. Metaphors Developed by Secondary School Students towards "Earthquake" Concept

    Science.gov (United States)

    Kaya, Huseyin

    2010-01-01

    This research was conducted to reveal the metaphors of Secondary school students about "earthquake" concept. About 105 students in two schools in Karabuk city centre participated in the research within 2009-2010 academic year. The research Data were obtained by students' completing the statement "Earthquake is like...,…

  20. 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

  1. Perceptions about interpersonal relationships and school environment among middle school students with asthma.

    Science.gov (United States)

    Rhee, Hyekyun; McQuillan, Brenda; Chen, Ding-Geng; Atis, Shannska

    2017-11-01

    To examine interpersonal relationships involving peers and teachers and perceptions about school environment among middle school students with asthma in comparison to their healthy counterparts. The study also assesses asthma prevalence in a large sample of middle school students representing different geographic locations. Cross-sectional data were collected from 1059 middle school students in grades 6-8 enrolled in schools in a northeastern region of the United States. Students reported their chronic health conditions including asthma and completed questionnaires measuring perceptions about their relationships with peers and teachers as well as school environment. Analyses of covariance (ANCOVAs) were used to compare students with asthma and their healthy counterparts in the study variables. Asthma was reported by 16.5% of the sample (n = 169). The rate was higher among minority students (23%) than their white counterparts (15%). Greater proportion of urban students (28%) reported asthma than rural (18%) and suburban (14%) students. Students with asthma reported significantly poorer relationships with peers (B = -1.74, p asthma prevalence was substantially higher than the national average of adolescent asthma, particularly those residing in the urban area. Poor perceptions of interpersonal relationships with peers and teachers among students with asthma may indicate compromised quality of life. Suboptimal interpersonal relationships and school environment need to be identified and adequately addressed, given their implications for asthma management at the school setting among middle school students.

  2. Relationships between bullying, school climate, and student risk behaviors.

    Science.gov (United States)

    Klein, Jennifer; Cornell, Dewey; Konold, Timothy

    2012-09-01

    This study examined whether characteristics of a positive school climate were associated with lower student risk behavior in a sample of 3,687 high school students who completed the School Climate Bullying Survey and questions about risk behavior from the Youth Risk Behavior Surveillance Survey (YRBS). Confirmatory factor analyses established fit for 20 items with three hypothesized school climate scales measuring (1) prevalence of bullying and teasing; (2) aggressive attitudes; and (3) student willingness to seek help. Structural equation modeling established the relationship of these measures with student reports of risk behavior. Multigroup analyses identified differential effects across gender and race. A positive school climate could be an important protective factor in preventing student risk behavior.

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

    Directory of Open Access Journals (Sweden)

    John Robert Warren

    2005-12-01

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

  4. Medical students help bridge the gap in sexual health education among middle school youth.

    Science.gov (United States)

    Adjei, Naomi; Yacovelli, Michael; Liu, Dorothy; Sindhu, Kunal; Roberts, Mary; Magee, Susanna

    2017-01-06

    School-based programs are important in addressing risky teenage sexual behavior. We implemented a sex education program using trained medical student volunteers. Medical students (n=30) implemented a seven-session curriculum, designed by medical students and faculty, to 7th and 8th grade students (n=310) at a local school. Middle school students completed pre- and post-assessments. Teachers and medical students completed questionnaires relating their perceptions of students' attitudes and understanding of sexual health. Students completing the curriculum scored 5% higher on post- versus pre-assessment (84% vs 78.7%, psexual decision making. Sixty percent of middle school teachers compared to only 16.7% of medical student volunteers reported discomfort teaching sexual health. Sexual education delivered by trained medical student volunteers may improve middle schoolers' understanding of sexual health. [Full article available at http://rimed.org/rimedicaljournal-2017-01.asp].

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

    Science.gov (United States)

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

    2009-01-01

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

  6. Start Later, Sleep Later: School Start Times and Adolescent Sleep in Homeschool vs. Public/Private School Students

    Science.gov (United States)

    Meltzer, Lisa J.; Shaheed, Keisha; Ambler, Devon

    2014-01-01

    Homeschool students provide a naturalistic comparison group for later/flexible school start times. This study compared sleep patterns and sleep hygiene for homeschool students and public/private school students (grades 6-12). Public/private school students (n=245) and homeschool students (n=162) completed a survey about sleep patterns and sleep hygiene. Significant school group differences were found for weekday bedtime, wake time, and total sleep time, with homeschool students waking later and obtaining more sleep. Homeschool students had later school start times, waking at the same time that public/private school students were starting school. Public/private school students had poorer sleep hygiene practices, reporting more homework and use of technology in the hour before bed. Regardless of school type, technology in the bedroom was associated with shorter sleep duration. Later school start times may be a potential countermeasure for insufficient sleep in adolescents. Future studies should further examine the relationship between school start times and daytime outcomes, including academic performance, mood, and health. PMID:25315902

  7. Experiences of Australian School Staff in Addressing Student Cannabis Use

    Science.gov (United States)

    Gates, Peter J.; Norberg, Melissa M.; Dillon, Paul; Manocha, Ramesh

    2013-01-01

    Cannabis is the most frequently used illicit drug by Australian secondary school students yet there is scant research investigating school staff responses to student cannabis use. As such, this study surveyed 1,692 school staff who attended "Generation Next" seminars throughout Australia. The self-complete survey identified that the…

  8. Long-Term Effects of School Size on Students' Outcomes

    DEFF Research Database (Denmark)

    Humlum, Maria Knoth; Smith, Nina

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

  9. Students' approaches to medical school choice: relationship with students' characteristics and motivation.

    Science.gov (United States)

    Wouters, Anouk; Croiset, Gerda; Schripsema, Nienke R; Cohen-Schotanus, Janke; Spaai, Gerard W G; Hulsman, Robert L; Kusurkar, Rashmi A

    2017-06-12

    The aim was to examine main reasons for students' medical school choice and their relationship with students' characteristics and motivation during the students' medical study. In this multisite cross-sectional study, all Year-1 and Year-4 students who had participated in a selection procedure in one of the three Dutch medical schools included in the study were invited to complete an online survey comprising personal data, their main reason for medical school choice and standard, validated questionnaires to measure their strength of motivation (Strength of Motivation for Medical School-Revised) and autonomous and controlled type of motivation (Academic Self-regulation Questionnaire). Four hundred seventy-eight students participated. We performed frequency analyses on the reasons for medical school choice and regression analyses and ANCOVAs to study their associations with students' characteristics and motivation during their medical study. Students indicated 'city' (Year-1: 24.7%, n=75 and Year-4: 36.0%, n=52) and 'selection procedure' (Year-1: 56.9%, n=173 and Year-4: 46.9%, n=68) as the main reasons for their medical school choice. The main reasons were associated with gender, age, being a first-generation university student, ethnic background and medical school, and no significant associations were found between the main reasons and the strength and type of motivation during the students' medical study. Most students had based their medical school choice on the selection procedure. If medical schools desire to achieve a good student-curriculum fit and attract a diverse student population aligning the selection procedure with the curriculum and taking into account various students' different approaches is important.

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

    Science.gov (United States)

    US Department of Education, 2017

    2017-01-01

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

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

    Science.gov (United States)

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

    2015-05-01

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

  12. Linguistic Multi-Competence of Fiji School Students and Their Conversational Partners

    Science.gov (United States)

    Hopf, Suzanne C.; McLeod, Sharynne; McDonagh, Sarah H.

    2018-01-01

    This study explored linguistic multi-competence in Fiji students and their conversational partners through a description of linguistic diversity in one school community. Students' caregivers (n = 75), teachers (n = 25) and year 4 students (n = 40) in an urban school of Fiji completed paper-based questionnaires regarding: 75 students, 75 mothers,…

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

    Directory of Open Access Journals (Sweden)

    Lili O. Horváth

    2018-05-01

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

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

    Science.gov (United States)

    Hein, Dawn L.; Wimer, Sandra L.

    2007-01-01

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

  15. [Study on the school-related-factors of attempted suicide among rural middle school students].

    Science.gov (United States)

    Xing, Xiu-Ya; Tao, Fang-Biao; Hao, Jia-Hu; Xu, Shao-Jun; Su, Pu-Yu; Huang, Zhao-Hui

    2009-01-01

    This study was undertaken to examine possible relationship between attempted suicide and underachievement, bullying, low life satisfaction and low self-concept at school. An anonymous self-report survey assessing demographic characteristics and the major risk factors of teenage attempted suicide was completed by students from 16 middle schools in grades seven to twelve in 4 counties of Anhui province (age 10 to 21 years). An anonymous questionnaire was used to rate attempted suicide, bullying involvement and learning performance. Attempted suicide was defined as: experiencing specific suicide actions at least one time during the 12 months preceding the survey. Multidimensional Students' Life Satisfaction Scale and Children' s Self-concept Scale were used to evaluate satisfaction and self-conscience on and at respectively. In total, 10 894 respondents substantially completed the survey. Multiple logistic-regression analyses, controlling for socio-demographic variables, was used to analyze if underachievement, bullying, low school life satisfaction and low children' s self-conscience at school had been risk factors. 629 participants (5.8%) reported having made at least one attempted suicide within the last 12 months. Students being underachieved were significantly having more attempted suicide events than those excellent students (chi2 = 11.39, P = 0.023). Students being both bully-victims and practiced bully were significantly more than those being only practiced bully (28.7% vs. 15.8% , P bullying, lower school life satisfaction and low self conscience were risk factors for attempted suicide. Data from this study confirmed that school bullying and children' s self-conscience at school were significantly associated with attempted suicide among rural middle school students in Anhui province. It is of importance to improve the school' s environments to reduce the risk of attempted suicide among this group.

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

    Directory of Open Access Journals (Sweden)

    Rubén Alberto Cervini Iturre

    2003-05-01

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

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

    Science.gov (United States)

    Lalama, Susana M.

    2016-01-01

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

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

    Science.gov (United States)

    Krenitsky-Korn, Susan

    2011-01-01

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

  19. Examining Thai high school students' developing STEM projects

    Science.gov (United States)

    Teenoi, Kultida; Siripun, Kulpatsorn; Yuenyong, Chokchai

    2018-01-01

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

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

    Science.gov (United States)

    Ansong, David; Alhassan, Mustapha

    2016-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

  2. Frequent fliers, school phobias, and the sick student: school health personnel's perceptions of students who refuse school.

    Science.gov (United States)

    Torrens Armstrong, Anna M; McCormack Brown, Kelli R; Brindley, Roger; Coreil, Jeannine; McDermott, Robert J

    2011-09-01

    This study explored school personnel's perceptions of school refusal, as it has been described as a "common educational and public health problem" that is less tolerated due to increasing awareness of the potential socioeconomic consequences of this phenomenon. In-depth interviews were conducted with school personnel at the middle school (N = 42), high school (N = 40), and district levels (N = 10). The findings focus on emergent themes from interviews with school health personnel (N = 12), particularly those themes related to their perceptions of and role in working with school-refusing students. Personnel, especially school health services staff, constructed a typification of the school-refusing student as "the sick student," which conceptualized student refusal due to reasons related to illness. Personnel further delineated sick students by whether they considered the illness legitimate. School health personnel referenced the infamous "frequent fliers" and "school phobics" within this categorization of students. Overarching dynamics of this typification included parental control, parental awareness, student locus of control, blame, and victim status. These typifications influenced how personnel reacted to students they encountered, particularly in deciding which students need "help" versus "discipline," thus presenting implications for students and screening of students. Overall, findings suggest school health personnel play a pivotal role in screening students who are refusing school as well as keeping students in school, underscoring policy that supports an increased presence of school health personnel. Recommendations for school health, prevention, and early intervention include the development of screening protocols and staff training. © 2011, American School Health Association.

  3. Peer sexual harassment victimization at school: the roles of student characteristics, cultural affiliation, and school factors.

    Science.gov (United States)

    Attar-Schwartz, Shalhevet

    2009-07-01

    This study examines the links between students' reports of sexual harassment victimization by peers and a number of individual and school contextual factors. It is based on a nationally representative sample of 16,604 students in Grades 7 through 11 in 327 schools across Israel who completed questionnaires during class. Hierarchical Linear Modeling was used to examine the links. Overall, approximately one in four students (25.6%) were victims of at least one unwanted and unwelcome act of harassment by peers (such as being touched or pinched in sexual manner) in the prior month. The most vulnerable groups were Israeli-Arab boys and students with negative perceptions of their school climate. The school correlates associated with higher levels of victimization were a higher share of students with less-educated parents, larger schools and classrooms, and negative school climate. The interactions between gender and school-related factors indicate that the gender patterns are different for Israeli-Arab and Jewish schools and for schools with different concentrations of students' families with low socioeconomic status. The study emphasizes the need for an ecological perspective in addressing school-based sexual harassment.

  4. Maltese Students' Perspectives about Their Experiences at School and Their Mental Health

    Science.gov (United States)

    Askell-Williams, Helen; Cefai, Carmel; Fabri, Francis

    2013-01-01

    In this article we report Maltese primary and secondary students' perspectives about their school experiences and their mental health. Questionnaires were completed by 281 students. Relationships emerged between students' reports about their involvement in bullying, mental health status, and a range of typical features of school environments. A…

  5. School-based physical therapy services and student functional performance at school.

    Science.gov (United States)

    Mccoy, Sarah Westcott; Effgen, Susan K; Chiarello, Lisa A; Jeffries, Lynn M; Villasante Tezanos, Alejandro G

    2018-03-30

    We explored relationships of school-based physical therapy to standardized outcomes of students receiving physical therapy. Using a practice-based evidence research design, School Function Assessment (SFA) outcomes of 296 students with disabilities (mean age 7y 4mo [standard deviation 2y]; 166 males, 130 females), served by 109 physical therapists, were explored. After training, therapists completed 10 SFA scales on students at the beginning and end of the school year. Therapists collected detailed weekly data on services (activities, interventions, types, student participation) using the School-Physical Therapy Interventions for Pediatrics (S-PTIP) system. Stepwise linear regressions were used to investigate S-PTIP predictors of SFA outcomes. Predictors of SFA section outcomes varied in strength, with the coefficient of determination (R 2 ) for each outcome ranging from 0.107 to 0.326. Services that correlated positively with the SFA outcomes included mobility, sensory, motor learning, aerobic/conditioning, functional strengthening, playground access interventions, and higher student participation during therapy (standardized β=0.11-0.26). Services that correlated negatively with the SFA outcomes included providing services within student groups, within school activity, with students not in special education, during recreation activities, and with positioning, hands-on facilitation, sensory integration, orthoses, and equipment interventions (standardized β=-0.14 to -0.22). Consideration of outcomes is prudent to focus services. Overall results suggest we should emphasize active mobility practice by using motor learning interventions and engaging students within therapy sessions. No specific interventions predicted positively on all School Function Assessment (SFA) outcomes. Active movement practice seems related to overall better SFA outcomes. Active mobility practice improved SFA participation, mobility, recreation, and activities of daily living. Engaging

  6. Implicit orientation toward family and school among bilingual Latino college students.

    Science.gov (United States)

    Devos, Thierry; Blanco, Karla; Muñoz, Cynthia; Dunn, Roger; Ulloa, Emilio C

    2008-08-01

    The authors examined the associations that underlie the orientations of bilingual Latino college students toward family and school. Participants completed, in English or Spanish, 3 implicit association tests assessing their attitude toward family vs. school, identifications with these concepts, and self-esteem. Results revealed a more positive attitude toward, and stronger identification with, family than school. Identification with family was stronger among participants who completed the study in English, suggesting self-definition in terms of distinctions from the context. Last, the more participants valued family over school and identified with family rather than school, the higher was their self-esteem. These findings shed light on the subtle, yet crucial, mechanisms by which cultural knowledge is incorporated in the self-concept of bilingual Latino college students.

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

    Science.gov (United States)

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

    2012-01-01

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

  8. The Predictors of Internet Addiction Behaviours for Taiwanese Elementary School Students

    Science.gov (United States)

    Lan, Chu M.; Lee, Yu H.

    2013-01-01

    Although there has been considerable research which has explored factors related to internet addiction, few studies have investigated elementary school students' involvement in this behaviour pattern. Participants in the present study were 1045 children in grades 3 to 6 from elementary schools in Taiwan. Students completed surveys on their use of…

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

    Science.gov (United States)

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

    2005-06-01

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

  10. Remote Research Mentoring of Virginia High School Students

    Science.gov (United States)

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

    2013-01-01

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

  11. Smartphone Addiction and School Life Adjustment Among High School Students: The Mediating Effect of Self-Control.

    Science.gov (United States)

    Heo, YoungJin; Lee, Kyunghee

    2018-05-08

    Previous studies have reported associations among smartphone addiction, school adjustment, and self-control. However, the causal relationship between smartphone addiction and school adjustment has not been clearly demonstrated. The current study examined the association between smartphone addiction and school adjustment and investigated the mediating effect of self-control in this association. A total of 790 students from five high schools in Daegu City, South Korea, were asked to provide demographic information and complete a self-diagnostic smartphone addiction scale and validated Korean version of a self-control scale. Among at-risk students, self-control did not mediate the relation between smartphone addiction and school adjustment; among those not at risk, there was a partial mediating effect. To improve school adjustment among high school students, prevention of smartphone addiction seems important. Smartphone addiction could be managed by strengthening self-control to promote healthy use of smartphones. The current results can serve as groundwork for the development of programs to improve school adjustment among high school students. [Journal of Psychosocial Nursing and Mental Health Services, xx(x), xx-xx.]. Copyright 2018, SLACK Incorporated.

  12. A Survey of Greek Elementary School Students' Smoking Habits and Attitudes

    Science.gov (United States)

    Piperakis, Stylianos M.; Karagouni-Areou, Fotini; Triga, Anastasia; Piperakis, Alexander S.; Argyracouli, Efthimia; Thanou, Aggeliki; Papadimitriou, Basiliki; Gourgoulianis, Konstantinos; Zafiropoulou, Maria

    2007-01-01

    The purpose of this study was to investigate the smoking habits of Greek elementary school students, their attitudes towards smoking, and their perceptions of the health consequences of tobacco use. Data were obtained from 1,092 elementary school students who completed a 24-item questionnaire designed for this study. Results indicated more older…

  13. Cyclic efforts to improve completion rates of masters’ degree students in nursing

    Directory of Open Access Journals (Sweden)

    Lizeth Roets

    2012-12-01

    Full Text Available Supervisors at Higher Education Institutions are challenged to shorten throughput of Master’s degree students in nursing as researchers are needed to improve the art and science of the nursing profession. Globally the completion time for a postgraduate degree in the health sciences varies between 4.7 and 5.5 years. The purpose of the study was to describe strategies that were implemented to shorten completion time and attrition rate of postgraduate students. A cyclic technical, scientific collaborative mode within an action research methodology was used to identify factors impeding completion time in this study. Contrary to other studies, supervision was not an inhibiting factor in this study. Physical, technical, academic and financial aspects were identified by postgraduate students through questionnaires and informal discussion groups with supervisors as well as progress reports. Strategies were implemented to address these. Following implementation of all strategies, 42% of the postgraduate students in the School of Nursing completed their Master’s degree within two years. This implies a 34% improvement. Although the completion rate improved it was still unsatisfactory and new challenges were identified during the second cycle, for example, the number of inexperienced supervisors increased and they needed mentoring. Speed mentoring is a possible solution to the problem.

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  16. Reliability and validity of the Student Perceptions of School Cohesion Scale in a sample of Salvadoran secondary school students

    Directory of Open Access Journals (Sweden)

    Arrivillaga Marcela

    2009-11-01

    Full Text Available Abstract Background Despite a growing body of research from the United States and other industrialized countries on the inverse association between supportive social relationships in the school and youth risk behavior engagement, research on the measurement of supportive school social relationships in Central America is limited. We examined the psychometric properties of the Student Perceptions of School Cohesion (SPSC scale, a 10-item scale that asks students to rate with a 5-point Likert-type response scale their perceptions of the school social environment, in a sample of public secondary school students (mean age = 15 years living in central El Salvador. Methods Students (n = 982 completed a self-administered questionnaire that included the SPSC scale along with measures of youth health risk behaviors based on the Center for Disease Control and Prevention's Youth Risk Behavior Survey. Exploratory factor analysis was used to assess the factor structure of the scale, and two internal consistency estimates of reliability were computed. Construct validity was assessed by examining whether students who reported low school cohesion were significantly more likely to report physical fighting and illicit drug use. Results Results indicated that the SPSC scale has three latent factors, which explained 61.6% of the variance: supportive school relationships, student-school connectedness, and student-teacher connectedness. The full scale and three subscales had good internal consistency (rs = .87 and α = .84 for the full scale; rs and α between .71 and .75 for the three subscales. Significant associations were found between the full scale and all three subscales with physical fighting (p ≤ .001 and illicit drug use (p Conclusion Findings provide evidence of reliability and validity of the SPSC for the measurement of supportive school relationships in Latino adolescents living in El Salvador. These findings provide a foundation for further research on

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

    Science.gov (United States)

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

    2008-09-01

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

  18. School-Based Screening to Identify At-Risk Students Not Already Known to School Professionals: The Columbia Suicide Screen

    Science.gov (United States)

    Wilcox, Holly C.; Schonfeld, Irvin Sam; Davies, Mark; Hicks, Roger C.; Turner, J. Blake; Shaffer, David

    2009-01-01

    Objectives. We sought to determine the degree of overlap between students identified through school-based suicide screening and those thought to be at risk by school administrative and clinical professionals. Methods. Students from 7 high schools in the New York metropolitan area completed the Columbia Suicide Screen; 489 of the 1729 students screened had positive results. The clinical status of 641 students (73% of those who had screened positive and 23% of those who had screened negative) was assessed with modules from the Diagnostic Interview Schedule for Children. School professionals nominated by their principal and unaware of students' screening and diagnostic status were asked to indicate whether they were concerned about the emotional well-being of each participating student. Results. Approximately 34% of students with significant mental health problems were identified only through screening, 13.0% were identified only by school professionals, 34.9% were identified both through screening and by school professionals, and 18.3% were identified neither through screening nor by school professionals. The corresponding percentages among students without mental health problems were 9.1%, 24.0%, 5.5%, and 61.3%. Conclusions. School-based screening can identify suicidal and emotionally troubled students not recognized by school professionals. PMID:19059865

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

    Science.gov (United States)

    Parker, Latofia P.

    2012-01-01

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

  20. How Much Hope Is Enough? Levels of Hope and Students' Psychological and School Functioning

    Science.gov (United States)

    Marques, Susana C.; Lopez, Shane J.; Fontaine, Anne Marie; Coimbra, Susana; Mitchell, Joanna

    2015-01-01

    This study investigated the characteristics of students who report extremely high levels of hope. A sample of 682 students (ages 11-17) completed measures of hope, school engagement, life satisfaction, self-worth, and mental health. Academic achievement was obtained from students' school records. Based on their hope scores, students were divided…

  1. The impact of school socioeconomic status on student lunch consumption after implementation of the Texas Public School Nutrition policy

    Science.gov (United States)

    This study compared the impact of the Texas Public School Nutrition Policy on lunch consumption of low- and middle-income students in sixth through eighth grades. Students in one middle socioeconomic status (SES), and one low SES school completed lunch food records before (2001/2002), and after (200...

  2. Eating School Lunch Is Associated with Higher Diet Quality among Elementary School Students.

    Science.gov (United States)

    Au, Lauren E; Rosen, Nila J; Fenton, Keenan; Hecht, Kenneth; Ritchie, Lorrene D

    2016-11-01

    Few studies have assessed the dietary quality of children who eat meals from home compared with school meals according to the 2010 Dietary Guidelines for Americans. The objective of this study was to examine diet quality for elementary school students in relation to source of breakfast and lunch (whether school meal or from an outside source). An observational study was conducted of students in 43 schools in San Diego, CA, during the 2011-2012 school year. Fourth- and fifth-grade students (N=3,944) completed a diary-assisted 24-hour food recall. The Healthy Eating Index-2010 (HEI-2010) scores of children who ate breakfast and lunch at school were compared with the HEI-2010 scores of children who obtained their meals from home and a combination of both school and home. Analysis of variance, χ 2 test, and generalized estimating equation models adjusted for age, sex, race/ethnicity, grade, language, and school level clustering were performed. School lunch eaters had a higher mean±standard deviation overall diet quality score (HEI-2010=49.0±11.3) compared with students who ate a lunch obtained from home (46.1±12.2; P=0.02). There was no difference in overall diet quality score by breakfast groups. Students who ate school breakfast had higher total fruit (P=0.01) and whole fruit (P=0.0008) scores compared with students who only ate breakfast obtained from home. Students who ate school foods had higher scores for dairy (P=0.007 for breakfast and Pempty calories from solid fats and added sugars (P=0.01 for breakfast and P=0.007 for lunch). Eating school lunch was associated with higher overall diet quality compared with obtaining lunch from home. Future studies are needed that assess the influence of the Healthy Hunger-Free Kids Act on children's diet quality. Copyright © 2016 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

  3. Developing Responsibility for Completing and Handing in Daily Homework Assignments for Students in Grades Three, Four, and Five.

    Science.gov (United States)

    Shepard, Joan M.

    This practicum was designed to increase responsibility for completing and handing in homework among students in grades three, four, and five in a mid-Atlantic school district. Of a total of 128 students in these grades, 28 were identified to learn strategies to aid in completing homework. Nine solution strategies were employed: (1) provide…

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

    Science.gov (United States)

    Schatt, Matthew D.

    2011-01-01

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

  5. Premenstrual syndrome (PMS among high school students

    Directory of Open Access Journals (Sweden)

    Buddhabunyakan N

    2017-07-01

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

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

    Science.gov (United States)

    Al-Alwan, Ahmed F.

    2014-01-01

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

  7. Academic Optimism, Organizational Citizenship Behaviors, and Student Achievement at Charter Schools

    Science.gov (United States)

    Guvercin, Mustafa

    2013-01-01

    The purpose of this study was to examine the relationship among academic optimism, Organizational Citizenship Behaviors (OCBs), and student achievement in college preparatory charter schools. A purposeful sample of elementary school teachers from college preparatory charter schools (N = 226) in southeast Texas was solicited to complete the…

  8. Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students

    Science.gov (United States)

    Tsai, Liang-Ting; Yang, Chih-Chien

    2015-05-01

    This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS 2011 study, in which they were required to complete questionnaires. A 3-level multilevel analysis was used to assess the influence of factors at 3 levels on the science performance of 8th-grade Taiwanese students. The results showed that the provision of education resources at home, teachers' level of education, and school climate were the strongest predictor of science performance at the student, classroom, and school level, respectively. It was concluded that the science performance of 8th-grade Taiwanese students is driven largely by individual factors. Classroom-level factors accounted for a smaller proportion of the total variance in science performance than did school-level factors.

  9. The Impact of School Socioeconomic Status on Student Lunch Consumption after Implementation of the Texas Public School Nutrition Policy

    Science.gov (United States)

    Cullen, Karen Weber; Watson, Kathleen B.; Fithian, Ashley R.

    2009-01-01

    Background: This study compares the impact of the Texas Public School Nutrition Policy on lunch consumption of low- and middle-income students in sixth through eighth grades. Methods: Students in 1 middle socioeconomic status (SES) and 1 low SES school completed lunch food records before (2001/2002) and after (2005/2006) implementation of the…

  10. Perceptions of Ghanaian medical students completing a clinical elective at the University of Michigan Medical School.

    Science.gov (United States)

    Abedini, Nauzley C; Danso-Bamfo, Sandra; Moyer, Cheryl A; Danso, Kwabena A; Mäkiharju, Heather; Donkor, Peter; Johnson, Timothy R B; Kolars, Joseph C

    2014-07-01

    International medical electives typically represent a unidirectional flow of students from economically advantaged countries in the global "North" to resource-poor nations in the global "South." Little is known about the impact of bilateral exchanges on students from less affluent nations. Since 2007, students from the University of Michigan Medical School (UMMS) and medical schools in Ghana have engaged in a bilateral clinical exchange program. A 45-item online survey was distributed to all 73 Ghanaian medical students who had rotated at UMMS from 2008 to 2010 to assess perspectives on the value and impact of their participation. Incoming Ghanaian students outnumbered outgoing UMMS students 73 to 33 during the study period. Of eligible Ghanaian students, 70% (51/73) participated in the survey, with 40 of 51 providing valid data on at least 50% of questions. Ninety-seven percent (37/38) reported that the UMMS rotation was valuable to their medical training, 90% (35/39) reported changes in how they approach patient care, and 77% (24/31) reported feeling better equipped to serve patients in their home community. Eighty-five percent of students (28/33) felt more inclined to pursue training opportunities outside of their home country after their rotation at UMMS. More studies are needed to determine the feasibility of bidirectional exchanges as well as the short-term and long-term impact of rotations on students from underresourced settings and their hosts in more resource-rich environments.

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

    Science.gov (United States)

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

    2017-10-01

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

  12. Benefits Access for College Completion: Lessons Learned from a Community College Initiative to Help Low-Income Students

    Science.gov (United States)

    Duke-Benfield, Amy Ellen; Saunders, Katherine

    2016-01-01

    This report analyzes how students were served by Benefits Access for College Completion (BACC), a 2.5-year initiative designed to increase access to public benefits (such as SNAP or Medicaid) for eligible low-income students. These crucial supports reduce students' unmet financial needs and help them finish school. Launched in 2011, BACC funded…

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

    Directory of Open Access Journals (Sweden)

    B Ruth Clark

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

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

    Science.gov (United States)

    Dixon, Keshia L.

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

  15. What Greek Secondary School Students Believe about Climate Change?

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Termini, Lorraine

    2013-01-01

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

  17. Popular Music and School Music Education: Chinese Students' Preferences and Dilemmas in Shanghai, China

    Science.gov (United States)

    Law, Wing-Wah; Ho, Wai-Chung

    2015-01-01

    This empirical study investigates Chinese students' popular music preferences in daily life and to what extent and in what ways they prefer learning popular music in school in Shanghai, China. Data were drawn from questionnaires completed by 1,730 secondary students (aged 12-17) and interviews with 60 students from 10 secondary schools, between…

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

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

    2013-12-01

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

  1. Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions.

    Science.gov (United States)

    Crouch, Ronald; Keys, Christopher B; McMahon, Susan D

    2014-01-01

    For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.

  2. Sleep disorders among high school students in New Zealand

    Directory of Open Access Journals (Sweden)

    Fernando AT

    2013-12-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

  4. Self-Esteem of Deaf and Hard of Hearing Students in Regular and Special Schools

    Science.gov (United States)

    Lesar, Irena; Smrtnik Vitulic, Helena

    2014-01-01

    The study focuses on the self-esteem of deaf and hard of hearing (D/HH) students from Slovenia. A total of 80 D/HH students from regular and special primary schools (grades 6-9) and from regular and special secondary schools (grades 1-4) completed the Self-Esteem Questionnaire (Lamovec 1994). For the entire group of D/HH students, the results of…

  5. The Generational Impact of Technology on Formal Writing of Rural Middle School Students

    Science.gov (United States)

    Land, Martha Ann

    2012-01-01

    The purpose of this study was to determine the impact text messages, social networks, Instant Messaging, email, and blogging had on rural middle school students' ability to decipher between formal and informal writing. Students completed self-evaluation logs, completed Formal and Informal Writing Assessments, and were scored on their use of…

  6. [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.

  7. An Examination of the Relationship between Supervision and Self-Efficacy in Early Career School Psychologists, School Psychology Interns, and Practicum Students

    Science.gov (United States)

    Kaas, Felicia M.

    2017-01-01

    The purpose of this study is to explore the relationship between self-efficacy and supervision in early career school psychologists and school psychology graduate students who are currently completing either their practicum or internship experiences. The sample consisted of practicing early career school psychologists (ECPs) and school psychology…

  8. Factors influencing students' performance in a Brazilian dental school.

    Science.gov (United States)

    Silva, Erica Tatiane da; Nunes, Maria de Fátima; Queiroz, Maria Goretti; Leles, Cláudio R

    2010-01-01

    Comprehensive assessment of students' academic performance plays an important role in educational planning. The aim of this study was to investigate variables that influence student's performance in a retrospective sample including all undergraduate students who entered in a Brazilian dental school, in a 20-year period between 1984 and 2003 (n=1182). Demographic and educational variables were used to predict performance in the overall curriculum and course groups. Cluster analysis (K-means algorithm) categorized students into groups of higher, moderate or lower performance. Clusters of overall performance showed external validity, demonstrated by Chi-square test and ANOVA. Lower performance groups had the smallest number of students in overall performance and course groups clusters, ranging from 11.8% (clinical courses) to 19.2% (basic courses). Students' performance was more satisfactory in dental and clinical courses, rather than basic and non-clinical courses (pstudent's performance was predicted by lower time elapsed between completion of high school and dental school admission, female gender, better rank in admission test, class attendance rate and student workload hours in teaching, research and extension (R(2)=0.491). Findings give evidence about predictors of undergraduate students' performance and reinforce the need for curricular reformulation focused on with improvement of integration among courses.

  9. Does School Choice Improve Student Performance?

    OpenAIRE

    Kaja Høiseth Brugård

    2013-01-01

    This paper studies the relationship between school choice and student performance for high school students in Norway. The analysis exploits both the fact that the degree of school choice formally differs between counties, and detailed information on travelling distances to high schools, which more closely reflects the students' actual school choice possibilities. Information on students' residence, high school location, and the degree of formal school choice is used to estimate the effect on ...

  10. Late Hebrew Immersion at Mt. Scopus College, Melbourne: Towards Complete Hebrew Fluency for Jewish Day School Students.

    Science.gov (United States)

    Lorch, S. C.; And Others

    1992-01-01

    This paper describes and evaluates a Hebrew immersion program for Jewish day school students at Mt. Scopus College in Melbourne, Australia. Specific sections address the following: (1) the first year; (2) the second year; (3) designing the evaluation of the program; (4) results of the evaluation (including academic outcomes, student and parent…

  11. [Survey regarding mental health conditions of high school students and attitudes of students and their teachers toward students' mental health issues].

    Science.gov (United States)

    Hattori, Isao; Fujii, Chiyo; Fukuzawa, Ayako

    2013-01-01

    We administered a self-reporting questionnaire survey regarding the mental health conditions of high school students and attitudes of students and their teachers toward students' mental health issues. In addition, we discussed the requirements for high school students' mental health support system. The subjects were 3,312 students and 208 teachers in four Shizuoka prefectural public high schools in 2009. University Personality Inventory (UPI) is usually conducted to assess university students' mental state and is a questionnaire that high school students can answer easily. Therefore, we adopted UPI for this survey. UPI was composed of 56 unhealthy and 4 healthy condition items. High school students completed the UPI and determined the sum of unhealthy condition items; a higher score indicated a poorer mental health status. The average UPI score of all students (n = 3,312) was 12.7 points, and that of females (n = 1,217)was 15.2 points, which was significantly higher than the 11.3 points of males (n = 2,095). Those with scores > or = 30 points (7.5%), which was more than half of the maximum score, were designated as the High Score (HS) group and considered to have poor mental health. Those with scores of > or = 40 (1.4%) seemed to have very poor mental health, and there was concern that they may be suffering from psychosis. Our observations indicated that HS students were likely to avoid seeking help regarding mental health issues, which was especially true for male HS students. The majority of students chose their friends and parents as advisers, but HS students were significantly more likely to choose advisers who were engaged in jobs related to medical work. Students in both the HS and non-HS groups who did not wish to consult anyone else about their mental conditions wanted to be approached by those around them. High school teachers hesitated to intervene with mentally disturbed students and attempted to resolve problems within the school. Thus, it appears

  12. A study of the factors influencing school-going students considering medical careers.

    LENUS (Irish Health Repository)

    McHugh, S M

    2011-08-01

    Obtaining a place in an Irish medical school is extremely competitive, a situation mirrored in many other countries. We aimed to determine the factors influencing school students in deciding to study medicine in university. We further determined what level of interest exists in pursuing a surgical career after completion of medical school.

  13. Teachers' and Students' Work-Culture Variables Associated with Positive School Outcome.

    Science.gov (United States)

    Goldwater, Orna D.; Nutt, Roberta L.

    1999-01-01

    Investigates whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with…

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

    Science.gov (United States)

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

    2009-06-01

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

  15. Bridging Public Health and Education: Results of a School-Based Physical Activity Program to Increase Student Fitness.

    Science.gov (United States)

    Barrett-Williams, Shannon L; Franks, Padra; Kay, Christi; Meyer, Adria; Cornett, Kelly; Mosier, Brian

    Power Up for 30 (PU30) is a schoolwide intervention that encourages schools to provide an additional 30 minutes of physical activity during the school day, beyond physical education. The objective of this study was to evaluate the impact of PU30 on Georgia public elementary schools and their students. A total of 719 of 1320 public elementary schools in Georgia that were sent a baseline survey about school physical activity during October 2013 to September 2014 completed the survey, 160 of which were asked to complete a second survey. In the interim (March to June 2015), half (80) of these schools implemented the PU30 program. The interim surveys, which were completed during March to June 2015, assessed opportunities for student physical activity and staff member professional development focused on student physical activity. Compared with schools that had not implemented the program, more schools using the PU30 program reported offering before- and after-school physical activity programs. Forty-four of 78 (57%) PU30 schools compared with 20 of 53 (38%) non-PU30 schools offered before-school physical activity programs. Likewise, more PU30 schools than non-PU30 schools offered after-school physical activity programs (35% vs 16%), and a greater proportion of students at PU30 schools compared with non-PU30 schools met fitness benchmarks: recess 5 days per week (91% [288 of 323] vs 80% [273 of 341]), offering ≥11 minutes per day of classroom-based physical activity (39% [53 of 136] vs 25% [47 of 189] for kindergarten through second grade; 20% [37 of 187] vs 6% [9 of 152] for grades 3 through 5), and receiving physical activity-related professional development time (42% [136 of 323] vs 14% [48 of 341]). The surveys provided a statewide picture of the physical activity opportunities offered to students and staff members in Georgia elementary schools and demonstrated the effective use of a comprehensive, multicomponent program to offer more school-based physical activity

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

    Science.gov (United States)

    Gil, Blanca Estela

    2013-01-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

  18. SCHOOL and WORK. HOW TO HELP TEACHERS AND STUDENTS COPE WITH CHANGES

    Directory of Open Access Journals (Sweden)

    Cristina Anca COLIBABA

    2016-05-01

    Full Text Available The School and Work project (2014-1-UK01-KA204-000071, co-financed by the European Union under the Erasmus+ programme, intends to capitalise the existing results of previous European projects addressing the early school leaving issue with a view to establish a more concrete and effective cooperation between schools and the world of work, which will enhance students’motivation to learn and complete their studies. The article introduces e-learning resources focusing on strategies teachers could use in order to help students unveil their interests and aptitudes. This will enable teachers plan and implement personalized educational paths and guidance services and valorize students' talents through curricular and extracurricular activities , which will motivate students to stay at school.

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

    Science.gov (United States)

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

    2014-01-01

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

  20. Student nurses as school nurse extenders.

    Science.gov (United States)

    Rossman, Carol L; Dood, Florence V; Squires, Darcy A

    2012-12-01

    The severe underuse of school nurses leaves students with unaddressed health needs that impact their safety and learning ability. An undergraduate pediatric clinical focusing on nursing students and the role of a school nurse in an elementary school setting can be a unique approach to combining the needs of school children and educating student nurses. One school of nursing created such a project to help address these needs and collect data on the activities student nurses performed in school nurse role and their impact on student health. This project serves as both a practice improvement project and an innovation in pediatric clinical education. The purposes of this project were to quantify baccalaureate nursing student activities related to the school nurse role and to evaluate the results that have the potential to impact on student health in an urban elementary school. Copyright © 2012 Elsevier Inc. All rights reserved.

  1. A study of the factors influencing school-going students considering medical careers.

    LENUS (Irish Health Repository)

    McHugh, S M

    2012-02-01

    INTRODUCTION: Obtaining a place in an Irish medical school is extremely competitive, a situation mirrored in many other countries. We aimed to determine the factors influencing school students in deciding to study medicine in university. We further determined what level of interest exists in pursuing a surgical career after completion of medical school. METHODS: The Royal College of Surgeons in Ireland hosts an annual "Introduction to Medicine" programme for senior school children. Attendees were surveyed using a Likert scale to examine the factors influencing the group in choosing to study medicine, and pursue surgery as their ultimate career choice. RESULTS: A total of 128 completed the survey, giving a response rate of 100%. The opportunity to help others was most the most influential factors cited by students (97%). Males were significantly more likely to have an interest in a career in surgery rather than medicine (p = 0.003), and ranked "financial reward" (p = 0.036) as a more significant factors in influencing career choice than did females. CONCLUSIONS: A clear understanding of these factors influencing our students in their career choices and a strategy of recruitment based on these is imperative in order to optimize recruitment of students most suited to working as doctors.

  2. A Bystander Bullying Psychoeducation Program with Middle School Students: A Preliminary Report

    Science.gov (United States)

    Midgett, Aida; Doumas, Diana; Sears, Dara; Lundquist, Amanda; Hausheer, Robin

    2015-01-01

    This study evaluated the effectiveness of a brief, stand-alone bystander bullying psychoeducation program for middle school students. The purpose of the program was to train students to take action as peer advocates. Pre- and post-tests indicated that after completing the 90-minute psychoeducation program, students reported an increase in their…

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

    OpenAIRE

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

    2011-01-01

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

  4. Improving completion rates of students in biomedical PhD programs: an interventional study.

    Science.gov (United States)

    Viđak, Marin; Tokalić, Ružica; Marušić, Matko; Puljak, Livia; Sapunar, Damir

    2017-08-25

    Analysis of graduation success at the University of Split School of Medicine PhD programs conducted in 2011 revealed that only 11% of students who enrolled and completed their graduate coursework between 1999 and 2011 earned a doctoral degree. In this prospective cohort study we evaluated and compared three PhD programs within the same medical school, where the newest program, called Translational Research in Biomedicine (TRIBE), established in the academic year 2010/11, aimed to increase the graduation rate through an innovative approach. The intervention in the new program was related to three domains: redefined recruitment strategy, strict study regulations, and changes to the curriculum. We compared performance of PhD students between the new and existing programs and analyzed their current status, time to obtain a degree (from enrolment to doctorate), age at doctorate, number of publications on which the thesis was based and the impact factor of journals in which these were published. These improvement strategies were associated with higher thesis completion rate and reduced time to degree for students enrolled in the TRIBE program. There was no change in the impact factor or number of publications that were the basis for the doctoral theses. Our study describes good practices which proved useful in the design or reform of the PhD training program.

  5. Students "Hacking" School Computer Systems

    Science.gov (United States)

    Stover, Del

    2005-01-01

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

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

    Science.gov (United States)

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

    2017-06-01

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

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

    Science.gov (United States)

    Martin, Andrew J.

    2010-01-01

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

  8. School Libraries and Student Learning: A Guide for School Leaders

    Science.gov (United States)

    Morris, Rebecca J.

    2015-01-01

    Innovative, well-designed school library programs can be critical resources for helping students meet high standards of college and career readiness. In "School Libraries and Student Learning", Rebecca J. Morris shows how school leaders can make the most of their school libraries to support ambitious student learning. She offers…

  9. Social-Emotional Needs: A School-Based Approach to Preventing Suicide among Students with Gifts and Talents

    Science.gov (United States)

    Cross, Tracy L.

    2012-01-01

    This article provides a succinct primer on some of the basic constructs that adults need to know to help keep students with gifts and talents from completing suicide. It focuses on the school as the primary context to look out for potentially suicidal gifted students. This makes sense, as students spend a considerable amount of time in school,…

  10. The Relationship Between School Well-being and Academic Procrastination on Student 10th Grade of State Madrasah Aliyah

    OpenAIRE

    Annisa, Annisa; Kristiana, Ika Febrian

    2014-01-01

    School is a part of learning environment that affect in forming student's academic behavior including academic procrastination. Academic procrastination is delay either in initiating or completing academic assignments that lead to failure. Academic procrastination can be affected by school environment. The school environment is perceived differently by each student. The student's perception of aspects having, loving, being, and health tend to be aspect that lead to the school satisfaction, al...

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

    Science.gov (United States)

    Koutsoulis, Michalis

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

  12. A model to facilitate collaborative social support for pregnant students in secondary schools

    Directory of Open Access Journals (Sweden)

    Matlala SF

    2017-09-01

    Full Text Available Sogo F Matlala Department of Public Health, University of Limpopo, Sovenga, South Africa Abstract: Pregnancy among secondary school students remains a public health problem and is associated with school dropout as well as poor maternal and child health outcomes. Schools in South Africa no longer expel pregnant students as was the case before 2000. Instead, the government encourages them to remain in class to complete their education, but pregnant students often face stigma, and some drop out of school as a result. To remain in class and access antenatal care, pregnant students require social support from teachers, parents and professional nurses. Unfortunately, teachers, parents and professional nurses support pregnant students on an ad hoc basis, and this calls for a model to facilitate collaborative social support. The purpose of this paper is to present and describe a model to facilitate collaborative social support for pregnant students attending secondary schools in South Africa, using the model description steps of Chinn and Kramer. The model is designed as a tool to enable pregnant students to remain in school, attend antenatal care and in the end, deliver healthy babies. The professional nurse, as a member and leader of the school health team which visits secondary schools to provide a package of school health services, is the agent or facilitator of the model. Keywords: communication, health team, learner pregnancy, maternal and child health, school health services, social network

  13. LEISURE TIME FOR SECONDARY SCHOOL STUDENTS

    Directory of Open Access Journals (Sweden)

    Besa Havziu

    2015-06-01

    Full Text Available Today, in education prevails the paradigm that is geared towards the complete and varied development of a person. This implies the development of the students ability for self-determination towards various other perspective offered by contemporary social residence. Meanwhile in the time of adolescence, the youth experience serious crises regarding their identity, in which the free time and the activities during the free time can be positively used with a cause to be interrupted unconstructive and chaotic use of the free time by the youth. In this thesis are being analyzed the contents and the ways with what the secondary school students in the Republic of Macedonia fulfill their free time outside the school, specifically there will be an examination about the gender differences i.e. the amount and manner of spending their free time. In the approach to the study of the problem of research, we decided to apply: inductive method, deductive method and the method of comparison. 

  14. Teachers' Perceptions of Students with Special Education Needs in Cameroon Secondary Schools

    Science.gov (United States)

    Arrah, Rosemary Oneke; Swain, Kristine D.

    2014-01-01

    This study examined teachers' perceptions of including students with special education needs in Cameroon secondary schools. Teachers (N = 130) from five secondary government, denominational or lay private schools in Buea subdivision of Cameroon, Africa, completed a 26-item survey. The survey was analyzed using descriptive statistics, t-tests, and…

  15. Lifestyles and psychosomatic symptoms among elementary school students and junior high school students.

    Science.gov (United States)

    Isshiki, Yuriko; Morimoto, Kanehisa

    2004-05-01

    To examine the relationship between lifestyles and psychosomatic symptoms in children, we conducted a self-administered questionnaire survey of elementary school students and junior high school students in Japan. We designed an original questionnaire to investigate the lifestyles and psychosomatic symptoms of children. In 1997, responses to the questionnaires were elicited from public elementary school fourth grade students (then aged 9-10) and public junior high school seventh grade students (then aged 12-13). The survey was repeated annually for three years as the students advanced through school. For both boys and girls, each cross-sectional analysis revealed a strong relationship between lifestyle behaviors and psychosomatic symptoms. Psychosomatic, symptoms scores varied according to daily hours of sleep, eating of breakfast, having strong likes and dislikes of food, bowel habits, and daily hours of television watching. Both boys and girls with "good" lifestyle, behaviors evaluated by the HPI (Health Practice Index) showed lower scores for psychosomatic symptoms. These findings show that the lifestyle behaviors of children are significantly associated with psychosomatic symptoms and suggest that poor lifestyle behaviors are likely to increase physical and psychological health risks.

  16. Mathematic Achievement of Canadian Private School Students

    Science.gov (United States)

    Cadigan, Francoise Jane; Wei, Yichun; Clifton, Rodney A.

    2013-01-01

    Very little Canadian research has examined the academic achievement of private school students. Data from The Programme for International Student Assessment (PISA) 2003 were used to examine the achievement of private school students. The study found that private school students outperformed their public school peers. In addition, the students'…

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

    Science.gov (United States)

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

    2016-03-01

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

  18. Narrative and orthographic writing abilities in Elementary School students: characteristics and correlations.

    Science.gov (United States)

    Bigarelli, Juliana Faleiros Paolucci; Ávila, Clara Regina Brandão de

    2011-09-01

    To characterize, according to the school grade and the type of school (private or public), the performance on orthographic and narrative text production in the writing of Elementary School students with good academic performance, and to investigate the relationships between these variables. Participants were 160 children with ages between 8 and 12 years, enrolled in 4th to 7th grades Elementary School. Their written production was assessed using words and pseudowords dictation, and autonomous writing of a narrative text. Public school students had a higher number of errors in the words and pseudowords dictation, improving with education level. The occurrence of complete and incomplete utterances was similar in both public and private schools. However, 4th graders presented more incomplete statements than the other students. A higher number of overall microstructure and macrostructure productions occurred among private school students. The essential macrostructures were most frequently found in the later school grades. The higher the total number of words in the autonomous written production, the higher the occurrence of linguistic variables and the better the narrative competence. There was a weak negative correlation between the number of wrong words and the total of events in text production. Positive and negative correlations (from weak to good) were observed between different orthographic, linguistic and narrative production variables in both private and public schools. Private school students present better orthographic and narrative performance than public school students. Schooling progression influences the performance in tasks of words' writing and text production, and the orthographic abilities influence the quality of textual production. Different writing abilities, such as orthographic performance and use of linguistic elements and narrative structures, are mutually influenced in writing production.

  19. Benefits Access for College Completion: Innovative Approaches to Meet the Financial Needs of Low-Income Students

    Science.gov (United States)

    Center for Postsecondary and Economic Success, 2014

    2014-01-01

    Benefits Access for College Completion (BACC) was designed to help colleges develop new policies that increase low-income students' access to public benefits, easing their financial burden to allow them to finish school and earn postsecondary credentials. Colleges participating in BACC have developed and institutionalized scalable, sustainable…

  20. School climate: perceptual differences between students, parents, and school staff

    Science.gov (United States)

    Ramsey, Christine M.; Spira, Adam P.; Parisi, Jeanine M.; Rebok, George W.

    2016-01-01

    Research suggests that school climate can have a great impact on student, teacher, and school outcomes. However, it is often assessed as a summary measure, without taking into account multiple perspectives (student, teacher, parent) or examining subdimensions within the broader construct. In this study, we assessed school climate from the perspective of students, staff, and parents within a large, urban school district using multilevel modeling techniques to examine within- and between-school variance. After adjusting for school-level demographic characteristics, students reported worse perceptions of safety and connectedness compared to both parent and staff ratings (all p climate ratings within a school. Understanding how perceptions differ between informants can inform interventions to improve perceptions and prevent adverse outcomes. PMID:28642631

  1. The Impact of E-Education on At Risk High School Students' Science Achievement and Experiences during Summer School Credit Recovery Courses

    Science.gov (United States)

    Phillips, Pamela Prevette

    2015-01-01

    Nationally, "at risk" students make up to 30% of U.S. students in public schools. Many "at risk" students have poor attendance, are disengaged from the learning environment and have low academic achievement. Educational failure occurs when students do not complete the required courses and as a result do not receive a high…

  2. Variation in obesity among American secondary school students by school and school characteristics.

    Science.gov (United States)

    O'Malley, Patrick M; Johnston, Lloyd D; Delva, Jorge; Bachman, Jerald G; Schulenberg, John E

    2007-10-01

    Body mass index (BMI) is known to vary by individual characteristics, but little is known about whether BMI varies by school and by school characteristics. Nationally representative samples of United States schools and students are used to determine the extent to which BMI and percent of students at or above the 85th percentile of BMI vary by school and by school characteristics. Data from the 1991-2004 Monitoring the Future (MTF) study were analyzed in 2006 and 2007. A relatively small proportion of variance in BMI lies between schools; intraclass correlations are on the order of 3%. Still, this is sufficient variation to provide very different environments for students attending schools that are low versus high in average BMI. There is some modest variation by school type (public, Catholic private, non-Catholic private); school size (number of students in the sampled grade); region of the country; and population density. There is more variation as a function of school socioeconomic status (SES) and racial/ethnic composition of the school. School SES in particular was negatively associated with BMI levels, even after controlling individual-level SES and racial/ethnic status. The residual differences in BMI by school suggest that some characteristic of the school and/or community environment--perhaps cultural factors or peer role modeling or differences in school food, beverage, or physical education policies--facilitate obesity in schools with a high concentration of lower socioeconomic students, beyond individual-level factors.

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

    Science.gov (United States)

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

    2012-01-01

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

  4. Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula.

    Science.gov (United States)

    Meo, Sultan Ayoub

    2013-09-01

    This study aimed to assess knowledge and skills in a respiratory physiology course in traditional versus problem-based learning (PBL) groups in two different medical schools. Two different undergraduate medical schools were selected for this study. The first medical school followed the traditional [lecture-based learning (LBL)] curriculum, and the second medical school followed the PBL curriculum. Sixty first-year male medical students (30 students from each medical school) volunteered; they were apparently healthy and of the same age, sex, nationality, and regional and cultural background. Students were taught respiratory physiology according to their curriculum for a period of 2 wk. At the completion of the study period, knowledge was measured based on a single best multiple-choice question examination, and skill was measured based on the objective structured practical examination in the lung function laboratory (respiratory physiology). A Student's t-test was applied for the analysis of the data, and the level of significance was set at P schools.

  5. Isaac Newton and Student College Completion

    Science.gov (United States)

    Tinto, Vincent

    2013-01-01

    Success in college is built upon classroom success, but success in the classroom does not in itself ensure college completion. Completion arises from success in a sequence of classes one after another over time. It does so most frequently when students are presented with coherent course pathways to degree completion, are able to gain degree credit…

  6. School Counselor Advocacy for Lesbian, Gay, and Bisexual Students: Intentions and Practice

    Science.gov (United States)

    Simons, Jack D.; Hutchison, Brian; Bahr, Michael W.

    2017-01-01

    This study sought to understand school counselor advocacy for lesbian, gay, and bisexual (LGB) students using the theory of planned behavior (Ajzen, 2015). The authors analyzed data from a non-random sample of 398 school counselors in the United States. Participants completed demographic items and the Attitudes subscale of the Sexual Orientation…

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

    Science.gov (United States)

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

    2014-01-01

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

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

    OpenAIRE

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

    2013-01-01

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

  9. Students come to medical schools prepared to cheat: a multi-campus investigation.

    Science.gov (United States)

    Kukolja Taradi, Sunčana; Taradi, Milan; Knežević, Tin; Đogaš, Zoran

    2010-11-01

    To investigate high school cheating experiences and attitudes towards academic misconduct of freshmen at all four medical schools in Croatia, as a post-communist country in transition, with intention of raising awareness of academic (dis)honesty. Students were given an anonymous questionnaire containing 22 questions on the atmosphere of integrity at their high school, self-reported educational dishonesty, their evaluation of cheating behaviour, and on their expectations about the atmosphere of integrity at their university. All schools of medicine of Croatian universities (Zagreb, Rijeka, Split and Osijek). Descriptive statistics and differences in students' self-reported educational dishonesty, perception of cheating behaviour, and perception of the high school integrity atmosphere. Of the 761 freshmen attending the four medical schools, 508 (67%) completed the questionnaire: 481 Croatian and 27 international students. Of the Croatian respondents, almost all (>99%) self-reported engaging in at least one behaviour of educational dishonesty, and 78% of respondents admitted to having frequently cheated in at least one form of assessed academic misconduct. Only three students admitted to having reported another student for cheating. For most of the questions, there was no significant difference in the responses among Croatian students. However, significant differences were found in most responses between Croatian students and their international counterparts, who were significantly less likely to engage in dishonest behaviours. No individual factor was found to correlate with the incidence of self-admitted dishonest behaviour. Frequent cheaters evaluated academic dishonesty significantly more leniently than those who did not cheat. Academic dishonesty of university students does not begin in higher education; students come to medical schools ready to cheat.

  10. Power quality affects teacher wellbeing and student behavior in three Minnesota Schools

    International Nuclear Information System (INIS)

    Havas, Magda; Olstad, Angela

    2008-01-01

    Background: Poor power quality (dirty electricity) is ubiquitous especially in schools with fluorescent lights and computers. Previous studies have shown a relationship between power quality and student behavior/teacher health. Objectives: The purpose of this study is to determine the ability of power line filters to reduce dirty electricity in a school environment and to document changes in health and behavior among teachers and students. Method: We installed Graham Stetzer filters and dummy filters and measured power quality in three Minnesota Schools. Teachers completed a daily questionnaire regarding their health and the behavior of their students for an 8-week period. Teachers were unaware of which filters were installed at any one time (single blind study). Results: Dirty electricity was reduced by more than 90% in the three schools and during this period teacher health improved as did student behavior in the middle/elementary schools. Headaches, general weakness, dry eyes/mouth, facial flushing, asthma, skin irritations, overall mood including depression and anxiety improved significantly among staff. Of the 44 teachers who participated 64% were better, 30% were worse, and 6% did not change. Behavior of high school students did not improve but elementary/middle school students were more active in class; more responsive, more focused; had fewer health complaints; and had a better overall learning experience. Conclusions: Dirty electricity in schools may be adversely affecting wellbeing of teachers and behavior of their students, especially younger students in middle and elementary school. Power line filters improve power quality and may also protect those who are sensitive to this energy. Work on electric and magnetic field metrics with and without Stetzer filters urgently needs to be carried out to determine just what characteristics of the dirty electricity may be interacting with the people

  11. School lunch waste among middle school students: nutrients consumed and costs.

    Science.gov (United States)

    Cohen, Juliana F W; Richardson, Scott; Austin, S Bryn; Economos, Christina D; Rimm, Eric B

    2013-02-01

    The National School Lunch Program has been guided by modest nutrient standards, and the palatability of meals, which drives consumption, receives inadequate attention. School food waste can have important nutritional and cost implications for policymakers, students, and their families. Nutrient losses and economic costs associated with school meal waste were examined. The study also assessed if school foods served were valid proxies for foods consumed by students. Plate waste measurements were collected from middle school students in Boston attending two Chef Initiative schools (n=1609) and two control schools (n=1440) during a 2-year pilot study (2007-2009) in which a professional chef trained cafeteria staff to make healthier school meals. The costs associated with food waste were calculated and the percentage of foods consumed was compared with a gold standard of 85% consumption. Analyses were conducted in 2010-2011. Overall, students consumed less than the required/recommended levels of nutrients. An estimated $432,349 of food (26.1% of the total food budget) was discarded by middle school students annually at lunch in these Boston middle schools. For most meal components, substantially less than 85% was consumed. There is substantial food waste among middle school students in Boston. Overall, students' nutrient consumption levels were below school meal standards, and foods served were not valid proxies for foods consumed. The costs associated with discarded foods are high; if translated nationally for school lunches, roughly $1,238,846,400 annually is wasted. Students might benefit if additional focus were given to the quality and palatability of school meals. Copyright © 2013 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

  12. Dyadic Instruction for Middle School Students: Liking Promotes Learning

    OpenAIRE

    Hartl, Amy C.; DeLay, Dawn; Laursen, Brett; Denner, Jill; Werner, Linda; Campe, Shannon; Ortiz, Eloy

    2015-01-01

    This study examines whether friendship facilitates or hinders learning in a dyadic instructional setting. Working in 80 same-sex pairs, 160 (60 girls, 100 boys) middle school students (M = 12.13 years old) were taught a new computer programming language and programmed a game. Students spent 14 to 30 (M = 22.7) hours in a programming class. At the beginning and the end of the project, each participant separately completed (a) computer programming knowledge assessments and (b) questionnaires ra...

  13. Dental Students' Knowledge of Resources for LGBT Persons: Findings from Three Dental Schools.

    Science.gov (United States)

    Feng, Xiaoying; Mugayar, Leda; Perez, Edna; Nagasawa, Pamela R; Brown, David G; Behar-Horenstein, Linda S

    2017-01-01

    Recently, there has been increased attention to including cultural diversity in the education of health professionals, including concern for lesbian, gay, bisexual, and transgender (LGBT) inclusion and visibility. Studies regarding cultural exposure and acceptance of LGBT populations have been concentrated in medicine, with findings showing that medical providers often graduate having missed the preparation required to care for LGBT persons. A visible, comprehensive, culturally competent environment in dental schools would help ensure that all oral health professionals and students are aware of services available to address the particular needs of LGBT students. The aims of this survey-based study conducted in 2015-16 were to determine dental students' perceptions regarding LGBT students' needs and to assess dental students' knowledge of resources for LGBT persons at three U.S. dental schools, one each in the Midwest, West, and South. Of the 849 students invited to participate, 364 completed the survey (338 dental, 26 dental hygiene), for an overall response rate of 43%. The response rate at individual schools ranged from 30% to 55%. The results showed perceptions of insufficient LGBT information, resources, and support at these institutions, especially at the Western school. There were significant differences among the three schools, with students at the Western school more than the other two schools perceiving that their institution was less aware of whether it met the academic, social support, and spiritual needs of LGBT students. There were no significant differences between LGBT and non-LGBT students' perceptions. The authors urge dental school administrators to explore the degree to which their programs teach respectful and caring behavior towards LGBT students and, by extension, LGBT patient populations.

  14. Sustained improvements in students' mental health literacy with use of a mental health curriculum in Canadian schools.

    Science.gov (United States)

    Mcluckie, Alan; Kutcher, Stan; Wei, Yifeng; Weaver, Cynthia

    2014-12-31

    Enhancement of mental health literacy for youth is a focus of increasing interest for mental health professionals and educators alike. Schools are an ideal site for addressing mental health literacy in young people. Currently, there is limited evidence regarding the impact of curriculum-based interventions within high school settings. We examined the effect of a high-school mental health curriculum (The Guide) in enhancing mental health literacy in Canadian schools. We conducted a secondary analysis on surveys of students who participated in a classroom mental health course taught by their usual teachers. Evaluation of students' mental health literacy (knowledge/attitudes) was completed before and after classroom implementation and at 2-month follow-up. We used paired-samples t-tests and Cohen's d value to determine the significance and impact of change. There were 265 students who completed all surveys. Students' knowledge significantly improved between pre- and post-tests (p mental health. This is the first study to demonstrate the positive impact of a curriculum-based mental health literacy program in a Canadian high school population.

  15. Adverse Situations Encountered by Adolescent Students Who Return to School Following Suspension

    Directory of Open Access Journals (Sweden)

    Cheng-Fang Yen

    2009-06-01

    Full Text Available This study aimed to investigate the adverse personal, family, peer and school situations encountered by adolescent students who had returned to school after being suspended. This was a large-scale study involving a representative population of Taiwanese adolescents. A total of 8,494 adolescent students in Southern Taiwan were recruited in the study and completed the questionnaires. The relationships between their experiences of suspension from school and adverse personal, family, peer, and school situations were examined. The results indicated that 178 (2.1% participants had been suspended from school at some time. Compared with students who had never been suspended, those who had experienced suspension were more likely to report depression, low self-esteem, insomnia, alcohol consumption, illicit drug use, low family support, low family monitoring, high family conflict, habitual alcohol consumption, illicit drug use by family members, low rank and decreased satisfaction in their peer group, having peers with substance use and deviant behaviors, low connectedness to school, and poor academic achievement. These results indicate that adolescent students who have returned to school after suspension encounter numerous adverse situations. The psychological conditions and social contexts of these individuals need to be understood in depth, and intervention programs should be developed to help them to adjust when they return to school and to prevent school dropouts in the future.

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

    Science.gov (United States)

    Kavanaugh, Debbie

    2009-01-01

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

  17. Metaphors of Primary School Students Relating to the Concept of Global Warming

    Science.gov (United States)

    Dogru, Mustafa; Sarac, Esra

    2013-01-01

    The purpose of this study is to reveal the metaphors of primary school students (n = 362) relating to the concept of global warming. Data collected by completing the expression of "global warming is like..., because..." of the students were analysed by use of qualitative and quantitative data analysis techniques. According to findings of…

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

    Directory of Open Access Journals (Sweden)

    Angélica Caetano da Silva

    2012-05-01

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

  19. Reliability and validity of the Safe Routes to school parent and student surveys

    OpenAIRE

    McDonald, Noreen C; Dwelley, Amanda E; Combs, Tabitha S; Evenson, Kelly R; Winters, Richard H

    2011-01-01

    Abstract Background The purpose of this study is to assess the reliability and validity of the U.S. National Center for Safe Routes to School's in-class student travel tallies and written parent surveys. Over 65,000 tallies and 374,000 parent surveys have been completed, but no published studies have examined their measurement properties. Methods Students and parents from two Charlotte, NC (USA) elementary schools participated. Tallies were conducted on two consecutive days using a hand-raisi...

  20. Working While in Middle School: Student Perceptions of School Climate & Connectedness

    Science.gov (United States)

    Miller, Sabrena

    2016-01-01

    Does working during the school year result in lowered perceptions of school climate and connectedness for middle school students? According to outcomes from a Rocky Mountain Region School District's (RMRSD) school climate survey, 20% of their middle school student population works during the school year. Existing literature on youth employment…

  1. A social and academic enrichment program promotes medical school matriculation and graduation for disadvantaged students.

    Science.gov (United States)

    Keith, L; Hollar, D

    2012-07-01

    This study assessed the impact of a pre-medical pipeline program on successful completion of medical school and the capacity of this program to address achievement gaps experienced by disadvantaged students. The University of North Carolina (USA) Medical Education Development (MED) program provides intensive academic and test skills preparation for admission to medical, dental, and other allied health professions schools. This retrospective study evaluated the academic progress of a longitudinal sample of 1738 disadvantaged college students who completed MED between 1974 and 2001. Data sources included MED participant data, medical school admissions data for the host school, aggregate data from the Association of American Medical Colleges (AAMC), and individual MED participant data from AAMC. Methods of analysis utilized Chi-square, independent samples t test, and logistic regression to examine associations between factors. Of the 935 students in MED from 1974 to 2001, who had indicated an interest in medical school, 887 (94.9%) successfully matriculated and 801 (85.7%) successfully earned the MD degree. Using logistic regression, factors that were significantly correlated with earning the medical degree included the student's race, college undergraduate total and science grade point averages, with Hispanic, African American, and Native American participants earning the medical degree at rates comparable to Caucasian participants. MED students successfully earned the MD degree despite having significantly lower Medical College Admissions Test (MCAT) scores and undergraduate grade point averages compared to all United States medical school applicants: MCAT scores had little relationship with student's success. These findings suggest that an intensive, nine-week, pre-medical academic enrichment program that incorporates confidence-building and small-group tutoring and peer support activities can build a foundation on which disadvantaged students can successfully earn

  2. School superintendents' perceptions of schools assisting students in obtaining public health insurance.

    Science.gov (United States)

    Rickard, Megan L; Price, James H; Telljohann, Susan K; Dake, Joseph A; Fink, Brian N

    2011-12-01

    Superintendents' perceptions regarding the effect of health insurance status on academics, the role schools should play in the process of obtaining health insurance, and the benefits/barriers to assisting students in enrolling in health insurance were surveyed. Superintendents' basic knowledge of health insurance, the link between health and learning, and specific school system practices for assisting students were also examined. A 4-page questionnaire was sent to a national random sample of public school superintendents using a 4-wave postal mailing. Only 19% of school districts assessed the health insurance status of students. School districts' assistance in helping enroll students in health insurance was assessed using Stages of Change theory; 36% of superintendents' school districts were in the action or maintenance stages. The schools most often made health insurance materials available to parents (53%). The perceived benefits identified by more than 80% of superintendents were to keep students healthier, reduce the number of students with untreated health problems, reduce school absenteeism, and improvement of students' attention/concentration during school. The 2 most common perceived barriers identified by at least 50% of superintendents were not having enough staff or financial resources. Most superintendents believed schools should play a role in helping students obtain health insurance, but the specific role was unclear. Three fourths of superintendents indicated overwhelmingly positive beliefs regarding the effects of health insurance status on students' health and academic outcomes. School personnel and public policy makers can use the results to support collaboration in getting students enrolled in health insurance. © 2011, American School Health Association.

  3. AIDS risk among students attending Seventh-day Adventist school, in North America.

    Science.gov (United States)

    Hopkins, G L; Hopp, J W; Marshak, H P; Neish, C; Rhoads, G

    1998-04-01

    In 1995, a survey was conducted among students attending 69 Seventh-day Adventist (SDA) high schools within the United States and Canada. The survey assessed the extent that these students practiced sexual and drug-use behaviors which place them at risk for contracting or transmitting the human immunodeficiency virus (HIV). A total of 1,748 respondents enrolled in grades 9 through 12 completed questionnaires similar to the instrument used in the 1993 Youth Risk Behavior Survey (YRBS). Data were collected and compared to results from the 1993 YRBS. Students who attended SDA parochial schools reported lower rates of sexual intercourse compared to YRBS school counterparts (16.3% vs. 53.1%) and lower rates of all substances measured. Furthermore, respondents were more likely to engage in substance use and sexual intercourse if they had at least one parent who used tobacco, alcohol, or marijuana, as reported by the students.

  4. The School for Science and Math at Vanderbilt: An Innovative Research-Based Program for High School Students

    Science.gov (United States)

    Eeds, Angela; Vanags, Chris; Creamer, Jonathan; Loveless, Mary; Dixon, Amanda; Sperling, Harvey; McCombs, Glenn; Robinson, Doug

    2014-01-01

    The School for Science and Math at Vanderbilt (SSMV) is an innovative partnership program between a Research I private university and a large urban public school system. The SSMV was started in 2007 and currently has 101 students enrolled in the program, with a total of 60 students who have completed the 4-yr sequential program. Students attend the SSMV for one full day per week during the school year and 3–6 wk in the summers following their ninth- to 11th-grade years, with each grade of 26 students coming to the Vanderbilt campus on a separate day. The research-based curriculum focuses on guiding students through the process of learning to develop questions and hypotheses, designing projects and performing analyses, and communicating results of these projects. The SSMV program has elevated the learning outcomes of students as evidenced by increased achievement scores relative to a comparison group of students; has provided a rigorous research-based science, technology, engineering, and mathematics elective curriculum that culminates in a Summer research internship; has produced 27 Intel and Siemens semifinalists and regional finalists over the past 4 yr; and has supported the development of writing and communication skills resulting in regional and national oral presentations and publications in scientific journals. PMID:26086660

  5. Addressing Student Burnout: What Medical Schools Can Learn From Business Schools.

    Science.gov (United States)

    Pathipati, Akhilesh S; Cassel, Christine K

    2018-03-13

    Although they enter school with enthusiasm for a career in medicine, medical students in the United States subsequently report high levels of burnout and disillusionment. As medical school leaders consider how to address this problem, they can look to business schools as one source of inspiration. In this Commentary, the authors argue-based on their collective experience in both medical and business education-that medical schools can draw three lessons from business schools that can help reinvigorate students. First, medical schools should offer more opportunities and dedicated time for creative work. Engaging with diverse challenges promotes intellectual curiosity and can help students maintain perspective. Second, schools should provide more explicit training in resiliency and the management of stressful situations. Many business programs include formal training in how to cope with conflict and how to make high-stakes decisions whereas medical students are typically expected to learn those skills on the job. Finally, medical schools should provide better guidance on practical career considerations like income, lifestyle, and financial skills. Whether in medicine or business, students benefit from open discussions about their personal and professional goals. Medical schools must ensure students have an outlet for those conversations.

  6. Targeting School Factors that Contribute to Youth Alienation: Focused School Counseling Programs

    Science.gov (United States)

    Schulz, Lisa L.

    2011-01-01

    This article explores students at risk of academic non-completion. Schools and school counselors need to target the factors which put students at risk of academic non-completion to reduce the number of adolescents feeling a sense of alienation from school, from educators, and from learning. The construct of student alienation is examined based on…

  7. Secondary School Students' Preferences for Popular Music and Perceptions of Popular Music Learned in School Music Education in Mainland China

    Science.gov (United States)

    Ho, Wai-Chung

    2017-01-01

    This study examined popular music and school music education as cultural constructs of teenage students amid the shifting cultural and social dynamics of contemporary China. Data were drawn from questionnaires completed by 6,780 secondary students (mainly ages 12 through 17) from three cities--Beijing, Changsha, and Shanghai. The survey results…

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

    Science.gov (United States)

    McFarland, Joel; Cui, Jiashan; Stark, Patrick

    2018-01-01

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

  9. Understanding Student Stress and Coping in Elementary School: A Mixed-Method, Longitudinal Study

    Science.gov (United States)

    Sotardi, Valerie A.

    2016-01-01

    This mixed-method, longitudinal study examined daily school stress and coping strategies of elementary schoolchildren in the United States. Students (n = 65) between the ages of 7 and 11 years reported daily school stress measures for 8 weeks and completed individual stress and coping interviews. Results highlight critical relations between…

  10. Authoritative School Climate and High School Student Risk Behavior: A Cross-sectional Multi-level Analysis of Student Self-Reports.

    Science.gov (United States)

    Cornell, Dewey; Huang, Francis

    2016-11-01

    Many adolescents engage in risk behaviors such as substance use and aggression that jeopardize their healthy development. This study tested the hypothesis that an authoritative school climate characterized by strict but fair discipline and supportive teacher-student relationships is conducive to lower risk behavior for high school students. Multilevel logistic regression models were used to analyze cross-sectional, student-report survey data from a statewide sample of 47,888 students (50.6 % female) in 319 high schools. The students included ninth (26.6 %), tenth (25.5 %), eleventh (24.1 %) and twelfth (23.8 %) grade with a racial/ethnic breakdown of 52.2 % White, 18.0 % Black, 13.1 % Hispanic, 5.9 % Asian, and 10.8 % reporting another or two or more race/ethnicities. Schools with an authoritative school climate had lower levels of student-reported alcohol and marijuana use; bullying, fighting, and weapon carrying at school; interest in gang membership; and suicidal thoughts and behavior. These results controlled for demographic variables of student gender, race, grade, and parent education level as well as school size, percentage of minority students, and percentage of low income students. Overall, these findings add new evidence that an authoritative school climate is associated with positive student outcomes.

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

    Science.gov (United States)

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

    2014-01-01

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

  12. Student and school factors associated with school suspension: A multilevel analysis of students in Victoria, Australia and Washington State, United States

    Science.gov (United States)

    Sheryl, A. Hemphill; Stephanie, M. Plenty; Herrenkohl, Todd I.; Toumbourou, John W.; Catalano, Richard F.

    2014-01-01

    One of the common issues schools face is how best to handle challenging student behaviors such as violent behavior, antisocial behavior, bullying, school rule violations, and interrupting other students’ learning. School suspension may be used to remove students engaging in challenging behaviors from the school for a period of time. However, the act of suspending students from school may worsen rather than improve their behavior. Research shows that suspensions predict a range of student outcomes, including crime, delinquency, and drug use. It is therefore crucial to understand the factors associated with the use of school suspension, particularly in sites with different policy approaches to problem behaviors. This paper draws on data from state-representative samples of 3,129 Grade 7 and 9 students in Washington State, United States and Victoria, Australia sampled in 2002. Multilevel modeling examined student and school level factors associated with student-reported school suspension. Results showed that both student (being male, previous student antisocial and violent behavior, rebelliousness, academic failure) and school (socioeconomic status of the school, aggregate measures of low school commitment) level factors were associated with school suspension and that the factors related to suspension were similar in the two states. The implications of the findings for effective school behavior management policy are that, rather than focusing only on the student, both student and school level factors need to be addressed to reduce the rates of school suspension. PMID:24860205

  13. Knowledge about epilepsy by students and staff of a school in Fortaleza-CE

    Directory of Open Access Journals (Sweden)

    Silvânia Maria Mendes Vasconcelos

    2009-12-01

    Full Text Available Objective: To assess the knowledge of teachers, students and employees of a school about epilepsy. Methods: A descriptive cross-sectional, quantitative study held in a school in Fortaleza - CE. The universe consisted of all students and staff at the school who met the following inclusion criteria: to be a student or employee of the night shift, to be 18 years old or above. Data collection occurred in September 2007, by applying a structured questionnaire. From 69 questionnaires, 50 were completed by students, 11 by teachers and eight by other school employees. We divided the sample into two groups: staff (employees and teachers and students. Results: The results show that 22% of staff believed that one of the forms of epilepsy transmission occurred through saliva. It was found that 98% of staff and 94% of students said that epilepsy is a neurological disorder. Concerning the control of the disease, 94% of students and 78% of staff believed that it occurs by taking the medication daily. Among the respondents, 29% of staff and 22% of students felt that people with epilepsy have difficulty in school learning. It was also observed that most participants scored appropriate procedures to be adopted in the seizure. Conclusion: The research determined gaps in the knowledge about epilepsy in the studied sample.

  14. Validation of the school lunch recall questionnaire to capture school lunch intake of third- to fifth-grade students.

    Science.gov (United States)

    Paxton, Amy; Baxter, Suzanne Domel; Fleming, Phyllis; Ammerman, Alice

    2011-03-01

    Children's dietary intake is a key variable in evaluations of school-based interventions. Current methods for assessing children's intake, such as 24-hour recalls and meal observations, are time- and resource-intensive. As part of a study to evaluate the impact of farm-to-school programs, the school lunch recall was developed from a need for a valid and efficient tool to assess school lunch intake among large samples of children. A self-administered paper-and-pencil questionnaire, the school lunch recall prompts for school lunch items by asking children whether they chose a menu item, how much of it they ate, how much they liked it, and whether they would choose it again. The school lunch recall was validated during summer school in 2008 with 18 third- to fifth-grade students (8 to 11 years old) in a North Carolina elementary school. For 4 consecutive days, trained observers recorded foods and amounts students ate during school lunch. Students completed the school lunch recall immediately after lunch. Thirty-seven total observation school lunch recall sets were analyzed. Comparison of school lunch recalls against observations indicated high accuracy, with means of 6% for omission rate (items observed but unreported), 10% for intrusion rate (items unobserved but reported), and 0.63 servings for total inaccuracy (a measure that combines errors for reporting items and amounts). For amounts, accuracy was high for matches (0.06 and 0.01 servings for absolute and arithmetic differences, respectively) but lower for omissions (0.47 servings) and intrusions (0.54 servings). In this pilot study, the school lunch recall was a valid, efficient tool for assessing school lunch intake for a small sample of third- to fifth-grade students. Copyright © 2011 American Dietetic Association. Published by Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    Feld, Lauren D; Shusterman, Anna

    2015-06-01

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

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

    Science.gov (United States)

    Riaz, Muhammad

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

  17. Improving the Comprehension of Students with Significant Developmental Disabilities: Systematic Instruction on the Steps for Completing and Using a Graphic Organizer

    Science.gov (United States)

    Britt, Alexander P.

    2015-01-01

    A single-subject, multiple-baseline across participants design was used to examine the functional relation between systematic instruction and the ability to complete a graphic organizer and recall facts about informational texts by students with significant development disabilities. Four high school students enrolled in an adapted academic program…

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

    Science.gov (United States)

    Ng, Larson S. W. M.

    2011-01-01

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

  19. School violence and bullying among sexual minority high school students, 2009-2011.

    Science.gov (United States)

    O'Malley Olsen, Emily; Kann, Laura; Vivolo-Kantor, Alana; Kinchen, Steve; McManus, Tim

    2014-09-01

    School-based victimization has short- and long-term implications for the health and academic lives of sexual minority students. This analysis assessed the prevalence and relative risk of school violence and bullying among sexual minority and heterosexual high school students. Youth Risk Behavior Survey data from 10 states and 10 large urban school districts that assessed sexual identity and had weighted data in the 2009 and/or 2011 cycle were combined to create two large population-based data sets, one containing state data and one containing district data. Prevalence of physical fighting, being threatened or injured with a weapon, weapon carrying, and being bullied on school property and not going to school because of safety concerns was calculated. Associations between these behaviors and sexual identity were identified. In the state data, sexual minority male students were at greater risk for being threatened or injured with a weapon, not going to school because of safety concerns and being bullied than heterosexual male students. Sexual minority female students were at greater risk than heterosexual female students for all five behaviors. In the district data, with one exception, sexual minority male and female students were at greater risk for all five behaviors than heterosexual students. Sexual minority students still routinely experience more school victimization than their heterosexual counterparts. The implementation of comprehensive, evidence-based programs and policies has the ability to reduce school violence and bullying, especially among sexual minority students. Published by Elsevier Inc.

  20. ['Life satisfaction' as a moderator or mediator of accommodation category and loneliness for rural school students].

    Science.gov (United States)

    Huang, Zhao-Hui; Tao, Fang-Biao; Hao, Jia-Hu; Yang, Ling; Cheng, Dai-Juan; Xiao, Li-Min

    2009-03-01

    To examine life satisfaction as a moderator or mediator of accommodation category and loneliness for elementary and middle school students in rural areas so as to provide evidence for psychological health intervention among said students. All participants were asked to complete an anonymous questionnaire battery which including an 18-item General Health Questionnaire, Children's Loneliness Scale and Multidimensional Students' Life Satisfaction. The average score of loneliness scale (35.0 +/- 9.5) among boarding-school students was significantly higher than those students living at home (33.1 +/- 10.1) (P mediated by school-satisfaction (the standardized coefficients of loneliness was reduced from 0.043 (P 0.05) and partly mediated by self-satisfaction and friend-satisfaction. Data through Moderation analyses indicated that self-satisfaction, school-satisfaction and friend-satisfaction did not serve as moderators. Accommodation category, life satisfaction seemed to be good predictors on loneliness among elementary and middle school students and the fully mediated effect of school-satisfaction between accommodation category and loneliness was significant, suggesting that intervention of loneliness should focus on these variables.

  1. Middle school student perceptions of school lunch following revised federal school meal guidelines

    Science.gov (United States)

    This study assessed student perceptions of school meals under the new federal meal patterns for the National School Lunch Program (NSLP). Student feedback is instrumental in developing strategies to increase and maintain NSLP participation, satisfaction, and ultimately provide students with a health...

  2. An Examination of Cross-Cultural Curriculum Development and Student Cross-Cultural Competencies in a School-Based Consultation Course

    Science.gov (United States)

    Arra, Christopher T.

    2010-01-01

    The goal of this case study was to describe the cross-cultural consultation experiences of school psychology graduate students as they progressed through a semester-long school-based consultation course. Graduate students enrolled in a consultation course completed both quantitative and qualitative assessment measures. The course instructor used…

  3. Just as smart but not as successful: obese students obtain lower school grades but equivalent test scores to nonobese students.

    Science.gov (United States)

    MacCann, C; Roberts, R D

    2013-01-01

    The obesity epidemic in industrialized nations has important implications for education, as research demonstrates lower academic achievement among obese students. The current paper compares the test scores and school grades of obese, overweight and normal-weight students in secondary and further education, controlling for demographic variables, personality, ability and well-being confounds. This study included 383 eighth-grade students (49% female; study 1) and 1036 students from 24 community colleges and universities (64% female, study 2), both drawn from five regions across the United States. In study 1, body mass index (BMI) was calculated using self-reports and parent reports of weight and height. In study 2, BMI was calculated from self-reported weight and height only. Both samples completed age-appropriate assessments of mathematics, vocabulary and the personality trait conscientiousness. Eighth-grade students additionally completed a measure of life satisfaction, with both self-reports and parent reports of their grades from the previous semester also obtained. Higher education students additionally completed measures of positive and negative affect, and self-reported their grades and college entrance scores. Obese students receive significantly lower grades in middle school (d=0.83), community college (d=0.34) and university (d=0.36), but show no statistically significant differences in intelligence or achievement test scores. Even after controlling for demographic variables, intelligence, personality and well-being, obese students obtain significantly lower grades than normal-weight students in the eighth grade (d=0.39), community college (d=0.42) and university (d=0.31). Lower grades may reflect peer and teacher prejudice against overweight and obese students rather than lack of ability among these students.

  4. School Related Alienation: Perceptions of Secondary School Students.

    Science.gov (United States)

    Kunkel, Richard C.; And Others

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

  5. Countering bullying at an australian secondary school with students as helpers.

    Science.gov (United States)

    Peterson, L; Rigby, K

    1999-08-01

    To counter bullying at an Australian coeducational secondary school, staff and students co-operated in developing and implementing appropriate policies and procedures. Questionnaires assessing the incidence of bullying and related attitudes were completed by students in Years 7, 9, 10 and 11 in 1995 and again in 1997. Significant reductions in levels of victimization were recorded for Year 7 students only. Significantly increased support for anti-bullying initiatives was found among senior students (Years 10 and 11). Anti-bullying activities directed and undertaken by students themselves received most approval from peers. Copyright 1999 The Association for Professionals in Services for Adolescents.

  6. What Works for Doctoral Students in Completing Their Thesis?

    Science.gov (United States)

    Lindsay, Siân

    2015-01-01

    Writing a thesis is one of the most challenging activities that a doctoral student must undertake and can represent a barrier to timely completion. This is relevant in light of current and widespread concerns regarding doctoral completion rates. This study explored thesis writing approaches of students post or near Ph.D. completion through…

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

    Science.gov (United States)

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

    2015-01-01

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

  8. Frequency of non-traumatic anterior knee pain in secondary school students

    International Nuclear Information System (INIS)

    Shafiq, W.; Ajmad, F.; Ahmed, A.; Fatima, M.

    2017-01-01

    To find out the frequency of non-traumatic anterior knee pain in secondary school students of Lahore, Pakistan. Methodology: This observational study was conducted among 350 students of secondary school of Lahore during a 3 months period. Both males and females of age 11-17 years were included in the study. A questionnaire was completed which included demographic data, Numeric Rating scale (NRS) and Kujala Scale. The data were being analyzed using SPSS version 21.0. Results: Out of 350 secondary school students, 145 (41%) had anterior knee pain (AKP). Twenty seven (19%) had pain in the left knee only, 54 (37%) had pain in right knee only while 64 (44%) had pain in both knees. The incidence of AKP was highest among 11 to 15 years old students. Moreover, the girls reported high frequency of AKP then the boys. The activities that were affected because of AKP included running, walking, stair climbing and jumping. Conclusion: Non-traumatic AKP is common among students of age 11-17 years, with a peak during adolescence (11-15). This pain not only affects the sports activities but also affects the activity of daily livings. (author)

  9. Self-Concept and Sport Participation in Sixth Grade Basic School Students

    Directory of Open Access Journals (Sweden)

    Špela Virag

    2016-04-01

    Full Text Available The purpose of the study was to examine self-concept in relation to sport participation among basic school children. The sample included 109 sixth grade students of different Slovenian basic schools. The participants completed the Slovenian version of the SelfPerception Profile for Children – SPPC. The results show significant gender differences in some specific components of self-concept. Boys exhibited higher scores in perceived physical appearance and athletic competence, whereas girls exhibited higher levels in perceived behavioural conduct. Mean values show that students, engaged in organized sport practice, reported higher scores in all self-concept subscales than their inactive peers, although significant differences between these two groups were found in perceived scholastic competence and athletic competence. The study offers a detailed insight into the multidimensional self-perceptions of sixth grade basic school students. The results highlight the importance of physical/sports activity in the self-concept development and can be useful in promoting an active lifestyle among youth.

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Icel, Mustafa; Davis, Matthew

    2018-01-01

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

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

    Science.gov (United States)

    DeLombard, Richard; Hodanbosi, Carol; Stocker, Dennis

    2003-01-01

    The Dropping In a Microgravity Environment or DIME competition for high-school-aged student teams has completed the first year for nationwide eligibility after two regional pilot years. With the expanded geographic participation and increased complexity of experiments, new lessons were learned by the DIME staff. A team participating in DIME will research the field of microgravity, develop a hypothesis, and prepare a proposal for an experiment to be conducted in a NASA microgravity drop tower. A team of NASA scientists and engineers will select the top proposals and then the selected teams will design and build their experiment apparatus. When completed, team representatives will visit NASA Glenn in Cleveland, Ohio to operate their experiment in the 2.2 Second Drop Tower and participate in workshops and center tours. NASA participates in a wide variety of educational activities including competitive events. There are competitive events sponsored by NASA (e.g. NASA Student Involvement Program) and student teams mentored by NASA centers (e.g. For Inspiration and Recognition of Science and Technology Robotics Competition). This participation by NASA in these public forums serves to bring the excitement of aerospace science to students and educators.Researchers from academic institutions, NASA, and industry utilize the 2.2 Second Drop Tower at NASA Glenn Research Center in Cleveland, Ohio for microgravity research. The researcher may be able to complete the suite of experiments in the drop tower but many experiments are precursor experiments for spaceflight experiments. The short turnaround time for an experiment's operations (45 minutes) and ready access to experiment carriers makes the facility amenable for use in a student program. The pilot year for DIME was conducted during the 2000-2001 school year with invitations sent out to Ohio- based schools and organizations. A second pilot year was conducted during the 2001-2002 school year for teams in the six-state region

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

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    Gizem Emekdar

    2017-03-01

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

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

    Science.gov (United States)

    Baker-Smith, E. Christine

    2015-01-01

    Evidence is clear that discipline in high school is associated with negative outcomes across the life course. Not only are suspensions related to declining academic trajectories during high school in the form of attendance and academic achievement, students suspended once are also more likely to be suspended again and also substantially increase…

  15. Bullying among High School Students

    Science.gov (United States)

    Nursel TÜRKMEN, Delia; Halis DOKGÖZ, Mihai; Semra AKGÖZ, Suzana; Bülent EREN, Bogdan Nicolae; Pınar VURAL, Horatiu; Oğuz POLAT, Horatiu

    2013-01-01

    ABSTRACT Objective: The main aim of this research is to investigate the prevalence of bullying behaviour, its victims and the types of bullying and places of bullying among 14-17 year-old adolescents in a sample of school children in Bursa, Turkey. Methodology: A cross-sectional survey questionnaire was conducted among class 1 and class 2 high school students for identification bullying. Results: Majority (96.7%) of the students were involved in bullying behaviours as aggressors or victims. For a male student, the likelihood of being involved in violent behaviours was detected to be nearly 8.4 times higher when compared with a female student. Conclusion: a multidisciplinary approach involving affected children, their parents, school personnel, media, non-govermental organizations, and security units is required to achieve an effective approach for the prevention of violence targeting children in schools as victims and/or perpetrators. PMID:24371478

  16. Perceived school climate across the transition from elementary to middle school.

    Science.gov (United States)

    Madjar, Nir; Cohen-Malayev, Maya

    2016-06-01

    The implications of the transition from elementary to middle school are of major concern for educators and researchers worldwide. Previous studies have yielded ambiguous findings; some have indicated negative outcomes of school transition, whereas others have demonstrated null or even positive effects. The aim of the current research was to explore the impact of school transition on students' perceived educational climate while distinguishing between transition effects and age-related effects by comparing students who transitioned to middle schools at the end of the sixth grade versus those who did not. The research included 2 complementary studies. Study 1 was based on a large-scale national survey in Israel (N = 71,739) that compared students from fifth to eighth grades using a cross-sectional design, in which the students completed a survey once in the middle of the school year. Study 2 followed a sample of 415 students across 2 years including 4 waves of survey completion, at the beginning and the end of 2 consecutive school years, during which 55% of the students experienced a transition and 45% remained in elementary school. In both studies, the students completed self-report surveys assessing the perceived school climate. Both multilevel and nonlinear growth-curve analyses consistently indicated that the students who transitioned reported positive perceptions of the school climate before the transition that declined more quickly and become equal to or lower than those of the nontransitioning students. Teachers should apply practices that enhance students' sense of support, specifically following school transitions. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  17. Sex differences and violence among primary school students

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    Marković Živorad M.

    2017-01-01

    Full Text Available This is the micro research which studied the connection between gender and violence between older primary school students with the goal of discovering exposure of gender members to violence in school context and the ways of reaction to the violence. The researchers from different scientific disciplines have been permanently involved in studying the problem of violence for more than a decade with the goal to lessen the high percentage of violence in schools. In this sense, this research, with its range and character, represents the contribution in discovering characteristics of violence in schools in one specific local area, which could fill in the wholeness of this phenomenon. The research involved students of the final grade of primary school on the territory of the municipality of Svilajnac (which is in central part of Serbia and it was performed in December 2015. 236 students were surveyed. The survey consisted of the following questions a which questioned the social matrix of families in which the students live b which questioned presence and frequency of different types of violence between students in primary schools c which questioned the attitudes of students of both genders about the violence, exposure to violence in school and the ways of reacting to violence. In the frame of quantitative analysis of the data the following was applied: percentual research of frequencies and Pierson's hi-square test (x2 for testing of hyphothesis about the significance of differences. The main results of the research showed: a There is no statistically significant difference in exposure to violence in school between male and female students of primary school age; both genders are exposed to verbal and physical violence and male students (45.7% are more exposed to physical, and female students (38.3% are more exposed to verbal violence. bThere is no statistically significant difference in the readiness of students considering their gender to help another

  18. Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive

    Science.gov (United States)

    TNTP, 2012

    2012-01-01

    Successful teachers make successful schools. Yet some schools are better than others at accelerating student learning by developing and keeping great teachers, even compared to schools that serve the same population of students and have access to the same resources. These schools are called "greenhouse schools"--schools with carefully…

  19. Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status, Ethnicity, and Gender: Evidence of a Digital Divide in Florida Schools

    Science.gov (United States)

    Ritzhaupt, Albert D.; Liu, Feng; Dawson, Kara; Barron, Ann E.

    2013-01-01

    This research examines student information and communication technology (ICT) literacy and its relationships to a student's socio-economic status (SES), gender, and ethnicity of middle school students. We recruited 5,990 students from 13 school districts across the state of Florida. Student participants completed the Student Tool for Technology…

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

    Science.gov (United States)

    Warren, John Robert; Hamrock, Caitlin

    2010-01-01

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

  1. Perceived role legitimacy and role importance of Australian school staff in addressing student cannabis use.

    Science.gov (United States)

    Gates, Peter J; Norberg, Melissa M; Dillon, Paul; Manocha, Ramesh

    2013-01-01

    The high prevalence of cannabis use by Australian secondary school students makes schools an ideal setting for the delivery of substance use prevention programs. Although efficacious school-based cannabis prevention programs exist, there is scant research investigating the perceived role legitimacy and role importance of school staff. As such, this study surveyed a sample of 1691 Australian school staff by utilizing Generation Next seminars which are attended by professionals working with young people. The self-completed survey identified that, despite elevated contact with students relative to other school staff, teachers reported the least role importance and legitimacy of all school staff. Further, teachers reported the lowest level of staff drug education training, which was an important predictor of an increased feeling of role importance and legitimacy among school staff.

  2. Food sold in school vending machines is associated with overall student dietary intake.

    Science.gov (United States)

    Rovner, Alisha J; Nansel, Tonja R; Wang, Jing; Iannotti, Ronald J

    2011-01-01

    To examine the association between food sold in school vending machines and the dietary behaviors of students. The 2005-2006 U.S. Health Behavior in School-aged Children survey was administered to 6th to 10th graders and school administrators. Dietary intake in students was estimated with a brief food frequency measure. School administrators completed questions regarding food sold in vending machines. For each food intake behavior, a multilevel regression analysis modeled students (level 1) nested within schools (level 2), with the corresponding food sold in vending machines as the main predictor. Control variables included gender, grade, family affluence, and school poverty index. Analyses were conducted separately for 6th to 8th and 9th-10th grades. In all, 83% of the schools (152 schools; 5,930 students) had vending machines that primarily sold food of minimal nutritional values (soft drinks, chips, and sweets). In younger grades, availability of fruit and/or vegetables and chocolate and/or sweets was positively related to the corresponding food intake, with vending machine content and school poverty index providing an explanation for 70.6% of between-school variation in fruit and/or vegetable consumption and 71.7% in sweets consumption. Among the older grades, there was no significant effect of food available in vending machines on reported consumption of those food. Vending machines are widely available in public schools in the United States. In younger grades, school vending machines were either positively or negatively related to the diets of the students, depending on what was sold in them. Schools are in a powerful position to influence the diets of children; therefore, attention to the food sold at school is necessary to try to improve their diets. Copyright © 2011 Society for Adolescent Health and Medicine. All rights reserved.

  3. We love our school toilets: involving primary school students in improving their school toilets.

    Science.gov (United States)

    Senior, Elizabeth

    2014-03-01

    This article reports on the planning, implementation and evaluation of an intervention to improve school students' experience of using the school toilet in a primary school in Melbourne, Australia. 20 students from grades 2-6 participated in focus groups, to discuss what they valued about the school and raise awareness of issues they were not happy about. A common theme from all of the focus groups was that students reported avoiding use of the school toilets. Using the ideas generated from the focus groups, the student council (with input from staff), developed a self-administered pre- and post-test questionnaire. This was given to 220 students in grades 1-4, aged 6-10 years. Improvements suggested by the students were made to the toilet block, and then a post-test was administered. Independent t tests were conducted. The pre-test indicated that 71% of girls and 65% of boys feared the behaviour of other students in the toilet. Overwhelmingly, the qualitative comments focused on poor student behaviour in the toilets, with lack of privacy due to student misbehaviour mentioned in 90% of the comments. After the toilets were revamped, the greatest gains were made in students' attitudes toward the toilets, with a 37% increase in students who indicated they now liked the toilet facility. Incidents of vandalism also decreased; however, student misconduct in the toilets was still regarded as a problem. Involving students in refurbishing their toilets improved how students viewed the toilets and reduced vandalism; however, a different intervention is required to change inappropriate behaviours in the toilet.

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

    Directory of Open Access Journals (Sweden)

    Melike Demir

    2015-12-01

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

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

    Science.gov (United States)

    Camarena, Nilda N.

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

  6. Knowledge of girl students about oxyuriasis in middle schools of Kashan, Central Iran

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    Rouhullah Dehghani

    2017-01-01

    Full Text Available Background and Aim: Due to the high prevalence and worldwide distribution of Enterobius vermicularis and its readily transmission among children, parents' knowledge and health education have an important role in restriction and infection control. This study was performed to evaluate the girl students' knowledge about transmission, symptoms, and prevention of oxyuriasis in 2012–2013 in Kashan, Central Iran. Materials and Methods: In this cross-sectional study, a total of 500 students in three levels of middle schools were studied. To evaluate the students' knowledge level of oxyuriasis, the standardized questionnaire was distributed and completed. Data were analyzed using statistical software SPSS. Results: Among three levels of students of middle schools, 67.6% of students had average awareness (information, 17.4% had weak information, and 15% had high information. In the assessment of the level of awareness in the first-level students, 23.41% of the students had weak information, 66.4% had average information, and 10.12% had high information. In the second-level students, 12.57% had weak information, 73.14% had average information, and 14.28% had high information. In the third-level middle-school students, 16.76% of students had weak knowledge, 62.87% had average knowledge, and 20.35% had high knowledge. Conclusion: The result of this study shows that knowledge of middle-school students about this infection is good but not sufficient, and it is necessary for teachers and health officers in schools to increase hygienic knowledge of the students and to train about this infection to decrease the damage of personal and social problems.

  7. Bullying climate and school engagement in ninth-grade students.

    Science.gov (United States)

    Mehta, Sharmila B; Cornell, Dewey; Fan, Xitao; Gregory, Anne

    2013-01-01

    Many authorities agree that bullying has a widespread impact on school climate, affecting bystanders as well as victims. This study tested the contention that a climate of bullying can have a schoolwide impact on student engagement in school. Hierarchical linear modeling assessed the relations between student perception of bullying climate and student engagement at the individual and school level in a statewide sample of 7058 ninth graders randomly selected from 289 schools participating in the Virginia High School Safety Study. Student engagement was assessed by self-report scales measuring commitment to school and involvement in school activities. Individual differences in perception of school climate characterized by bullying were associated with lower commitment to school, but not less involvement in school activities. School-level differences in student perceptions of bullying climate were associated with both lower commitment to school and less involvement in school activities, after controlling for the effects of gender, race, school size, proportion of ethnic minority students in the school, and individual-level perception of bullying climate. Efforts to improve student engagement should consider the schoolwide impact of bullying on all students. © 2013, American School Health Association.

  8. Freshman Year Dropouts: Interactions between Student and School Characteristics and Student Dropout Status

    Science.gov (United States)

    Zvoch, Keith

    2006-01-01

    Data from a large school district in the southwestern United States were analyzed to investigate relations between student and school characteristics and high school freshman dropout patterns. Application of a multilevel logistic regression model to student dropout data revealed evidence of school-to-school differences in student dropout rates and…

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

    Science.gov (United States)

    Hou, Zhi-Jin; Leung, S. Alvin

    2011-01-01

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

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

    Science.gov (United States)

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

    2016-04-01

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

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

    Science.gov (United States)

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

    2011-06-01

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

  12. Program Costs and Student Completion

    Science.gov (United States)

    Manning, Terri M.; Crosta, Peter M.

    2014-01-01

    Community colleges are under pressure to increase completion rates, prepare students for the workplace, and contain costs. Colleges need to know the financial implications of what are often perceived as routine decisions: course scheduling, program offerings, and the provision of support services. This chapter presents a methodology for estimating…

  13. A school-wide assessment of social media usage by students in a US dental school.

    Science.gov (United States)

    Arnett, M R; Christensen, H L; Nelson, B A

    2014-11-01

    Social media sites have become an established means of communication due to the exponential growth in number of users across the world and the encouragement of interaction between users through site features. The purpose of this study was to determine the extent to which Loma Linda University School of Dentistry students use social media accounts, the types of accounts they prefer, their interest in incorporating social media into courses and their perceptions of the usefulness of social media in private practice. In addition, we wanted to determine the degree of student interest in the integration of these social tools into their instruction. One thousand one hundred and sixty-two students from Loma Linda University School of Dentistry were invited by e-mail to complete a confidential 18 item multiple choice survey through Surveymonkey.com. The overall response rate was 30% (n = 351) from the pooled response periods; the first in 2011 and the second in 2013. Similar to other studies, Facebook was used by 91% of the School of Dentistry students, and less than half used Google+, Twitter and LinkedIn. Of the respondents, 68% of students reported communicating on social media daily and 80% saw value for practising dentists to operate accounts. Time and privacy concerns were the largest barriers to usage at 16% and 12% respectively. One third of respondents were in favour of the incorporation of social media in their courses.

  14. Student Achievement in Title I Schools

    Science.gov (United States)

    Diaz, Abby T.

    2017-01-01

    This researcher seeks to answer the following question: How did two elementary Title I schools, identified as "high performing" on the first Smarter Balanced assessment, address elements of Maslow's hierarchy of needs when developing school-wide initiatives to enhance student achievement? Many students in Title I schools face barriers to…

  15. Relations between the school physical environment and school social capital with student physical activity levels.

    Science.gov (United States)

    Button, Brenton; Trites, Stephen; Janssen, Ian

    2013-12-17

    The physical and social environments at schools are related to students' moderate-to-vigorous physical activity (MVPA) levels. The purpose of this study was to explore the interactive effects of the school physical environment and school social capital on the MVPA of students while at school. Data from 18,875 grade 6-10 students from 331 schools who participated in the 2009/10 Canadian Health Behaviour in School-Aged Children survey were analyzed using multi-level regression. Students answered questions on the amount of time they spend in MVPA at school and on their school's social capital. Administrator reports were used to create a physical activity related physical environment score. The school physical environment score was positively associated with student MVPA at school (β = 0.040, p < .005). The association between the school social capital and MVPA was also positive (β = 0.074, p < .001). The difference in physical environments equated to about 20 minutes/week of MVPA for students attending schools with the lowest number of physical environment features and about 40 minutes/week for students attending schools with the lowest school social capital scores by comparison to students attending schools with the highest scores. The findings suggest that school social capital may be a more important factor in increasing students MVPA than the school physical environment. The results of this study may help inform interventions aimed at increasing student physical activity levels.

  16. High School Physics Students' Personal Epistemologies and School Science Practice

    Science.gov (United States)

    Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen

    2017-11-01

    This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students' definitions of scientific theories and their epistemological judgments. Analysis revealed that students used several epistemological resources to decide on the accuracy of their data including accuracy via following the right procedure and accuracy via what the others find. Traditional, formulation-based, physics instruction might have led students to activate naive epistemological resources that prevent them to participate in the practice of science in ways that are more meaningful. Implications for future studies are presented.

  17. Substance Use among Middle School Students: Associations with Self-Rated and Peer-Nominated Popularity

    Science.gov (United States)

    Tucker, Joan S.; Green, Harold D., Jr.; Zhou, Annie J.; Miles, Jeremy N. V.; Shih, Regina A.; D'Amico, Elizabeth J.

    2011-01-01

    Associations of popularity with adolescent substance use were examined among 1793 6-8th grade students who completed an in-school survey. Popularity was assessed through both self-ratings and peer nominations. Students who scored higher on either measure of popularity were more likely to be lifetime cigarette smokers, drinkers, and marijuana…

  18. Correlates of Student Bachelor of Business Administration Satisfaction and School Reputation Influencing Perceived Market Value

    Science.gov (United States)

    Blau, Gary; Halbert, Terry; Atwater, Craig; Kershner, Ronald; Zuckerman, M. Michael

    2016-01-01

    This study compares correlates of two outcomes: satisfaction with a bachelor of business administration degree, and business school reputation influencing students' perceived market value to potential employers. A sample of 261 graduating business school seniors completed a fall 2014 survey measuring these outcomes and a number of correlates.…

  19. Differences between the Sexes among Protestant Christian Middle School Students and Their Attitudes toward Science, Technology, Engineering and Math (STEM)

    Science.gov (United States)

    Michael, Kurt Y.; Alsup, Philip R.

    2016-01-01

    Research focusing on science, technology, engineering, and math (STEM) education among conservative Protestant Christian school students is scarce. Crenshaw's intersectionality theory is examined as it pertains to religion as a group identifier. The STEM Semantic Survey was completed by 157 middle school students attending six different private…

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  2. School Safety Concerns All Students.

    Science.gov (United States)

    Henderson, Megan

    1999-01-01

    Suggests that school safety is an issue that concerns all students. Discusses how the staff of the Rockwood South (Missouri) "RAMpage" covered the shootings at Columbine High School in a 14-page issue and in follow-up issues. Suggests that the student newspaper covered the controversial topic in an appropriate, tasteful manner. (RS)

  3. Middle School Students' Perceptions of the Quality of School Life in Ankara

    Science.gov (United States)

    Eres, Figen; Bilasa, Pinar

    2016-01-01

    The aim of this research is to measure the perception of middle school students in Ankara regarding the quality of school life. According to the findings obtained, the students have moderate level perceptions about the quality of school life. Their perceptions about sub-dimensions vary. While the students have the highest perceptions about…

  4. Student Voices in School-Based Assessment

    Science.gov (United States)

    Tong, Siu Yin Annie; Adamson, Bob

    2015-01-01

    The value of student voices in dialogues about learning improvement is acknowledged in the literature. This paper examines how the views of students regarding School-based Assessment (SBA), a significant shift in examination policy and practice in secondary schools in Hong Kong, have largely been ignored. The study captures student voices through…

  5. School Uniform Policies: Students' Views of Effectiveness.

    Science.gov (United States)

    McCarthy, Teresa M.; Moreno, Josephine

    2001-01-01

    Focus-group interviews of New York City middle-school students about their perceptions of the effectiveness of the school-uniform policy. Finds that students' perceptions of the effects of school-uniform policy on school culture varied considerably with those intended by the principal. (Contains 40 references.) (PKP)

  6. School Maladjustment and External Locus of Control Predict the Daytime Sleepiness of College Students With ADHD.

    Science.gov (United States)

    Langberg, Joshua M; Dvorsky, Melissa R; Becker, Stephen P; Molitor, Stephen J

    2016-09-01

    The primary aim of this study was to evaluate whether school maladjustment longitudinally predicts the daytime sleepiness of college students with ADHD above and beyond symptoms of ADHD and to determine whether internalizing dimensions mediate the relationship between maladjustment and sleepiness. A prospective longitudinal study of 59 college students comprehensively diagnosed with ADHD who completed ratings at the beginning, middle, and end of the school year. School maladjustment at the beginning of the year significantly predicted daytime sleepiness at the end of the year above and beyond symptoms of ADHD. Locus of control mediated the relationship between maladjustment and daytime sleepiness. The significant school maladjustment difficulties that students with ADHD experience following the transition to college may lead to the development of problems with daytime sleepiness, particularly for those students with high external locus of control. This pattern is likely reciprocal, whereby sleep problems in turn result in greater school impairment, reinforcing the idea that life events are outside of one's control. © The Author(s) 2014.

  7. UNDERSTANDING STUDENT ENGAGEMENT WITH SCHOOL: A LITERATURE REVIEW

    Directory of Open Access Journals (Sweden)

    Viorel ROBU

    2014-11-01

    Full Text Available In recent years, there has been an increasing amount of literature on student engagement with school. There is a large agreement on the predictive role that individual differences in student engagement with school plays in relation to a wide range of educational outcomes and to general adjustment. Numerous empirical studies have attempted to explain how individual characteristics of students (e.g., gender, academic motivation, school-related self-efficacy etc., family environment (e.g., parent social support, aspirations of parents concerning the adolescents’ school trajectory or quality of adolescent-parents relationship, and the school/classroom climate (e.g., social support from teachers and peers, autonomy granted to students, quality of instructional practices etc. impact student engagement with school and the academic achievement/performance. This paper summarizes the existing literature on antecedents and positive outcomes of student engagement with school. The implications for educational practice and policy makers are discussed.

  8. Can medical students recognize depression? A survey at the Zagreb School of Medicine.

    Science.gov (United States)

    Kuzman, Martina Rojnic; Bosnjak, Dina; Vokal, Petra; Kuharic, Josip; Brkic, Ivana; Kuzman, Tomislav; Dujmovic, Josip

    2014-06-01

    The objective of this study was to investigate medical students' knowledge and attitudes towards depression. Students attending their final year at Zagreb School of Medicine completed a set of standardized questionnaires, including attitudes towards psychiatric medication, attitudes towards depression, and personality inventory. In total, 199 students completed the questionnaire (response rate 77 %). Most medical students were only partially able to correctly identify major symptoms of depression, but did suggest referral to mental health specialists as the most appropriate course of action. They recognized social and biological causes of depression. Degree of correct identification of symptoms of depression correlated positively with non-stigmatizing attitudes towards depression and negatively with stigmatizing attitudes towards depression. Students' attitudes toward depression may influence their recognition of symptoms of depression. Incorporation of these findings in development of undergraduate medical curricula may improve students' recognition of depression.

  9. 76 FR 12719 - Safe Schools/Healthy Students Program; Office of Safe and Drug-Free Schools; Safe Schools/Healthy...

    Science.gov (United States)

    2011-03-08

    ... DEPARTMENT OF EDUCATION Safe Schools/Healthy Students Program; Office of Safe and Drug- Free Schools; Safe Schools/Healthy Students Program; Catalog of Federal Domestic Assistance (CFDA) Numbers: 84... priorities, requirements, and definitions under the Safe Schools/Healthy Students (SS/HS) program. Since...

  10. High School Students' Perception of University Students as STEM Representatives

    DEFF Research Database (Denmark)

    Poulsen, Eva Lykkegaard

    The Danish government has an ambition to recruit more high school students into STEM edu-cations (science, technology, engineering and/or mathematics). The students’ choice of further education is based on the people and jobs they have knowledge of. Therefore, to recruit more students into STEM....... Some representatives transmit infor-mation and are thereby definers, whereas other representatives illustrates as personal examples and are thereby models. This study focuses on high school students’ views on STEM representatives and the impact these representatives have on the high school students...... studies, it is important to introduce high school students to good STEM representatives to make possible the development of potential STEM identities. A potential identity within a specific subject area relies on at least a situation bound relation-ship to the subject area or the person representing it...

  11. Urban Middle School Students' Perceptions of Bullying, Cyberbullying, and School Safety

    Science.gov (United States)

    Varjas, Kris; Henrich, Christopher C.; Meyers, Joel

    2009-01-01

    This study examined 427 urban middle school students' perceptions of bullying, cyberbullying, and school safety utilizing the Student Survey of Bullying Behavior-Revised 2 (Varjas, Meyers, & Hunt, 2006). A unique finding is that cyberbullying may represent a unique modality of victimization and bullying compared with other school-based…

  12. A student manual for promoting mental health among high school students.

    Science.gov (United States)

    Gigantesco, Antonella; Del Re, Debora; Cascavilla, Isabella

    2013-01-01

    We describe a school program based on a student manual for promoting mental health and preventing mental illness. A preliminary version of the manual was assessed for face validity by two focus groups. The final version was evaluated for acceptability among 253 students in 10 high schools and 1 middle school in Italy. The manual included 18 chapters (or "units") which address skills for enabling students to cope with their daily lives: communication skills, problem-solving, assertive skills, negotiation, stress management, anger management and conflict resolution. The manual was found to have been acceptable by high school students. The effectiveness of the manual in actually promoting mental health and preventing mental illness is currently being evaluated.

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

    Science.gov (United States)

    Gibson, Jakeisha Jamice

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

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

    Science.gov (United States)

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

    2013-02-01

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

  15. School Adjustment, Social Support, and Mental Health of Mainland Chinese College Students in Hong Kong

    Science.gov (United States)

    Chui, Raymond Chi-Fai; Chan, Chi-Keung

    2017-01-01

    We investigated the relationship of school adjustment and social support with the mental health of mainland Chinese college students studying in Hong Kong. During the spring semester in 2011, 384 mainland Chinese college students across the postsecondary institutions in Hong Kong completed a questionnaire. Results showed that better school…

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

    Science.gov (United States)

    Lorenzen, Michael

    2002-01-01

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

  17. Self-regulated processes as predictors of students' achievement in music theory in Slovenian elementary music schools

    OpenAIRE

    Barbara Smolej Fritz; Cirila Peklaj

    2010-01-01

    The aim of the present research was to examine the relation between processes of selfregulated learning and achievement in Music Theory (MT), a basic and obligatory subject in Slovenian music schools. A total of 457 fifth- and sixth- grade students (153 boys and 303 girls) from 10 different elementary music schools in Slovenia participated in the study. Students completed a questionnaire about affective-motivational processes and a questionnaire about (meta)cognitive processes of selfregulate...

  18. Achievement and Demographics of Home School Students: 1998

    Directory of Open Access Journals (Sweden)

    Lawrence M. Rudner

    1999-03-01

    Full Text Available This report presents the results of the largest survey and testing program for students in home schools to date. In Spring 1998, 20,760 K-12 home school students in 11,930 families were administered either the Iowa Tests of Basic Skills (ITBS or the Tests of Achievement and Proficiency (TAP, depending on their current grade. The parents responded to a questionnaire requesting background and demographic information. Major findings include: the achievement test scores of this group of home school students are exceptionally high--the median scores were typically in the 70th to 80th percentile; 25% of home school students are enrolled one or more grades above their age-level public and private school peers; this group of home school parents has more formal education than parents in the general population; the median income for home school families is significantly higher than that of all families with children in the United States; and almost all home school students are in married couple families. Because this was not a controlled experiment, the study does not demonstrate that home schooling is superior to public or private schools and the results must be interpreted with caution. The report clearly suggests, however, that home school students do quite well in that educational environment.

  19. Student Media in U.S. Secondary Schools: Associations with School Demographic Characteristics

    Science.gov (United States)

    Bobkowski, Piotr S.; Goodman, Mark; Bowen, Candace Perkins

    2012-01-01

    This study provides an up-to-date counting of student media in U.S. public high schools. The analysis underscores the importance of school demographic characteristics in predicting whether schools offer student media. The disparities identified here should inform how journalism schools, scholastic journalism organizations, funding agencies, and…

  20. [Use of tobacco smoke: approach and risk perception by middle-school students in Catania (Italy)].

    Science.gov (United States)

    Modonutti, G B; Altobello, A; Fiore, M; Garascia, C; Leon, L

    2009-01-01

    The aim of this study was to investigate the approach and behaviour of middle school students in Catania, towards the risks associated with tobacco smoke. This study is part of a multicentric project evaluating the lifestyles of middle school students (grades 6-8), carried out by the Research and Health Education Group (GRES) and was performed during the 2006/2007 school year. In total 432 students participated in the study by completing a self-administered questionnaire. Data was analysed by using the Statistical Package for the Social Sciences (SPSS). Results show an increasing trend in the number of smokers from grades 6 to 8. In grades 6 and 8 most smokers are female while in grade 7 male smokers outnumber female smokers. Three percent of the student population reports smoking occasionally and 3% are regular smokers. In light of these results families, schools and institutions should take charge of programming and implementing health promotion interventions aimed at reducing risks and improving the quality of life of students in Catania.

  1. School climate factors contributing to student and faculty perceptions of safety in select Arizona schools.

    Science.gov (United States)

    Bosworth, Kris; Ford, Lysbeth; Hernandaz, Diley

    2011-04-01

    To ensure that schools are safe places where students can learn, researchers and educators must understand student and faculty safety concerns. This study examines student and teacher perceptions of school safety. Twenty-two focus groups with students and faculty were conducted in 11 secondary schools. Schools were selected from a stratified sample to vary in location, proximity to Indian reservations, size, and type. The data analysis was based on grounded theory. In 9 of 11 schools, neither faculty nor students voiced overwhelming concerns about safety. When asked what makes school safe, students tended to report physical security features. School climate and staff actions also increased feelings of safety. Faculty reported that relationships and climate are key factors in making schools safe. High student performance on standardized tests does not buffer students from unsafe behavior, nor does living in a dangerous neighborhood necessarily lead to more drug use or violence within school walls. School climate seemed to explain the difference between schools in which students and faculty reported higher versus lower levels of violence and alcohol and other drug use. The findings raise provocative questions about school safety and provide insight into elements that lead to perceptions of safety. Some schools have transcended issues of location and neighborhood to provide an environment perceived as safe. Further study of those schools could provide insights for policy makers, program planners, and educational leaders. © 2011, American School Health Association.

  2. Cross-sectional study on the relationship between life events and mental health of secondary school students in Shanghai, China

    OpenAIRE

    Zhou, Linlin; Fan, Juan; Du, Yasong

    2012-01-01

    Background The relationship of demographic factors and negative life events to the mental health of mainland Chinese school students has not been fully explored. Aim Assess the prevalence of different types of life stressors among secondary school students and identify the demographic characteristics and types of life events that are most closely associated with perceived psychological difficulties in these students. Methods This cross-sectional study administered two self-completion question...

  3. Reliability and validity of the Safe Routes to school parent and student surveys

    Directory of Open Access Journals (Sweden)

    Evenson Kelly R

    2011-06-01

    Full Text Available Abstract Background The purpose of this study is to assess the reliability and validity of the U.S. National Center for Safe Routes to School's in-class student travel tallies and written parent surveys. Over 65,000 tallies and 374,000 parent surveys have been completed, but no published studies have examined their measurement properties. Methods Students and parents from two Charlotte, NC (USA elementary schools participated. Tallies were conducted on two consecutive days using a hand-raising protocol; on day two students were also asked to recall the previous days' travel. The recall from day two was compared with day one to assess 24-hour test-retest reliability. Convergent validity was assessed by comparing parent-reports of students' travel mode with student-reports of travel mode. Two-week test-retest reliability of the parent survey was assessed by comparing within-parent responses. Reliability and validity were assessed using kappa statistics. Results A total of 542 students participated in the in-class student travel tally reliability assessment and 262 parent-student dyads participated in the validity assessment. Reliability was high for travel to and from school (kappa > 0.8; convergent validity was lower but still high (kappa > 0.75. There were no differences by student grade level. Two-week test-retest reliability of the parent survey (n = 112 ranged from moderate to very high for objective questions on travel mode and travel times (kappa range: 0.62 - 0.97 but was substantially lower for subjective assessments of barriers to walking to school (kappa range: 0.31 - 0.76. Conclusions The student in-class student travel tally exhibited high reliability and validity at all elementary grades. The parent survey had high reliability on questions related to student travel mode, but lower reliability for attitudinal questions identifying barriers to walking to school. Parent survey design should be improved so that responses clearly indicate

  4. Reliability and validity of the Safe Routes to school parent and student surveys.

    Science.gov (United States)

    McDonald, Noreen C; Dwelley, Amanda E; Combs, Tabitha S; Evenson, Kelly R; Winters, Richard H

    2011-06-08

    The purpose of this study is to assess the reliability and validity of the U.S. National Center for Safe Routes to School's in-class student travel tallies and written parent surveys. Over 65,000 tallies and 374,000 parent surveys have been completed, but no published studies have examined their measurement properties. Students and parents from two Charlotte, NC (USA) elementary schools participated. Tallies were conducted on two consecutive days using a hand-raising protocol; on day two students were also asked to recall the previous days' travel. The recall from day two was compared with day one to assess 24-hour test-retest reliability. Convergent validity was assessed by comparing parent-reports of students' travel mode with student-reports of travel mode. Two-week test-retest reliability of the parent survey was assessed by comparing within-parent responses. Reliability and validity were assessed using kappa statistics. A total of 542 students participated in the in-class student travel tally reliability assessment and 262 parent-student dyads participated in the validity assessment. Reliability was high for travel to and from school (kappa > 0.8); convergent validity was lower but still high (kappa > 0.75). There were no differences by student grade level. Two-week test-retest reliability of the parent survey (n=112) ranged from moderate to very high for objective questions on travel mode and travel times (kappa range: 0.62-0.97) but was substantially lower for subjective assessments of barriers to walking to school (kappa range: 0.31-0.76). The student in-class student travel tally exhibited high reliability and validity at all elementary grades. The parent survey had high reliability on questions related to student travel mode, but lower reliability for attitudinal questions identifying barriers to walking to school. Parent survey design should be improved so that responses clearly indicate issues that influence parental decision making in regards to their

  5. Urban Students' Perceptions of the School Environment's Influence on School Violence

    Science.gov (United States)

    Johnson, Sarah Lindstrom; Burke, Jessica Griffin; Gielen, Andrea Carlson

    2012-01-01

    This article provides information about aspects of the school environment students perceive to influence the occurrence of school violence. Concept mapping, a mixed-methods methodology, was used with two groups of urban, primarily African American high school students (N = 27) to create conceptual frameworks of their understanding of the school…

  6. Assessment of nutritional habits and preferences among secondary school students

    Science.gov (United States)

    Duma-Kocan, Paulina; Barud, Barbara; Głodek, Elżbieta; Gil, Marian

    Appropriate nutrition is one of the most important factors affecting the proper development of man, nutritional status and maintaining good health. Adolescence is a period of development of skills of self-determination and self-realization, also in the case of nutrition. Children and school-age youth are the group most vulnerable to the effects of incorrect nutrition. The way of nutrition during this period determines psychophysical and emotional development, effectiveness in learning process and has influence on health in adulthood. The aim of this study was to evaluate the habits and nutrition preferences in secondary school students from Rzeszów and Krosno age 16-19 years and to identify the differences between their eating behaviours. The study involved 300 secondary school students from Rzeszów and Krosno. The research material was the Authors’ questionnaire containing questions examining the eating habits of surveyed students. The statistical analysis was performed using the program StatSoft, Inc. STATISTICA version 12.0. To evaluate the differences between the two examined qualities there was used the Chi2 test of independence. As the statistically significant level there was assumed the level of p ≤ 0.05. In the surveyed group of high school students, more than half (59.66%) ate 4-5 meals a day. Snacking between meals declared 95% of high school students. Between meals the youth most frequently consumed fruits and vegetables (72.99%) and sweets (59.66%). Daily consumption of first breakfast before leaving the home declared more than half (62.33%) of the surveyed youth. Consuming products containing complete protein several times a week was declared by 49%. Whole wheat bread was daily consumed by 10.33% of the respondents, and grain products are daily consumed by 52.66% of the youth. 43.33% every day drank milk and milk products, while fruits and vegetables several times a day were consumed by 59.66% of the surveyed students. Consumption of products of

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

    Science.gov (United States)

    Renner, Jonathan Christopher

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

  8. Charter Schools and Student Compositions of Traditional Public Schools

    Directory of Open Access Journals (Sweden)

    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.

  9. Are school-level factors associated with primary school students' experience of physical violence from school staff in Uganda?

    Science.gov (United States)

    Knight, Louise; Nakuti, Janet; Allen, Elizabeth; Gannett, Katherine R; Naker, Dipak; Devries, Karen M

    2016-01-01

    The nature and structure of the school environment has the potential to shape children's health and well being. Few studies have explored the importance of school-level factors in explaining a child's likelihood of experiencing violence from school staff, particularly in low-resource settings such as Uganda. To quantify to what extent a student's risk of violence is determined by school-level factors we fitted multilevel logistic regression models to investigate associations and present between-school variance partition coefficients. School structural factors, academic and supportive environment are explored. 53% of students reported physical violence from staff. Only 6% of variation in students' experience of violence was due to differences between schools and half the variation was explained by the school-level factors modelled. Schools with a higher proportion of girls are associated with increased odds of physical violence from staff. Students in schools with a high level of student perceptions of school connectedness have a 36% reduced odds of experiencing physical violence from staff, but no other school-level factor was significantly associated. Our findings suggest that physical violence by school staff is widespread across different types of schools in this setting, but interventions that improve students' school connectedness should be considered. © The Author 2015. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene.

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

    Science.gov (United States)

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

    2015-09-01

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

  11. Code Compliant School Buildings Boost Student Achievement

    Directory of Open Access Journals (Sweden)

    Ronald B. Lumpkin

    2014-11-01

    Full Text Available Much of the focus in the literature in raising student achievement has included parental involvement, principal leadership, quality of instruction, students’ socioeconomic status, curriculum, and use of technology. Limited empirical research relates the condition of the school building as a variable that affects student achievement. Furthermore, there is no research that has examined the impact of building codes on achievement outcomes in the state of Florida. This research determined whether academic achievement of 4th-, 8th-, 9th-, and 10th-grade students as measured by the mathematics and reading subtests of the Florida Comprehensive Achievement Test (FCAT increased in new school buildings compliant to the 2000 Florida State Requirements for Educational Facilities. A causal-comparative design determined whether the independent variables, old and new school building influenced student achievement as measured by students’ FCAT mathematics and reading subtest scores. The control group was two cohorts of 4th-, 8th-, 9th-, and 10th-grade students who attended school in old buildings. The experimental group was two cohorts of 4th-, 8th-, 9th-, and 10th-grade students who attended school in new buildings. Transition from an old school into a new school was the treatment. Two hypotheses were formulated for testing and the research question for the inquiry was whether the percentage of students passing the FCAT mathematics and reading subtests increases after transitioning from an old school building into a new 2000 UBC (Uniform Building Code compliant facility.

  12. A quantitative analysis of factors that influence and predict students' intention to major in and complete an undergraduate program in STEM or non-STEM

    Science.gov (United States)

    Yang, Xuemei

    2005-11-01

    The goal of this study was to explore and understand the factors that influence students' intention to major in and complete an undergraduate program in a science, technology, engineering, or mathematics (STEM) discipline, in a non-STEM field, and how students' gender directly and indirectly affects their success in college. A quantitative study of three thousand four (3004) ACT-tested students who entered a Midwestern, land-grant university as freshmen in fall, 1999 was conducted based on their ACT Assessment information and their enrollment and graduation status after five years. A wide variety of variables were considered and logistic regression, factor analysis, and path analysis were used to analyze the data. The results show that students who intended to major in or completed STEM programs generally have better academic qualifications than their counterparts who intended to major in non-STEM fields. Students who intended to major in or completed STEM programs came from lower income families and smaller communities than those who intended to major in or graduated from non-STEM programs. In this study, gender's direct effect on students' college achievement is eleven times the total of gender's indirect effects through several major factors for students in both STEM fields and non-STEM fields. Perhaps nature has favored females when students' achievement is measured as their college GPA. The results also show that the overall high dropout rate is strongly associated with students' inadequate preparation in high school and family income. Out-of-school accomplishment in community service is a negative influence on their completion of a college degree. ACT scores are not necessary for prediction of college graduation.

  13. Negotiating School Conflicts to Prevent Student Delinquency.

    Science.gov (United States)

    De Cecco, John P.; Roberts, John K.

    One of 52 theoretical papers on school crime and its relation to poverty, this chapter presents a model of negotiation as a means to resolve school conflict. The assumption is that school conflict is inevitable, but student delinquency is not. Delinquent behavior results from the way that the school deals with conflict. Students resort to…

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

    Science.gov (United States)

    Wheaton, Anne G; Ferro, Gabrielle A; Croft, Janet B

    2015-08-07

    Adolescents who do not get enough sleep are more likely to be overweight; not engage in daily physical activity; suffer from depressive symptoms; engage in unhealthy risk behaviors such as drinking, smoking tobacco, and using illicit drugs; and perform poorly in school. However, insufficient sleep is common among high school students, with less than one third of U.S. high school students sleeping at least 8 hours on school nights. In a policy statement published in 2014, the American Academy of Pediatrics (AAP) urged middle and high schools to modify start times as a means to enable students to get adequate sleep and improve their health, safety, academic performance, and quality of life. AAP recommended that "middle and high schools should aim for a starting time of no earlier than 8:30 a.m.". To assess state-specific distributions of public middle and high school start times and establish a pre-recommendation baseline, CDC and the U.S. Department of Education analyzed data from the 2011-12 Schools and Staffing Survey (SASS). Among an estimated 39,700 public middle, high, and combined schools* in the United States, the average start time was 8:03 a.m. Overall, only 17.7% of these public schools started school at 8:30 a.m. or later. The percentage of schools with 8:30 a.m. or later start times varied greatly by state, ranging from 0% in Hawaii, Mississippi, and Wyoming to more than three quarters of schools in Alaska (76.8%) and North Dakota (78.5%). A school system start time policy of 8:30 a.m. or later provides teenage students the opportunity to achieve the 8.5-9.5 hours of sleep recommended by AAP and the 8-10 hours recommended by the National Sleep Foundation.

  15. A student manual for promoting mental health among high school students

    Directory of Open Access Journals (Sweden)

    Antonella Gigantesco

    2013-03-01

    Full Text Available OBJECTIVES. We describe a school program based on a student manual for promoting mental health and preventing mental illness. METHODS. A preliminary version of the manual was assessed for face validity by two focus groups. The final version was evaluated for acceptability among 253 students in 10 high schools and 1 middle school in Italy. RESULTS. The manual included 18 chapters (or "units" which address skills for enabling students to cope with their daily lives: communication skills, problem-solving, assertive skills, negotiation, stress management, anger management and conflict resolution. The manual was found to have been acceptable by high school students. CONCLUSIONS. The effectiveness of the manual in actually promoting mental health and preventing mental illness is currently being evaluated.

  16. The importance of social sources of cigarettes to school students.

    Science.gov (United States)

    Croghan, E; Aveyard, P; Griffin, C; Cheng, K K

    2003-03-01

    To discover the importance of social sources of tobacco to young people as opposed to commercial sources; to describe the peer market for cigarettes in schools and the consequences for young people of their involvement in it. Cross sectional questionnaire survey, one-to-one interviews, and focus groups. Seven schools in Birmingham, UK. All students in two randomly selected classes from each school completed the questionnaire, and never smokers, occasional smokers, and regular smokers were interviewed. Two thirds of occasional smokers and one quarter of regular smokers obtained cigarettes socially, mostly for free. A few smokers regularly bought their cigarettes from others. Among friendship groups, both smokers and non-smokers were involved in the exchange of cigarettes, often for money, which is a common activity. A few young people use the selling of cigarettes to fund their own smoking. Some young people, smokers and non-smokers, are involved in semi-commercial selling of cigarettes. All school students are aware of where to purchase cigarettes from non-friends, which is only used "in emergency" because of the high price. One school had a strong punishment policy for students caught with cigarettes. In this school, more people bought singles from the peer market and the price was higher. The passing and selling of cigarettes in school is a common activity, which from the young persons perspective, ensures that all share cross counter purchases. A few people are prepared to use the peer market for monetary gain and it appears to be responsive to external conditions. The peer market might mean that efforts to control illegal sales of cigarettes are not as effective as hoped.

  17. School intervention to improve mental health of students in Santiago, Chile: a randomized clinical trial.

    Science.gov (United States)

    Araya, Ricardo; Fritsch, Rosemarie; Spears, Melissa; Rojas, Graciela; Martinez, Vania; Barroilhet, Sergio; Vöhringer, Paul; Gunnell, David; Stallard, Paul; Guajardo, Viviana; Gaete, Jorge; Noble, Sian; Montgomery, Alan A

    2013-11-01

    Depression can have devastating effects unless prevented or treated early and effectively. Schools offer an excellent opportunity to intervene with adolescents presenting emotional problems. There are very few universal school-based depression interventions conducted in low- and middle-income countries. To assess the effectiveness of a school-based, universal psychological intervention to reduce depressive symptoms among adolescents from low-income families. A 2-arm, parallel, cluster, randomized clinical trial was conducted in secondary schools in deprived socioeconomic areas of Santiago, Chile. Almost all students registered in the selected schools consented to take part in the study. A total of 2512 secondary school students from 22 schools and 66 classes participated. Students in the intervention arm attended 11 one-hour weekly and 2 booster classroom sessions of an intervention based on cognitive-behavioral models. The intervention was delivered by trained nonspecialists. Schools in the control arm received the standard school curriculum. Scores on the self-administered Beck Depression Inventory-II at 3 months (primary) and 12 months (secondary) after completing the intervention. There were 1291 participants in the control arm and 1221 in the intervention arm. Primary outcome data were available for 82.1% of the participants. There was no evidence of any clinically important difference in mean depression scores between the groups (adjusted difference in mean, -0.19; 95% CI, -1.22 to 0.84) or for any of the other outcomes 3 months after completion of the intervention. No significant differences were found in any of the outcomes at 12 months. A well-designed and implemented school-based intervention did not reduce depressive symptoms among socioeconomically deprived adolescents in Santiago, Chile. There is growing evidence that universal school interventions may not be sufficiently effective to reduce or prevent depressive symptoms. isrctn.org Identifier: ISRCTN

  18. Executive Functions as Predictors of School Performance and Social Relationships: Primary and Secondary School Students.

    Science.gov (United States)

    Zorza, Juan Pablo; Marino, Julián; Acosta Mesas, Alberto

    2016-05-12

    This study examined the relationship between executive functions (EFs) and school performance in primary and secondary school students aged 8 to 13 years (N = 146, M = 10.4, 45.8% girls). EFs were evaluated using the Trail Making Test (TMT), Verbal Fluency (VF), and the Stroop Test. Students' GPAs and teachers' assessment of academic skills were used to measure school performance. To evaluate the students' social behavior, participants were asked to rate all their classmates' prosocial behavior and nominate three students with whom they preferred to do school activities; teachers also provided evaluations of students' social skills. EF measures explained 41% (p = .003, f 2 = .694) of variability in school performance and 29% (p = .005, f 2 = .401) of variance in social behavior in primary school students. The predictive power of EFs was found to be lower for secondary school students, although the TMT showed significant prediction and explained 13% (p = .004, f 2 = .149) of variance in school performance and 15% (p = .008, f 2 = .176) in peer ratings of prosocial behavior. This paper discusses the relevance of EFs in the school environment and their different predictive power in primary and secondary school students.

  19. Public School Uniforms: Effect on Perceptions of Gang Presence, School Climate, and Student Self-Perceptions.

    Science.gov (United States)

    Wade, Kathleen Kiley; Stafford, Mary E.

    2003-01-01

    Examined the relationship between public school uniforms and student self-worth and student and staff perceptions of gang presence and school climate. Surveys of middle school students and teachers indicated that although students' perceptions did not vary across uniform policy, teachers from schools with uniform policies perceived lower levels of…

  20. School Violence in Bedouin Schools in Israel: A Re-Examination

    Science.gov (United States)

    Elbedour, Salman; ElBassiouny, Amanda; Bart, William M.; Elbedour, Hammad

    2013-01-01

    Students in Bedouin schools in Israel completed a survey in which they indicated how frequent abusive teacher behaviors occurred in their classrooms; responses indicated that abusive teacher behaviors occur often. Female students tended to register higher levels of punitive teacher behaviors than male students and secondary school students tended…

  1. Evaluation of Professional Personality Competence of Physical Education Teachers Working in Secondary Schools by Students

    Science.gov (United States)

    Demir, Erdal

    2016-01-01

    The aim of this article is to assess how students evaluate the professional personality competence of physical education teachers working in secondary schools, and to investigate differences based on the variables of gender, school type and class. In line with these aims, this study was completed as a screening model cross-sectional study, which…

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

    Science.gov (United States)

    Hu, Jiayi; Hagedorn, Linda Serra

    2015-01-01

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

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

    Science.gov (United States)

    Morales, Teresa M.

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

  4. School Mobility and Students' Academic and Behavioral Outcomes

    Science.gov (United States)

    Han, Seunghee

    2014-01-01

    The study examined estimated effects of school mobility on students' academic and behaviouiral outcomes. Based on data for 2,560 public schools from the School Survey on Crime and Safety (SSOCS) 2007-2008, the findings indicate that high schools, urban schools, and schools serving a total student population of more than 50 percent minority…

  5. School Motivation in Secondary Schools: A Survey of LGB and Heterosexual Students in Flanders

    Science.gov (United States)

    Aerts, Saskia; Van Houtte, Mieke; Dewaele, Alexis; Cox, Nele; Vincke, John

    2015-01-01

    This study focuses on the school motivation of LGB (lesbian, gay, and bisexual) students in Flanders, the northern part of Belgium, a fairly LGB-friendly country. The authors hypothesize that LGB students in Flemish secondary schools are less motivated for school than heterosexual students because they experience less sense of school belonging and…

  6. The personal and contextual contributors to school belongingness among primary school students.

    Directory of Open Access Journals (Sweden)

    Sharmila Vaz

    Full Text Available School belongingness has gained currency among educators and school health professionals as an important determinant of adolescent health. The current cross-sectional study presents the 15 most significant personal and contextual factors that collectively explain 66.4% (two-thirds of the variability in 12-year old students' perceptions of belongingness in primary school. The study is part of a larger longitudinal study investigating the factors associated with student adjustment in the transition from primary to secondary school. The study found that girls and students with disabilities had higher school belongingness scores than boys, and their typically developing counterparts respectively; and explained 2.5% of the variability in school belongingness. The majority (47.1% out of 66.4% of the variability in school belongingness was explained by student personal factors, such as social acceptance, physical appearance competence, coping skills, and social affiliation motivation; followed by parental expectations (3% out of 66.4%, and school-based factors (13.9% out of 66.4% such as, classroom involvement, task-goal structure, autonomy provision, cultural pluralism, and absence of bullying. Each of the identified contributors of primary school belongingness can be shaped through interventions, system changes, or policy reforms.

  7. Knowledge About HIV/AIDS Among Secondary School Students.

    Science.gov (United States)

    Gupta, Pratibha; Anjum, Fatima; Bhardwaj, Pankaj; Srivastav, Jp; Zaidi, Zeashan Haider

    2013-02-01

    HIV/AIDS has emerged as the single most formidable challenge to public health. School children of today are exposed to the risk of HIV/AIDS. The study was conducted to determine the knowledge among secondary school students regarding HIV/AIDS and provide suggestions for HIV/AIDS education in schools. A cross-sectional study was conducted among students of tenth to twelfth standard in the intermediate schools of Lucknow, India, from July to October 2011. A total of 215 students, both boys and girls, were enrolled in the study. In this study, for majority of the students (85%), the source of information about HIV/AIDS was the television. Regarding knowledge about modes of transmission of HIV/AIDS among girl students, 95.1% of them told that it is through unprotected sex. A total of 75.8% students said that it was transmitted from mother to child. It was observed that the knowledge of the school students was quite satisfactory for most of the variables like modes of transmission, including mother-to-child transmission of the disease. However, schools should come forward to design awareness campaigns for the benefit of the students.

  8. Suicidal Ideation in University Students: Prevalence and Association With School and Gender

    OpenAIRE

    Pereira, Adelino; Cardoso, Francisco

    2015-01-01

    AbstractSuicidal ideation is often an indicator of mental health problems and a major risk factor for suicide. This study aims to present the prevalence of suicidal ideation and compare students of a Portuguese university by school and gender. A total of 366 individuals from four schools completed the Suicidal Ideation Questionnaire (cut-off point ≥ 41 is significant) and specific questions about lifetime and past week suicidal ideation. Frequency analysis and chi-square tests were performed....

  9. Student Socioeconomic Status and Gender: Impacts on School Counselors' Ratings of Student Personal Characteristics and School Counselors' Self-Efficacy

    Science.gov (United States)

    Glance, Dorea E.

    2012-01-01

    This research focused on how students' socioeconomic status and gender impact school counselors' ratings of student personal characteristics and school counselor self-efficacy. While previous literature focuses on how students' socioeconomic status and gender impact school counselors' ratings of academic characteristics such as…

  10. The Racial School Climate Gap: Within-School Disparities in Students' Experiences of Safety, Support, and Connectedness.

    Science.gov (United States)

    Voight, Adam; Hanson, Thomas; O'Malley, Meagan; Adekanye, Latifah

    2015-12-01

    This study used student and teacher survey data from over 400 middle schools in California to examine within-school racial disparities in students' experiences of school climate. It further examined the relationship between a school's racial climate gaps and achievement gaps and other school structures and norms that may help explain why some schools have larger or smaller racial disparities in student reports of climate than others. Multilevel regression results problematized the concept of a "school climate" by showing that, in an average middle school, Black and Hispanic students have less favorable experiences of safety, connectedness, relationships with adults, and opportunities for participation compared to White students. The results also show that certain racial school climate gaps vary in magnitude across middle schools, and in middle schools where these gaps are larger, the racial achievement gap is also larger. Finally, the socioeconomic status of students, student-teacher ratio, and geographic location help explain some cross-school variation in racial climate gaps. These findings have implications for how school climate in conceptualized, measured, and improved.

  11. Student perceptions of reproductive health education in US medical schools: a qualitative analysis of students taking family planning electives.

    Science.gov (United States)

    Veazey, Kathryn; Nieuwoudt, Claudia; Gavito, Christina; Tocce, Kristina

    2015-01-01

    Abortion services will be sought by an estimated one in three US women before they reach age 45. Despite the importance of family planning (FP) care, many medical schools do not currently offer formal education in this area, and students are unable to meet associated competency standards prior to graduation. The purpose of this study was to explore students' motivations in pursuing FP electives throughout the United States, their experiences during these courses, and any impact of these rotations on their plans for future practice. We conducted a qualitative study consisting of semi-structured interviews with medical students upon completing fourth-year FP electives at US medical schools. Thirty-seven LCME-accredited US medical schools offered fourth-year FP electives. Course directors at 21 of these institutions recruited study participants between June 2012 and June 2013. Interviews were transcribed, coded, and analyzed with ATLAS/ti software to identify salient themes. We interviewed 29 students representing 14 institutions from all regions of the United States (East Coast, Midwest, South, and West Coast). Five central themes emerged. Medical students are using FP electives to fill gaps in the standard curriculum. Elective participation did not change students' pre-elective stance on abortion. Many students intend to provide abortion in the future but identified possible limiting factors. Proficiency in contraception and options counseling were top competencies desired and gained. Students reported excellent satisfaction with FP electives and would recommend it to their peers, regardless of their personal beliefs. Interview data revealed that students are using FP electives to fill gaps within preclinical and clinical medical school curriculum. Future physicians will be unable to provide comprehensive care for their female patients if they are not provided with this education. Research should be directed at development and analysis of comprehensive FP curricula

  12. Evaluation of the medical student research programme in Norwegian medical schools. A survey of students and supervisors

    Directory of Open Access Journals (Sweden)

    Tømmerås Karin

    2009-07-01

    Full Text Available Abstract Background The Medical Student Research Programme is a national education and grant scheme for medical students who wish to carry out research in parallel with their studies. The purpose of the programme is to increase recruitment of people with a standard medical degree to medical research. The Research Programme was established in 2002 and underwent a thorough evaluation during the spring of 2007. The evaluation should investigate if the programme had fulfilled its objectives of increased recruitment to medical research, in addition to the students' and supervisors' satisfaction of the programme, and unwanted differences between the universities. Methods Data was collected from students, supervisors and administrative staff via web-based questionnaires. Information about admission, implementation, results achieved and satisfaction was analysed and compared between the four Norwegian medical schools. In addition, the position of the scheme in relation to the national Quality Reform of Higher Education was analysed. Results At the end of 2006, the Medical Student Research Programme had recruited 265 medical students to research. These consisted of 214 active students, 35 who had completed their studies and only 17 who had dropped out. Both students and supervisors were generally very satisfied with the scheme, including the curriculum, the results achieved and the administrative service. The majority of students wanted to continue their research towards a PhD and, of those who had completed the Medical Student Research Programme, practically all had published one or several scientific papers. The survey showed only small differences between the four medical schools, despite their choice of somewhat different solutions in terms of administration and organisation. The Medical Student Research Programme satisfies the majority of the demands of the Quality Reform, however as an integrated research programme aimed at a PhD it presupposes

  13. Evaluation of the medical student research programme in Norwegian medical schools. A survey of students and supervisors

    Science.gov (United States)

    Hunskaar, Steinar; Breivik, Jarle; Siebke, Maje; Tømmerås, Karin; Figenschau, Kristian; Hansen, John-Bjarne

    2009-01-01

    Background The Medical Student Research Programme is a national education and grant scheme for medical students who wish to carry out research in parallel with their studies. The purpose of the programme is to increase recruitment of people with a standard medical degree to medical research. The Research Programme was established in 2002 and underwent a thorough evaluation during the spring of 2007. The evaluation should investigate if the programme had fulfilled its objectives of increased recruitment to medical research, in addition to the students' and supervisors' satisfaction of the programme, and unwanted differences between the universities. Methods Data was collected from students, supervisors and administrative staff via web-based questionnaires. Information about admission, implementation, results achieved and satisfaction was analysed and compared between the four Norwegian medical schools. In addition, the position of the scheme in relation to the national Quality Reform of Higher Education was analysed. Results At the end of 2006, the Medical Student Research Programme had recruited 265 medical students to research. These consisted of 214 active students, 35 who had completed their studies and only 17 who had dropped out. Both students and supervisors were generally very satisfied with the scheme, including the curriculum, the results achieved and the administrative service. The majority of students wanted to continue their research towards a PhD and, of those who had completed the Medical Student Research Programme, practically all had published one or several scientific papers. The survey showed only small differences between the four medical schools, despite their choice of somewhat different solutions in terms of administration and organisation. The Medical Student Research Programme satisfies the majority of the demands of the Quality Reform, however as an integrated research programme aimed at a PhD it presupposes access to PhD courses before the

  14. The relationship between learning atmosphere and social creativity in primary school boy students

    Directory of Open Access Journals (Sweden)

    Vahid Morad Khah

    2016-11-01

    Full Text Available Social creativity is defined as the creative methods in individuals’ interaction. The present study deals with the survey of the relationship between teacher-student interaction and social creativity in the primary school boy students. The study participants are 114 primary school boy students from the four educational districts in Shiraz who have been selected by taking advantage of multistage clustering sampling method with a basic sample class unit; and they were asked to complete the teacher-student interaction and creativity questionnaire. To determine the reliability and validity the Cronbach’s alpha and items correlation were used respectively along with their dimensions and imensions correlation with the total score. The results and evidences were indicative of the favorable validity and reliability of the questionnaire. The results obtained from the Pierson correlation coefficient showed that there is a negative and significant relationship between the dimension of responsibility and freedom with creativity. Also, the results of the regression analysis indicated that from among the dimensions of teacherstudent interaction only dimension of responsibility and freedom are negative and significant predictor of the social creativity in primary school boy students.

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

    Science.gov (United States)

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

    2017-01-01

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

  16. Uniforms in the Middle School: Student Opinions, Discipline Data, and School Police Data

    Science.gov (United States)

    Sanchez, Jafeth E.; Yoxsimer, Andrew; Hill, George C.

    2012-01-01

    This study investigated public middle school students' opinions on the benefits of wearing a school uniform. A review of related literature is provided along with results of the opinions obtained from 604 seventh- and eighth-grade middle school students attending a public school in Nevada that had recently initiated a school uniform policy.…

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

    Science.gov (United States)

    Blain, Mary Perron

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

  18. Direction discovery: A science enrichment program for high school students.

    Science.gov (United States)

    Sikes, Suzanne S; Schwartz-Bloom, Rochelle D

    2009-03-01

    Launch into education about pharmacology (LEAP) is an inquiry-based science enrichment program designed to enhance competence in biology and chemistry and foster interest in science careers especially among under-represented minorities. The study of how drugs work, how they enter cells, alter body chemistry, and exit the body engages students to conceptualize fundamental precepts in biology, chemistry, and math. Students complete an intensive three-week course in the fundamentals of pharmacology during the summer followed by a mentored research component during the school year. Following a 5E learning paradigm, the summer course captures student interest by introducing controversial topics in pharmacology and provides a framework that guides them to explore topics in greater detail. The 5E learning cycle is recapitulated as students extend their knowledge to design and to test an original research question in pharmacology. LEAP students demonstrated significant gains in biology and chemistry knowledge and interests in pursuing science. Several students earned honors for the presentation of their research in regional and state science fairs. Success of the LEAP model in its initial 2 years argues that coupling college-level coursework of interest to teens with an authentic research experience enhances high school student success in and enthusiasm for science. Copyright © 2009 International Union of Biochemistry and Molecular Biology, Inc.

  19. Comparative Study Of Private And Public Schools Student ...

    African Journals Online (AJOL)

    Student perceptions of school engagement (i.e., sense of connection to school, teachers and peers), motivation to learn, self-esteem, and student safety are part of a range of public accountability indicators. This study examined differences between two groups of Senior Secondary three (SS III) students from public school ...

  20. Attitudes of Turkish High School Students toward Mathematics

    Science.gov (United States)

    Yenilmez, Kursat

    2007-01-01

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

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

    Science.gov (United States)

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

    2017-11-01

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

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

    Science.gov (United States)

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

    2018-03-01

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

  3. Exploring Strategies to Promote Middle School Student Participation in the School Breakfast Program

    Science.gov (United States)

    Cullen, Karen Weber; Thompson, Deborah I.; Watson, Kathleen B.

    2012-01-01

    Purpose/Objective: Providing a school breakfast to students may be a practical intervention that improves energy balance, nutrient intake, and school academic achievement variables. This purpose of this pilot study was to identify the ecological factors influencing middle school student school breakfast participation and possible strategies to…

  4. Student Trust in Teachers and Student Perceptions of Safety: Positive Predictors of Student Identification with School

    Science.gov (United States)

    Mitchell, Roxanne M.; Kensler, Lisa; Tschannen-Moran, Megan

    2018-01-01

    This study examined the effects of student trust in teacher and student perceptions of safety on identification with school. Data were collected from one large urban district in an eastern state. Participants included 5441 students in 3rd through 12th grades from 49 schools. Students responded to surveys that assessed student trust in teachers,…

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Watanabe, Asami

    2009-04-01

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

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

    Science.gov (United States)

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

    2014-10-01

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

  8. refractive errors among secondary school students in Isuikwuato

    African Journals Online (AJOL)

    Eyamba

    STUDENTS IN ISUIKWUATO LOCAL GOVERNMENT AREA OF ... the prevalence and types of refractive errors among secondary school students ... KEYWORDS: Refractive error, Secondary School students, ametropia, .... interviews of the teachers as regards the general performance of those students with obvious visual.

  9. Appreciation and implementation of the Krachtvoer healthy diet promotion programme for 12- to 14- year-old students of prevocational schools

    Science.gov (United States)

    2011-01-01

    Background Krachtvoer is a school-based healthy diet programme, developed in 2001 and revised in 2007 to meet the needs of particular segments of the target population as well as a wider target group. The main aims of the present process evaluation of the revised programme were to examine student and teacher appreciation of the programme, completeness of and adherence to its implementation, and relations between appreciation and completeness of implementation. Methods Data were collected among 22 teachers and 1117 students of 13 schools, using student evaluation forms, teacher logbooks, telephone interviews, and classroom observations. Results Results indicate favourable levels of teacher and student appreciation for the programme in general and the revised elements. Girls, first-year students and students with more favourable dietary intakes particularly appreciated individual programme elements. Levels of completeness of implementation were high, but several teachers did not adhere to the intended implementation period. Some moderately strong relations were found between teacher appreciation and completeness of implementation scores. Conclusion We conclude that the revisions have resulted in a programme that was appreciated well, also by the extended target group, and was implemented with a high degree of completeness. Teacher appreciation proved potentially important for completeness of implementation. We identified several aspects requiring improvement, indicating the importance of continued programme updates and repeated evaluation. PMID:22151954

  10. Appreciation and implementation of the Krachtvoer healthy diet promotion programme for 12- to 14- year-old students of prevocational schools

    Directory of Open Access Journals (Sweden)

    Bessems Kathelijne MHH

    2011-12-01

    Full Text Available Abstract Background Krachtvoer is a school-based healthy diet programme, developed in 2001 and revised in 2007 to meet the needs of particular segments of the target population as well as a wider target group. The main aims of the present process evaluation of the revised programme were to examine student and teacher appreciation of the programme, completeness of and adherence to its implementation, and relations between appreciation and completeness of implementation. Methods Data were collected among 22 teachers and 1117 students of 13 schools, using student evaluation forms, teacher logbooks, telephone interviews, and classroom observations. Results Results indicate favourable levels of teacher and student appreciation for the programme in general and the revised elements. Girls, first-year students and students with more favourable dietary intakes particularly appreciated individual programme elements. Levels of completeness of implementation were high, but several teachers did not adhere to the intended implementation period. Some moderately strong relations were found between teacher appreciation and completeness of implementation scores. Conclusion We conclude that the revisions have resulted in a programme that was appreciated well, also by the extended target group, and was implemented with a high degree of completeness. Teacher appreciation proved potentially important for completeness of implementation. We identified several aspects requiring improvement, indicating the importance of continued programme updates and repeated evaluation.

  11. How High School Students Select a College.

    Science.gov (United States)

    Gilmour, Joseph E., Jr.; And Others

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

  12. Auditing sex- and gender-based medicine (SGBM) content in medical school curriculum: a student scholar model.

    Science.gov (United States)

    Song, Michael M; Jones, Betsy G; Casanova, Robert A

    2016-01-01

    Sex- and gender-based medicine (SGBM) aims to (1) delineate and investigate sex- and gender-based differences in health, disease, and response to treatment and (2) apply that knowledge to clinical care to improve the health of both women and men. However, the integration of SGBM into medical school curricula is often haphazard and poorly defined; schools often do not know the current status of SGBM content in their curricula, even if they are committed to addressing gaps and improving SGBM delivery. Therefore, complete auditing and accounting of SGBM content in the existing medical school curriculum is necessary to determine the baseline status and prepare for successful integration of SGBM content into that curriculum. A review of course syllabi and lecture objectives as well as a targeted data analysis of the Curriculum Management and Information Tool (CurrMIT) were completed prior to a real-time curriculum audit. Subsequently, six "student scholars," three first-year and three second-year medical students, were recruited and trained to audit the first 2 years of the medical school curriculum for SGBM content, thus completing an audit for both of the pre-clinical years simultaneously. A qualitative analysis and a post-audit comparative analysis were completed to assess the level of SGBM instruction at our institution. The review of syllabi and the CurrMIT data analysis did not generate a meaningful catalogue of SGBM content in the curriculum; most of the content identified specifically targeted women's or men's health topics and not sex- or gender-based differences. The real-time student audit of the existing curriculum at Texas Tech revealed that most of the SGBM material was focused on the physiological/anatomical sex differences or gender differences in disease prevalence, with minimal coverage of sex- or gender-based differences in diagnosis, prognosis, treatment, and outcomes. The real-time student scholar audit was effective in identifying SGBM content in

  13. Scientific Literacy of High School Students.

    Science.gov (United States)

    Lucas, Keith B.; Tulip, David F.

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

  14. Matching Students to Schools

    Directory of Open Access Journals (Sweden)

    Dejan Trifunovic

    2017-08-01

    Full Text Available In this paper, we present the problem of matching students to schools by using different matching mechanisms. This market is specific since public schools are free and the price mechanism cannot be used to determine the optimal allocation of children in schools. Therefore, it is necessary to use different matching algorithms that mimic the market mechanism and enable us to determine the core of the cooperative game. In this paper, we will determine that it is possible to apply cooperative game theory in matching problems. This review paper is based on illustrative examples aiming to compare matching algorithms in terms of the incentive compatibility, stability and efficiency of the matching. In this paper we will present some specific problems that may occur in matching, such as improving the quality of schools, favoring minority students, the limited length of the list of preferences and generating strict priorities from weak priorities.

  15. Relationships Among Student, Staff, and Administrative Measures of School Climate and Student Health and Academic Outcomes.

    Science.gov (United States)

    Gase, Lauren N; Gomez, Louis M; Kuo, Tony; Glenn, Beth A; Inkelas, Moira; Ponce, Ninez A

    2017-05-01

    School climate is an integral part of a comprehensive approach to improving the well-being of students; however, little is known about the relationships between its different domains and measures. We examined the relationships between student, staff, and administrative measures of school climate to understand the extent to which they were related to each other and student outcomes. The sample included 33,572 secondary school students from 121 schools in Los Angeles County during the 2014-2015 academic year. A multilevel regression model was constructed to examine the association between the domains and measures of school climate and 5 outcomes of student well-being: depressive symptoms or suicidal ideation, tobacco use, alcohol use, marijuana use, and grades. Student, staff, and administrative measures of school climate were weakly correlated. Strong associations were found between student outcomes and student reports of engagement and safety, while school staff reports and administrative measures of school climate showed limited associations with student outcomes. As schools seek to measure and implement interventions aimed at improving school climate, consideration should be given to grounding these efforts in a multidimensional conceptualization of climate that values student perspectives and includes elements of both engagement and safety. © 2017, American School Health Association.

  16. Elementary Student Perceptions of School Climate and Associations with Individual and School Factors

    Science.gov (United States)

    La Salle, Tamika P.; Zabek, Faith; Meyers, Joel

    2016-01-01

    School climate has increasingly been recognized as an essential component of school improvement owing to the established associations between a positive school climate and academic outcomes for students. Our study examines associations among a brief measure of school climate assessing elementary student perceptions and the College and Career Ready…

  17. Attitudes of High School Students towards Geometry

    Directory of Open Access Journals (Sweden)

    Esat Avcı

    2014-12-01

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

  18. Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive. Executive Summary

    Science.gov (United States)

    TNTP, 2012

    2012-01-01

    Successful teachers make successful schools. Yet some schools are better than others at accelerating student learning by developing and keeping great teachers, even compared to schools that serve the same population of students and have access to the same resources. These schools are called "greenhouse schools"--schools with carefully fostered…

  19. Student Engagement and Completion in Precalculus Precalculus Mega Section: Efficiently Assisting Student Engagement and Completion with Communications and Information Technology

    Science.gov (United States)

    Brusi, Rima; Portnoy, Arturo; Toro, Nilsa

    2013-01-01

    The Precalculus Mega Section project was developed with the main purpose of improving the overall performance of the student body in Precalculus, an important gatekeeper course that affects student engagement and completion, with typical drop/failure rates of over 50 percent. Strategies such as integration of technology and additional practice…

  20. [Correlation between both neck/shoulder and low back pain and daily behavioral habits among middle school students in Shenzhen].

    Science.gov (United States)

    Zhou, L; Huang, Y Y; Chen, D Y; Zhang, D; Luo, Q S; Wang, Y; Wu, Y

    2018-04-10

    Objective: To study the relations between neck/shoulder or low back pain and their daily behavioral habits among middle school students in Shenzhen. Methods: We randomly chose 3 952 students from 10 high schools in Shenzhen to complete the questionnaires. Data was gathered and analyzed, using the IBM SPSS 23.0. Results: Of the 3 952 participants, 20.3% had neck/shoulder pain and 15.2% had low back pain. Among students experienced neck/shoulder pain, female (25.3%), high school (24.5%) and boarding students (24.4%) experienced higher rates of neck/shoulder pain ( P low back pain ( P pain ( P low back pain ( P pain and low back pain were both commonly seen while high self-perceived stress, sedentary behaviors and poor sleeping habits were associated with both neck/shoulder and low back pain in high school students in Shenzhen.

  1. Psychological stress in undergraduate dental students: baseline results from seven European dental schools.

    Science.gov (United States)

    Humphris, Gerry; Blinkhorn, Andy; Freeman, Ruth; Gorter, Ronald; Hoad-Reddick, Gillian; Murtomaa, Heikki; O'Sullivan, Robin; Splieth, Christian

    2002-02-01

    To determine the degree of psychological distress, the experience of emotional exhaustion, and the extent of stress associated with course work in dental students and to compare these measurements among seven European dental schools. Multi-centred survey. Dental Schools at Amsterdam, Belfast, Cork, Greifswald, Helsinki, Liverpool and Manchester. 333 undergraduate first-year dental students. General Health Questionnaire (GHQ12), Maslach Burnout Inventory (MBI), Dental Environment Stress Questionnaire (DES), demographic variables. Questionnaire administered to all students attending first year course. Completed questionnaires sent to central office for processing. Seventy-nine percent of the sampled students responded. Over a third of the students (36%) reported significant psychological distress (morbidity) at the recommended cut-off point (>3 on GHQ). These scores were similar to those reported for medical undergraduates. Twenty-two percent recorded comparatively high scores on emotional exhaustion. A wide variation in these 2 measurements was found across schools (p'sStress levels indicated by the DES were less variable (p>0.5). Some evidence showed that contact with patients and the level of support afforded by living at home may be protective. Higher than expected levels of emotional exhaustion were found in a large sample of first-year undergraduate dental students in Europe.

  2. Career orientation of senior secondary school students

    Directory of Open Access Journals (Sweden)

    Suryadi Bambang

    2018-01-01

    Full Text Available The main purpose of this study is to portray career orientation of Senior High School (SMA and Vocational High School (SMK students and the role that school counselors should play in providing vocational guidance. This study used a survey method involving 278 students from both SMA and SMK di Jakarta. Career Orientation Inventory (COI and Counselor Role in Career Guidance Inventory were used as an instrument of data collection. Descriptive statistics and t-test were conducted to analyze the data. The findings of the study reveal that majority of SMA and SMK students wanted to further their study to university and only small number of them wanted to find out jobs or run their own business. The findings also show that school counselors play a very important role in providing vocational guidance services for senior secondary students. Therefore, in order for students to have a bright career in future, school counselors should improve the quality of vocational guidance services and plan comprehensive vocational guidance programs.

  3. School ethnic diversity and students' interethnic relations.

    Science.gov (United States)

    Thijs, Jochem; Verkuyten, Maykel

    2014-03-01

    School ethnic desegregation has been a topic of strong societal and educational concern. Research has examined the effects of ethnic school composition on students' interethnic relations with diverging outcomes and sometimes inconsistent results. In this review paper, we provide an assessment of this literature to explain why and when school desegregation might improve or worsen ethnic relations and to identify important future research directions. We discuss different theoretical perspectives predicting positive versus negative aspects of school ethnic diversity: intergroup contact theory and the perspectives of group threat and power differences. Subsequently, we consider a number of school and educational characteristics that can moderate the impact of ethnic diversity on students' interethnic relations and that could be considered in future research. Furthermore, we discuss the need for studying underlying psychological and social processes as well as the importance of investigating interethnic relations in combination with academic adjustment. School ethnic diversity is not enough to promote interethnic tolerance. It is important to examine diversity in relation to other aspects of the school environment that may influence how students respond to the ethnic diversity within school. Important factors to consider are the presence of multicultural education and inclusive school identities, student-teacher relationships, and peer norms and networks, but also the role of parents and of peer relations outside the school context. © 2013 The British Psychological Society.

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

    Directory of Open Access Journals (Sweden)

    Ülkü Aka Aktürk

    2015-08-01

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

  5. Dual Enrollment for High School Students

    Science.gov (United States)

    Edwards, Linsey; Hughes, Katherine

    2011-01-01

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

  6. Obese Chinese Primary-School Students and Low Self-Esteem: A Cross-Sectional Study.

    Science.gov (United States)

    Xue-Yan, Zhang; Dong-Mei, Li; Dan-Dan, Xu; Le-Shan, Zhou

    2016-08-01

    The aim of this study was to examine several factors related to low self-esteem among obese Chinese primary-school students. A cross-sectional study was conducted between June 2009 and June 2010. A total of 1,410 primary-school students (China grades 4 - 6) in Changsha city were divided into normal weight (n = 1,084), overweight (n = 211), and obese groups (n = 115) according to world health organization (WHO) growth standards for body mass index (BMI). The students were assessed using the self-esteem scale (SES) and a general situation questionnaire. Caregivers completed questionnaires about their child's weight status. Self-esteem levels were explored; any factors related to low self-esteem were analyzed using logistic regression analysis. The average self-esteem score among overweight or obese primary-school students was found to be lower than that of normal-weight students. The proportion of students with low self-esteem in the obese group was more than that in the normal-weight and overweight groups. Multiple logistic regression analysis showed that obesity status (odds ratio [OR], 3.74; 95% confidence interval [CI], 2.25 - 6.22), overweight status (OR, 2.60; 95% CI, 1.71 - 3.95), obesity considered by children's grandparents (OR, 1.76; 95% CI, 1.05 - 2.96), dissatisfaction with height (OR, 1.55; 95% CI, 1.11 - 2.18), and dissatisfaction with weight (OR, 1.45; 95% CI, 1.05 - 2.01) were the risk factors for low self-esteem for primary-school students, while satisfaction with academic performance was a protective factor (OR, 0.22; 95% CI, 0.07 - 0.71). For Chinese primary-school students, low self-esteem is associated with higher weight status and self-perceived body shape and academic performance. In addition, grandparental opinion of a child's weight also contributes to low self-esteem.

  7. Obese Chinese Primary-School Students and Low Self-Esteem: A Cross-Sectional Study

    Science.gov (United States)

    Xue-Yan, Zhang; Dong-Mei, Li; Dan-Dan, Xu; Le-Shan, Zhou

    2016-01-01

    Objectives The aim of this study was to examine several factors related to low self-esteem among obese Chinese primary-school students. Methods A cross-sectional study was conducted between June 2009 and June 2010. A total of 1,410 primary-school students (China grades 4 - 6) in Changsha city were divided into normal weight (n = 1,084), overweight (n = 211), and obese groups (n = 115) according to world health organization (WHO) growth standards for body mass index (BMI). The students were assessed using the self-esteem scale (SES) and a general situation questionnaire. Caregivers completed questionnaires about their child’s weight status. Self-esteem levels were explored; any factors related to low self-esteem were analyzed using logistic regression analysis. Results The average self-esteem score among overweight or obese primary-school students was found to be lower than that of normal-weight students. The proportion of students with low self-esteem in the obese group was more than that in the normal-weight and overweight groups. Multiple logistic regression analysis showed that obesity status (odds ratio [OR], 3.74; 95% confidence interval [CI], 2.25 - 6.22), overweight status (OR, 2.60; 95% CI, 1.71 - 3.95), obesity considered by children’s grandparents (OR, 1.76; 95% CI, 1.05 - 2.96), dissatisfaction with height (OR, 1.55; 95% CI, 1.11 - 2.18), and dissatisfaction with weight (OR, 1.45; 95% CI, 1.05 - 2.01) were the risk factors for low self-esteem for primary-school students, while satisfaction with academic performance was a protective factor (OR, 0.22; 95% CI, 0.07 - 0.71). Conclusions For Chinese primary-school students, low self-esteem is associated with higher weight status and self-perceived body shape and academic performance. In addition, grandparental opinion of a child’s weight also contributes to low self-esteem. PMID:27713806

  8. Sexual behaviour of secondary-school students in Slovenia in the year 2004

    Directory of Open Access Journals (Sweden)

    Bojana Pinter

    2006-10-01

    Full Text Available Background: In order the aim to evaluate the risk-taking behaviour, a representative study on sexual behaviour of secondary-school students in Slovenia was performed.Methods: In the spring of 2004, 2380 1st and 3rd grade students from 48 randomly selected secondary schools in Slovenia anonymously completed a self-administered questionnaire. Descriptive statistics was used for data analysis.Results: The average students’ age was 15.4 years (1st grade and 17.4 years (3rd grade. Sexual intercourse had ever had 24 % of boys and 21 % of girls from the 1st grade, and 52 % of boys and 54 % of girls from the 3rd grade. At first sexual intercourse condom was used by 74 % of sexually active 1st grade and by 75 % of 3rd grade students; 6 % of 1st grade and 7 % of 3rd grade students used contraceptive pill. At last sexual intercourse condom was used by 65 % of sexually active 1st grade and by 50 % of 3rd grade students; 11 % of 1st grade and 32 % of 3rd grade students used the pill. Contraceptive methods and sexually transmitted infections are not sufficiently known to the students. Most students (34 % prefer professionals to be the source of information on sexuality. Two percent of boys and 10 % of girls had ever had at least one sexual contact with the same sex.Conclusions: The percentage of sexually active secondary-school students in Slovenia is high. The use of contraceptive pill is favourable, but the condom use needs to be further promoted.

  9. Law School Intentions of Undergraduate Business Students

    Science.gov (United States)

    Edmonds, Thomas; Flanagan, David J.; Palmer, Timothy B.

    2013-01-01

    The purpose of this paper is to examine factors that influence business students' intentions to enroll in law school. Scant research has focused on factors that influence business students' decisions to enroll in law school. This paper attempts to fill that gap. Hypotheses about student intentions are based on Ajzen & Fishbein's (1977) Theory…

  10. Stress and Perception of School Satisfaction on a Sample of Slovene Primary School Students

    OpenAIRE

    Ines Lovenjak; Cirila Peklaj

    2016-01-01

    The aim of our research was to determine the relationships between experiencing stress, coping strategies, coping self-efficacy and primary school students' school satisfaction. We were also interested in the predictive power of these variables on school satisfaction. A total of 512 students from the seventh, eighth and ninth grades participated in this study and the results show that primary school students which are feeling stressed are less satisfied with school. There is a negative correl...

  11. The Impact of E-Education on At Risk High School Students' Science Achievement and Experiences during Summer School Credit Recovery Courses

    Science.gov (United States)

    Phillips, Pamela Prevette

    Nationally, at risk students make up to 30% of U.S. students in public schools. Many at risk students have poor attendance, are disengaged from the learning environment and have low academic achievement. Educational failure occurs when students do not complete the required courses and as a result do not receive a high school diploma or a certificate of attendance. Many at risk students will not graduate; nearly one-third of all United States high school students have left the public school system before graduating, which has been referred to as a national crisis. Many at risk students fail science courses that are required for graduation, such as biology. Clearly, many students are not responding positively to the conditions in many public school classrooms, suggesting the need for different methods of educating at risk students, such as e-education. Three research questions guided the study: 1) Who are the students in an e-education, online summer school credit recovery course? 2) Do students' beliefs about their learning environment or other personal factors influence their academic achievement?, and 3) How do students describe their experiences of an e-education science course? This mixed methods study investigates thirty-two at risk students who were enrolled in one of three e-education science education courses (biology, earth science, and physical science) during a summer session in a rural county in a southeastern US state. These students failed their most recent science course taken in a traditional classroom setting. Artino's (2010) social-cognitive model of academic motivation and emotion was used as a theoretical framework to highlight the salient motivational factors toward learning science (e.g., task characteristics, task value beliefs, positive emotions). Student data included pre and post tests for all e-education lessons, a final exam, survey data (Students Motivation towards Science Learning (SMTSL), time (on task and idle), field notes, and

  12. Relationships between Student, Staff, and Administrative Measures of School Climate and Student Health and Academic Outcomes

    Science.gov (United States)

    Gase, Lauren Nichol; Gomez, Louis M.; Kuo, Tony; Glenn, Beth A.; Inkelas, Moira; Ponce, Ninez A.

    2018-01-01

    BACKGROUND School climate is an integral part of a comprehensive approach to improving the wellbeing of students; however, little is known about the relationships between its different domains and measures. This study examined the relationships between student, staff, and administrative measures of school climate in order to understand the extent to which they were related to each other and student outcomes. METHODS The sample included 33,572 secondary school students from 121 schools in Los Angeles County during the 2014–2015 academic year. A multilevel regression model was constructed to examine the association between the domains and measures of school climate and five outcomes of student wellbeing: depressive symptoms or suicidal ideation, tobacco use, alcohol use, marijuana use, and grades. RESULTS Student, staff, and administrative measures of school climate were weakly correlated. Strong associations were found between student outcomes and student reports of engagement and safety, while school staff reports and administrative measures of school climate showed limited associations with student outcomes. CONCLUSIONS As schools seek to measure and implement interventions aimed at improving school climate, consideration should be given to grounding these efforts in a multi-dimensional conceptualization of climate that values student perspectives and includes elements of both engagement and safety. PMID:28382671

  13. Survey on a sleep habits for university and high school students.

    OpenAIRE

    林, 光緒; 堀, 忠雄

    1988-01-01

    A survey was performed on 466 high school students and 403 university students. 86% of high school students and 89% of university students estimated their customary sleep time to be 6-8 hours. Although there was no significant difference between high school students and university students with awake time, bed time was later for university students than high school students. So that sleep time was shorter for university students. Also there was more regular sleepers for high school students a...

  14. Short Sleep Duration Among Middle School and High School Students - United States, 2015.

    Science.gov (United States)

    Wheaton, Anne G; Jones, Sherry Everett; Cooper, Adina C; Croft, Janet B

    2018-01-26

    Insufficient sleep among children and adolescents is associated with increased risk for obesity, diabetes, injuries, poor mental health, attention and behavior problems, and poor academic performance (1-4). The American Academy of Sleep Medicine has recommended that, for optimal health, children aged 6-12 years should regularly sleep 9-12 hours per 24 hours and teens aged 13-18 years should sleep 8-10 hours per 24 hours (1). CDC analyzed data from the 2015 national, state, and large urban school district Youth Risk Behavior Surveys (YRBSs) to determine the prevalence of short sleep duration (school nights among middle school and high school students in the United States. In nine states that conducted the middle school YRBS and included a question about sleep duration in their questionnaire, the prevalence of short sleep duration among middle school students was 57.8%, with state-level estimates ranging from 50.2% (New Mexico) to 64.7% (Kentucky). The prevalence of short sleep duration among high school students in the national YRBS was 72.7%. State-level estimates of short sleep duration for the 30 states that conducted the high school YRBS and included a question about sleep duration in their questionnaire ranged from 61.8% (South Dakota) to 82.5% (West Virginia). The large percentage of middle school and high school students who do not get enough sleep on school nights suggests a need for promoting sleep health in schools and at home and delaying school start times to permit students adequate time for sleep.

  15. School Lunch Waste among Middle School Students: Implications for Nutrients Consumed and Food Waste Costs

    Science.gov (United States)

    Cohen, Juliana F.W.; Richardson, Scott; Austin, S. Bryn; Economos, Christina D.; Rimm, Eric B.

    2013-01-01

    Background The National School Lunch Program has been guided by modest nutrient standards, and the palatability of meals, which drives consumption, receives inadequate attention. School food waste can have important nutritional and cost implications for policy makers, students, and their families. Purpose Nutrient losses and economic costs associated with school meal waste were examined. The study also assessed if school foods served were valid proxies for foods consumed by students. Methods Plate waste measurements were collected from middle school students in Boston attending two Chef Initiative schools (n=1609) and two control schools (n=1440) during a two-year pilot study (2007-2009) where a professional chef trained cafeteria staff to make healthier school meals. The costs associated with food waste were calculated and the percent of foods consumed was compared with a gold standard of 85% consumption. Analyses were conducted in 2010-2011. Results Overall, students consumed less than the required/recommended levels of nutrients. An estimated $432,349 of food (26.1% of the total food budget) was discarded by middle school students annually at lunch in Boston middle schools. For most meal components, significantly less than 85% was consumed. Conclusions There is substantial food waste among middle school students in Boston. Overall, students' nutrient consumption levels were below school meal standards and foods served were not valid proxies for foods consumed. The costs associated with discarded foods are high; if translated nationally for school lunches, roughly $1,238,846,400 annually is wasted. Students would benefit if additional focus was given to the quality and palatability of school meals. PMID:23332326

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

    Science.gov (United States)

    Isikgöz, Enes

    2016-01-01

    In this study; the perceptions of the students studying at sport high schools about democratic school culture were analysed in accordance with different variables. Participants of the research consisted of 216 students studying at Sport High Schools in Sakarya and Batman Provinces of Turkey. The data were collected with the Democratic School…

  17. Effectiveness of educational poster on knowledge of emergency management of dental trauma--part 2: cluster randomised controlled trial for secondary school students.

    Science.gov (United States)

    Young, Cecilia; Wong, Kin Yau; Cheung, Lim K

    2014-01-01

    To investigate the effectiveness of educational poster on improving secondary school students' knowledge of emergency management of dental trauma. A cluster randomised controlled trial was conducted. 16 schools with total 671 secondary students who can read Chinese or English were randomised into intervention (poster, 8 schools, 364 students) and control groups (8 schools, 305 students) at the school level. Baseline knowledge of dental trauma was obtained by a questionnaire. Poster containing information of dental trauma management was displayed in a classroom for 2 weeks in each school in the intervention group whereas in the control group there was no display of such posters. Students of both groups completed the same questionnaire after 2 weeks. Two-week display of posters improved the knowledge score by 1.25 (p-value = 0.0407) on average. Educational poster on dental trauma management significantly improved the level of knowledge of secondary school students in Hong Kong. HKClinicalTrial.com HKCTR-1343 ClinicalTrials.gov NCT01809457.

  18. Identifying Important Career Indicators of Undergraduate Geoscience Students Upon Completion of Their Degree

    Science.gov (United States)

    Wilson, C. E.; Keane, C. M.; Houlton, H. R.

    2012-12-01

    a second pilot testing with Spring 2012 graduates from 45 departments across the United States. These graduating students from undergraduate and graduate programs answered questions about their earth science education experiences at the high school, community college, and university levels; their quantitative skills; their research and internship experiences and their immediate plans after graduation. Out of the 294 complete responses to the survey, 233 were from undergraduate students. This presentation will focus on the responses of these undergraduate students. AGI hopes to fully deploy this survey broadly to geosciences departments across the country in Spring 2013. AGI will also begin longitudinally participants from the previous Exit Survey efforts in order to understand their progression through their chosen career paths.

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

    Science.gov (United States)

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

    2014-12-17

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

  20. School Climate for Academic Success: A Multilevel Analysis of School Climate and Student Outcomes

    Science.gov (United States)

    Kwong, Darren; Davis, Jonathan Ryan

    2015-01-01

    This multilevel study examined the relationship between school climate and academic achievement. Using the Educational Longitudinal Survey (ELS, 2002), and a sample of 16,258 students and 1954 schools nationwide, we found that student-level perception of school climate--especially the student learning environment--was highly predictive of academic…

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

    Science.gov (United States)

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

    2012-01-01

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

  2. The School for Science and Math at Vanderbilt: An Innovative Research-Based Program for High School Students.

    Science.gov (United States)

    Eeds, Angela; Vanags, Chris; Creamer, Jonathan; Loveless, Mary; Dixon, Amanda; Sperling, Harvey; McCombs, Glenn; Robinson, Doug; Shepherd, Virginia L

    2014-01-01

    The School for Science and Math at Vanderbilt (SSMV) is an innovative partnership program between a Research I private university and a large urban public school system. The SSMV was started in 2007 and currently has 101 students enrolled in the program, with a total of 60 students who have completed the 4-yr sequential program. Students attend the SSMV for one full day per week during the school year and 3-6 wk in the summers following their ninth- to 11th-grade years, with each grade of 26 students coming to the Vanderbilt campus on a separate day. The research-based curriculum focuses on guiding students through the process of learning to develop questions and hypotheses, designing projects and performing analyses, and communicating results of these projects. The SSMV program has elevated the learning outcomes of students as evidenced by increased achievement scores relative to a comparison group of students; has provided a rigorous research-based science, technology, engineering, and mathematics elective curriculum that culminates in a Summer research internship; has produced 27 Intel and Siemens semifinalists and regional finalists over the past 4 yr; and has supported the development of writing and communication skills resulting in regional and national oral presentations and publications in scientific journals. © 2014 A. Eeds et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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

    Science.gov (United States)

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

    2011-01-01

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

  4. [The influencing factors on alienation in high school students].

    Science.gov (United States)

    Lee, Eun-Sook

    2004-02-01

    This study was performed to identify the influencing factors on alienation among high school students. Data was collected by questionnaires from 550 students of academic and vocational high schools in G city. The data was analyzed using descriptive statistics, pearson correlation coefficients, and stepwise multiple regression. The scores of alienation among students in financially lower middle class and lower class were higher than those of the upper middle class students, resulting in significant differences(F=6.87, p=.00). A sense of alienation showed a significantly negative correlation with the scores of responding parenting style(r=-.32), family cohesion(r=-.33), school attachment(r=-.51), academic performance(r=-.34), peer relationships(r=-.38), self-control (r=-.43), and social skills(r=-.33). The most powerful predictor of alienation among high school students was school attachment and the variance explained was 26%. A combination of school attachment, self control, peer relationships, family cohesion, demanding parenting style, and academic performance account for 40% of the variance in alienation among high school students. This study suggests that school attachment, self control, peer relationships, family cohesion, demanding parenting style, and academic performance are significant influencing factors on alienation in high school students. Therefore, nursing strategy is needed to manage these revealed factors.

  5. [Relationship between nutritional status and school absenteeism among students in rural schools].

    Science.gov (United States)

    Rodríguez-Escobar, Gilma; Vargas-Cruz, Sandra L; Ibáñez-Pinilla, Edgar; Matiz-Salazar, María I; Jörgen-Overgaard, Hans

    2015-12-01

    Objective To determine the nutritional status and prevalence of malnutrition and overweight in students in rural schools and their relationship with school absence rates. Methods Descriptive study carried out in 34 rural schools in Anapoima and La Mesa in 2013. A sample of 785 (82.4 %) students was selected by convenience sampling. The inclusion criteria were students registered for the period 2013 in grades 0-5 (ages 5-16) with parental consent and student assent. Weight and height of all subjects were taken. Overall absence rates and illness-related absence rates were recorded. Results 422 pupils were male (53.8 %) and 524 (66.8 %) had between 5-9 years old. A lower than average height for age occurred in 10.1 %(n=79) of the students. The thinness was recorded at 1.75 %(n=13), the overweight at 14.3 %(n=112) and the obesity at 4.5 %(n=45) of the students. The number of absence episodes per child per year due to any reason and due to disease was 5.7 and 1.4, respectively. Stunted growth and overweight students had a significantly higher number of absence days compared to students with adequate nutritional status (p school absence days (both general and illness-related) and stunting and overweight in students.

  6. THE CAUSES OF ABSENTEEISM OF HIGH SCHOOL STUDENTS

    OpenAIRE

    Gürbüz Ocak; İjlal Ocak; Emine A. Baysal

    2017-01-01

    The purpose of this study is to find out the causes of high school students’ absenteeism. Survey method was used. The population was comprised of 531 students in the public high schools. The data was collected with "The Scale of Absenteeism Causes" developed by the researchers. Cronbach Alpha was calculated as α=0.936. Findings show the causes of students' absenteeism aren't related to school, students themselves and their parent, however, student absenteeism causes partly psychological reaso...

  7. Vocational School Students' Information and Communication Technology Self-Efficacy Beliefs and the Factors Affecting Their Use of Such a Technology

    Science.gov (United States)

    Turel, Vehbi; Calik, Sinan; Doganer, Adem

    2015-01-01

    The purpose of vocational schools (VSs) in Turkey, which offer two-year degree courses, is to provide the students who have completed a high school programme successfully with practical introductory experience in skilled trades such as computing, electronics, mechanics, carpentry, construction, field crops, and so on. Those who complete a two-year…

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

    Science.gov (United States)

    Lee, Ki-Hak

    2001-01-01

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

  9. School as a risk factor for psychoactive substance use by middle school students

    Science.gov (United States)

    Okulicz-Kozaryn, Katarzyna

    2010-01-01

    For the majority of Polish students school is a source of negative experiences and therefore may increase the risk of adolescent problem behaviors. The results of the study conducted in Warsaw middle schools (N=2244, 54% girls) indicated that changes for worse (between 7 and 8 grade) in students' behavior increase the risk of drug use. However, changes for better in students' perception of school value and school achievements are risk factors, too (even when family and peer risk factors are controlled). PMID:21152104

  10. Secondary School Students' Predictors of Science Attitudes

    Science.gov (United States)

    Tosun, Cemal; Genç, Murat

    2016-01-01

    The purpose of this study is to identify the factors that affect the secondary school students' attitudes in science. This study was conducted using survey method. The sample of the study was 503 students from four different secondary schools in Bartin and Düzce. Data were obtained using the Survey of Factors Affecting Students' Science Attitudes…

  11. A comparison of rural high school students in Germany with rural Tennessee high school students' mathematics and science achievement

    Science.gov (United States)

    Harding, R. Fredrick

    This descriptive study compared the science and mathematics aptitudes and achievement test scores for the final school year students in rural White County and Van Buren County, Tennessee with rural county students in Germany. In accordance with the previous research literature (Stevenson, 2002), German students outperformed U.S. students on The International Trends in Math and Science test (TIMSS). As reform in the U.S. education system has been underway, this study intended to compare German county student final school year performance with White County and Van Buren County (Grade 12) performance in science and mathematics. The entire populations of 176 White and Van Buren Counties senior high final school year students were compared with 120 school final year students from two rural German county high schools. The student responses to identical test and questionnaire items were compared using the t-test statistical analysis. In conclusion after t-test analyses, there was no significant difference (p>.05 level) in student attitudes on the 27 problem achievement and the 35 TIMSS questionnaire items between the sampled population of 120 German students compared with the population of 176 White and Van Buren students. Also, there was no statistically significant difference (p>.05 level) between the German, White, and Van Buren County rural science and math achievement in the TIMSS problem section of the final year test. Based on the research, recommendations to improve U.S. student scores to number one in the world include making changes in teaching methodology in mathematics and science; incorporating pamphlet lessons rather than heavily reliance on textbooks; focusing on problem solving; establishing an online clearinghouse for effective lessons; creating national standards in mathematics and science; matching students' course choices to job aspirations; tracking misbehaving students rather than mainstreaming them into the regular classroom; and designing

  12. Supporting Students with Disabilities during School Crises: A Teacher's Guide

    Science.gov (United States)

    Clarke, Laura S.; Embury, Dusty Columbia; Jones, Ruth E.; Yssel, Nina

    2014-01-01

    Most schools have crisis plans to support student safety, but few plans address the complex needs of students with disabilities. School supports should include analysis of school plans and student strengths and needs to ensure that students with disabilities have the best opportunity to be safe in school crises. Recommendations include developing…

  13. READY TO LEARN: THE IMPACT OF THE MORNING BLAST PHYSICAL ACTIVITY INTERVENTION ON ELEMENTARY SCHOOL STUDENTS

    Directory of Open Access Journals (Sweden)

    Tingting Xu

    2017-08-01

    Full Text Available Objective: The purpose of this study was to investigate the effects of a physical activity intervention programme, named “Morning Blast”, on elementary school students’ math learning and daily physical activity. The Morning Blast intervention programme was a 16-week cardiovascular endurance emphasized physical activity program that students voluntarily participated in before the school day. Participants that volunteered, did so for the duration of the program. Methods: This mixed-methods study included seven educators and 83 students (n=90. The students were all children who were enrolled in Grades 3, 4, and 5 in a semi-rural elementary school in the United States. Data were collected through focus-group interviews, surveys, quantitative analysis of step counts, and from quasi-experimental research design. Results: Students in the experimental group were found to have: (1 increased scores on math standard score, (2 greater confidence in their academic ability, and (3 had more accumulated steps compared to students in the control group. Students in the experimental group also reported that they were more “ready to learn” after completing the physical activity intervention. This finding was also confirmed by their teachers. Conclusion: This study demonstrates how an increase in physical activity during the morning time has positive benefits for students throughout the school day.

  14. An Investigation of Students' Perceptions about Democratic School Climate and Sense of Community in School

    Science.gov (United States)

    Karakus, Memet

    2017-01-01

    This study aims to investigate students' perceptions about democratic school climate and sense of community in school. In line with this purpose, it aims to find answers to the following questions: How democratic do students find the school climate? What is students' sense of belonging level at school? What is the academic success level of…

  15. Differences in depression and self-esteem reported by learning disabled and behavior disordered middle school students.

    Science.gov (United States)

    Stanley, P D; Dai, Y; Nolan, R F

    1997-04-01

    Although generalizations from research are helpful in guiding problem identification and interventions in a school setting, characteristics of specific groups must not be overlooked if all students are to be served effectively. Differences in the areas of self-reported self-esteem and depression are frequently pertinent to decisions and recommendations educational professionals are called on to make. The current study examined differences in the level of self-reported self-esteem and depression between learning disabled and behavior disordered middle school students. Sixty-one participants completed the Coopersmith Self-Esteem Inventory (CSEI) and the Children's Depression Inventory (CDI). Similarities and differences between learning disabled and behavior disordered students were identified.

  16. The Effect of School Design on Student Performance

    Science.gov (United States)

    Ariani, Mohsen Ghasemi; Mirdad, Fatemeh

    2016-01-01

    The present study aims at exploring the influence of school design on student performance. The participants consisted of 150 students who studied at two Iranian public school and private school in Mashhad City. School Design and Planning Laboratory (SDPL) model of Georgia University (and Tanner (2009)) was used as an appraisal indicator of school…

  17. Comparing millennial and generation X medical students at one medical school.

    Science.gov (United States)

    Borges, Nicole J; Manuel, R Stephen; Elam, Carol L; Jones, Bonnie J

    2006-06-01

    Two main generational cohorts comprising students enrolled in medical schools today are Generation Xers (born 1965-1980) and Millennial students (born 1981-1999). A subset is Cuspars (born 1975-1980), who share traits with both generations. Population theorists ascribe different personal characteristics, attitudes, and preferences to each group. The authors examined whether selected characteristics describing Generation X and Millennial students were quantifiable using a personality measure. Differences among Generation X, Millennial, and Cuspar medical students were investigated. Eight hundred and nine medical students (399 females and 410 males) who matriculated between 1989-94 and 2001-04 at the Northeastern Ohio Universities College of Medicine completed the 16 Personality Factor Questionnaire (16PF). Differences in responses to the 16PF among the three generations were analyzed using multivariate analysis of variance (MANOVA). Analyses showed significant differences for Generation X versus Millennial students on 10 of the 16 personality factors. Millennial students scored significantly higher than Generation X students on factors including Rule-Consciousness, Emotional Stability, and Perfectionism; Generation X students scored higher than Millennials on Self-Reliance. Millennials also were significantly different from Generation Xers on several other factors. Significant differences were noted among Cuspars, Generation Xers, and Millennials. The 16PF is a useful tool to examine differences among these groups and to help understand the factors that constitute their personalities. Given differences among the generational groups, the authors forecast possible educational implications for medical school academic affairs and student services, and suggest areas for future research.

  18. School-level factors associated with increased fruit and vegetable consumption among students in California middle and high schools.

    Science.gov (United States)

    Gosliner, Wendi

    2014-09-01

    This study assessed associations between selective school-level factors and students' consumption of fruits and vegetables at school. Better understanding of school factors associated with increased produce consumption is especially important, as students are served more produce items at school. This cross-sectional study included 5439 seventh- and ninth-grade students from 31 schools in California in 2010. Multilevel regression models estimated whether the odds of consuming fruits or vegetables at school among students eating the school lunch were associated with the length of the lunch period, quality/variety of produce options, or other factors. A longer lunch period was associated with increased odds of a student eating fruits (odds ratio [OR] = 1.40) and vegetables (OR = 1.54) at school. Better fruit quality increased the odds of a student consuming fruit (OR = 1.44). Including a salad bar and involving students in food service decisions increased a student's odds of consuming vegetables (OR = 1.48 and OR = 1.34, respectively). This study suggests that institutional factors in schools are positively associated with middle and high school students' consumption of produce items at school. Additional efforts to structure school meal environments to enhance students' consumption of produce items can benefit students' nutrition and health. © 2014, American School Health Association.

  19. [A cross-sectional study on the status of tobacco use among junior middle school students in Shaanxi province].

    Science.gov (United States)

    Guo, Y; Wang, A H; Liu, C Y; Mu, C N; Wang, B

    2018-02-10

    Objective: To understand the rate on tobacco use and associated factors in junior middle school students in Shaanxi province. Methods: We used a multi-stage stratified random sampling method to select students from 30 junior middle schools in 10 areas of Shaanxi province in 2013. All the participants completed a self-administered questionnaire. Results: A total of 4 633 questionnaires were dispatched and 4 298 were qualified for further analysis. The current smoking rate of junior middle school students in Shaanxi was 6.5%, with rate in male (11.1%) higher than that of female students (1.7%). The current smoking rate of students in grade three (9.3%) was higher than those of students in grade one (3.5%) or in grade two (7.0%). The smoking rate of students with pocket money more than 31 Yuan per week was (10.0%) higher than those of students with pocket money less than 10 Yuan (4.6%) or 10-30 Yuan (6.3%) per week. Results from the logistic regression analysis showed that factors as: male, school located in the city, older age, with more pocket money, having smokers in the family and exposure to second hand smoking were high risk factors for current smoking. Conclusion: Rate on current smoking was high in junior middle schools students in Shaanxi, suggesting that comprehensive intervention programs be developed to reduce the rate of tobacco use in junior middle school students.

  20. Review of "Everyone Wins: How Charter Schools Benefit All New York City Public School Students"

    Science.gov (United States)

    McEwan, Patrick J.

    2009-01-01

    The report examines whether increasing competition from charter schools has a causal effect on the achievement of public school students in New York City, using a three-year longitudinal database of student test scores. As a measure of competition, it considers the percentage of students who left a public school for a charter school in the prior…

  1. Medical student attitudes about mental illness: does medical-school education reduce stigma?

    Science.gov (United States)

    Korszun, Ania; Dinos, Sokratis; Ahmed, Kamran; Bhui, Kamaldeep

    2012-05-01

    Reducing stigma associated with mental illness is an important aim of medical education, yet evidence indicates that medical students' attitudes toward patients with mental health problems deteriorate as they progress through medical school. Authors examined medical students' attitudes to mental illness, as compared with attitudes toward other medical illness, and the influence of the number of years spent in medical school, as well as of several key socio-demographic, ethnic, and cultural variables. A group of 760 U.K. medical students completed a nationwide on-line survey examining their attitudes toward patients with five conditions (pneumonia, depression, psychotic symptoms, intravenous drug use, long-standing unexplained abdominal complaints), using the Medical Condition Regard Scale (MCRS). Students were also asked whether they had completed the psychiatry rotation or had personal experience of mental disorders themselves or among their friends or family members. They were also asked about their ethnic group (using U.K. national census categories), religious affiliation, and how important religion was in their lives. Independent-samples t-tests and one-way ANOVA were used to compare differences between groups on the MCRS. Students showed the highest regard for patients with pneumonia and lowest regard for patients with long-standing, unexplained abdominal complaints. Although attitudes toward pneumonia were more positive in fifth-year students than in first-year students, attitudes toward unexplained chronic abdominal pain were worse in fifth-year students than in first-year students. Personal experience of mental health treatment, or that among family and friends, were associated with less stigmatizing attitudes. Men showed more stigmatization than women for nearly all conditions; Chinese and South Asian students showed more stigmatizing attitudes toward delusions and hallucinations than their white British counterparts. Medical students in this survey

  2. An evaluation of primary school students' views about noise levels in school

    Directory of Open Access Journals (Sweden)

    Nermin Bulunuz

    2017-06-01

    Full Text Available Effective education and teaching requires keeping classroom noise levels within specific limits. The purpose of this study is to evaluate students’ views about the noise level in school, its effects, and control of it at two primary schools (one public school and one private school located in a district of Bursa - within the scope of the TÜBİTAK 1001 project numbered 114K738. The research sample consists of 432 third and fourth graders, 223 of whom are from the public school and 209 of whom are from the private school. To collect data, a 20-question survey was administered to the students, and noise measurements were carried out in the schools. According to the findings obtained from the analysis of the answers from the student questionnaire, the students think that the noise level is high especially during break times. In parallel with the student views, the average noise level at break time during recess was found to be 74.56 dBA at the private primary school and 82.18 dBA at the public primary school. These values are much higher than the limits prescribed in the Regulation on Assessment and Management of Environmental Noise in Turkey (RAMEN European Union Harmonization Laws. The research findings show that this important problem must be dealt with urgently, and substantive efforts and activities must be launched to reduce high noise levels in schools.

  3. Students' personal traits, violence exposure, family factors, school dynamics and the perpetration of violence in Taiwanese elementary schools.

    Science.gov (United States)

    Chen, Ji-Kang; Astor, Ron Avi

    2011-02-01

    School violence has become an international problem affecting the well-being of students. To date, few studies have examined how school variables mediate between personal and family factors and school violence in the context of elementary schools in Asian cultures. Using a nationally representative sample of 3122 elementary school students in Taiwan, this study examined a theoretical model proposing that negative personal traits, exposure to violence and parental monitoring knowledge have both direct influences as well as indirect influences mediated through school engagement, at-risk peers and poor student-teacher relationships on school violence committed by students against students and teachers. The results of a structural equation modeling analysis provided a good fit for the sample as a whole. The final model accounted for 32% of the variance for student violence against students and 21% for student violence against teachers. The overall findings support the theoretical model proposed in this study. Similar findings were obtained for both male and female students. The study indicated that to reduce school violence more effectively in the context of elementary schools, intervention may exclusively focus on improving students' within-school experiences and the quality of the students' relationships with teachers and school peers.

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

    Science.gov (United States)

    Killingsworth, John

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

  5. Staff Perceptions of the Effect of the Leader in Me on Student Motivation and Peer Relationships in Elementary School

    Science.gov (United States)

    Tidd, Charlene

    2016-01-01

    Staff and student surveys at Lane Elementary School (pseudonym) confirm that students lack motivation to complete class work and often struggle to interact appropriately with one another. Similar concerns are reported across the United States as indicated by national Gallup Poll results on student motivation, peer relationships, and feelings of…

  6. Should Students Engaged to Their Study? (Academic Burnout and School-Engagement among Students

    Directory of Open Access Journals (Sweden)

    Fitri Arlinkasari

    2017-08-01

    Full Text Available Inability to deal with lectures efficiently leads students vulnerable to academic burnout. Burnout contributes to the high dropout rate among students, and this phenomenon has occurred on several universities in Indonesia. To overcome these problems, students should generate the feelings, attitudes and positive attitude towards the academic demands, or known as school engagement. School involvement is a predictor of students’ dropout rate. This study aims to analyze the dropout problem in many private universities in Jakarta by examining the psychological variables: academic burnout and school engagement. 208 students from some private university in Jakarta participated and fulfilled two questionnaires: academic burnout and school engagement that has been modified to suit the college setting. Correlation of the variables showed r= - 0.399 (p = 0.000. This means that school engagement plays a role in reducing academic burnout among students. These findings contribute a reference for academic counseling to support the decreasing of students’ dropout rate.

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

    Science.gov (United States)

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

    2015-07-13

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

  8. Distribution of immorality in attitudes of students towards school misbehaviour

    Directory of Open Access Journals (Sweden)

    Peruničić Ivana

    2011-01-01

    Full Text Available The aim of this study was to investigate the distribution of immorality in attitudes of students towards school misbehaviour (codes of behaviour at school and whether the intensity of agreement with school misbehaviour is relative to student age. The research was conducted on the territory of Serbia and included 11 primary schools, 12 secondary schools and 2 faculties. The sample consisted of 1847 students (the gender was almost evenly distributed, who were administered the School Misbehaviour Scale. The scale showed a high reliability. We examined the following misbehaviours at school: attitudes towards exam cheating, truancy, answer whispering, falsifying school documents, rationalising violence towards teachers, bribery and corruption, school nepotism and general attitudes towards misbehaviour. The results showed that a great number of students agreed with school misbehaviour; exam cheating and answer whispering are the most common misbehaviours agreed with by students. Significant age differences in the agreement with school misbehaviour were established; the development line of approval of school misbehaviour is fairly equal for all types of school misbehaviour and shows that fourth grade students in primary school least approve of school misbehaviour, followed by sixth grade students. Seventh grade figures as the period when agreement with almost all types of school misbehaviour starts to increase. This is an upward and continuous trend during the eighth grade, as well as in the first and second grade of secondary school. In the third grade, agreement with misbehaviour starts to decrease and this trend continues through the fourth grade of secondary school and at the faculty.

  9. Inferential Style, School Teachers, and Depressive Symptoms in College Students

    Directory of Open Access Journals (Sweden)

    Caroline M. Pittard,

    2018-04-01

    Full Text Available Depressive symptoms affect around half of students at some point during college. According to the hopelessness theory of depression, making negative inferences about stressful events is a vulnerability for developing depression. Negative and socioemotional teaching behavior can be stressors that are associated with depression in school students. First-time college freshmen completed the Cognitive Style Questionnaire (CSQ, Teaching Behavior Questionnaire (TBQ, and Center for Epidemiological Studies Depression Scale (CES-D. While completing the TBQ, participants reported on a teacher from prior education to college. Multiple regression analysis found significant effects of the independent variables (four teaching behavior types, inferential style, and interactions between the four teaching behavior types and inferential style on the dependent variable (depressive symptoms. More specifically, negative and socio-emotional teaching behavior were positively associated with depressive symptoms and instructional and organizational teaching behavior were negatively associated with depressive symptoms. Both organizational and negative teaching behavior interacted significantly with inferential style. Organizational and negative teaching behavior shared different relationships with depressive symptoms depending upon an individual‟s level of inferential style. Promotion of instructional and organizational teaching behavior in school as well as the reduction of negative teaching behavior may be useful in reducing students‟ depressive symptoms.

  10. School-located influenza vaccination and absenteeism among elementary school students in a Hispanic community.

    Science.gov (United States)

    Keck, Patricia C; Ynalvez, Marcus Antonius; Gonzalez, Hector F; Castillo, Keila D

    2013-08-01

    Seasonal influenza is recognized as a significant health burden to children and is a cause of excess school absenteeism in children. In 2008, the Advisory Committee on Immunization Practices recommended annual influenza vaccination for all children 6 months to 18 years of age. School nurses influence participation in this recommendation by conducting school-located influenza vaccination (SLIV) programs at their campuses. Knowing the effect of SLIV programs on student absenteeism may motivate school nurses and district administrators to conduct such vaccination programs. This study examines the impact of an SLIV program on elementary school absenteeism in an inner city school district with a predominantly Hispanic population. Using Poisson regression models with robust standard errors, we analyzed data from 3,775 records obtained by stratified random sampling. Results of the study indicate that students vaccinated through an SLIV program have fewer absences than unvaccinated students. A surprising result of the study shows that students vaccinated through an SLIV program had fewer absences than students vaccinated elsewhere. These results are of particular importance to school nurses who work with large Hispanic populations. Our study illustrates one way that a school nurse can assess the effect of an SLIV program on absenteeism.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2010-09-01

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

  13. The Relationship Among School Safety, School Liking, and Students' Self-Esteem: Based on a Multilevel Mediation Model.

    Science.gov (United States)

    Zhang, Xinghui; Xuan, Xin; Chen, Fumei; Zhang, Cai; Luo, Yuhan; Wang, Yun

    2016-03-01

    Perceptions of school safety have an important effect on students' development. Based on the model of "context-process-outcomes," we examined school safety as a context variable to explore how school safety at the school level affected students' self-esteem. We used hierarchical linear modeling to examine the link between school safety at the school level and students' self-esteem, including school liking as a mediator. The data were from the National Children's Study of China (NCSC), in which 6618 fourth- to fifth-grade students in 79 schools were recruited from 100 counties in 31 provinces in China. Multilevel mediation analyses showed that the positive relationship between school safety at the school level and self-esteem was partially mediated by school liking, controlling for demographics at both student and school levels. Furthermore, a sex difference existed in the multilevel mediation model. For boys, school liking fully mediated the relationship between school safety at the school level and self-esteem. However, school liking partially mediated the relationship between school safety at the school level and self-esteem among girls. School safety should receive increasing attention from policymakers because of its impact on students' self-esteem. © 2016, American School Health Association.

  14. Organ and tissue donation: what do high school students know?

    Directory of Open Access Journals (Sweden)

    Marcela Cristina de Lemos

    2007-09-01

    Full Text Available Objectives: To know the opinion of senior high school students in publicand private schools on the process of donating and transplanting organsand tissues, and their desire to be donors. Methods: A descriptive crosssectionalstudy, conducted from 2004 to 2005, on the opinion/knowledgeof senior high school students in public and private schools in the VilaMariana region of the city of São Paulo, on the process of organ and tissuedonation and transplantation. The convenience sample was made up of140 (81% students from two private schools and 167 (51% studentsfrom a public school. The project was approved by the Research EthicsCommittee of the UNIFESP. Results: Data showed that 163 (53.1%students believe that donation is by presumed consent and 147 (47.9%that consider that it occurs by informed consent. Of the public schoolstudents, 120 (71.9% believe that transplants are public and free ofcharge in Brazil versus 94 (67.1% of the students from private schools.Students know that donations may be made by living or dead donors(121 - 86.4% private schools versus 113 – 67.7% public school. Wehighlight that 22 (15.7% of the private school students and 16 (9.6%of those from the public school believe that the commerce of organs isallowed in Brazil. As to intentions of being a donor, 108 (77.1% of theprivate school students declared themselves organ and tissue donorsversus 106 (63.5% from the public school, and 63 (59.4% from thepublic versus 61 (56.5% from the private schools have already informedtheir families. Conclusion: There was no difference in knowledge andopinion among the students from the public and private schools as toaspects regarding donation and transplantation.

  15. School Shootings and Student Performance

    OpenAIRE

    Panu Poutvaara; Olli Ropponen

    2010-01-01

    In this paper, we study how high school students reacted to the shocking news of a school shooting. The shooting coincided with national high-school matriculation exams. As there were exams both before and after the shooting, we can use a difference-in-differences analysis to uncover how the school shooting affected the test scores compared to previous years. We find that the average performance of young men declined due to the school shooting, whereas we do not observe a similar pattern for ...

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

    Science.gov (United States)

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

    2017-09-01

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

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

    Science.gov (United States)

    Cobb, Tiffany R.

    2017-01-01

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

  18. Attitudes of Students of Differenet Schools of University of Zagreb on Tooth Bleaching.

    Science.gov (United States)

    Diklić, Dinka; Sever, Eva Klarić; Galić, Nada; Spajić, Jelena; Prskalo, Katica

    2016-12-01

    To compare the awareness that students from four different faculties within the University of Zagreb have of oral health and tooth bleaching procedure. The study included 158 subjects (both male and female) - 38 students from the School of Dental Medicine and 40 students from each of the following faculties: the School of Medicine, the Faculty of Economics and the Faculty of Civil Engineering. The respondents were asked to fill out the survey with multiple choices by marking the answers they considered correct. Only 12% of the respondents followed the information on oral health. More than two thirds of all subjects brush their teeth twice a day, but there were no statistically significant differences between the subjects with respect to college or gender. More than half of the participants (55%) were satisfied, and 12% were completely satisfied with their dental appearance. About 80% of the respondents were aware of differences between teeth bleaching and teeth polishing procedures, with greater prevalence among Dental Medicine and Medicine students. 80% of all subjects would go to a dental office if they decided to whiten their teeth while less than a half (46%) of all the subjects believed that a tooth bleaching has some adverse side-effects. There is a difference in knowledge on oral hygiene and tooth bleaching between the students from the School of Dental Medicine, the School of Medicine, the Faculty of Economics and those from the Faculty of Civil Engineering. Dental students have the best knowledge on tooth bleaching and oral health, which was in accordance with their educational guidance and level of education.

  19. School Factors Associated With the Percentage of Students Who Walk or Bike to School, School Health Policies and Practices Study, 2014.

    Science.gov (United States)

    Everett Jones, Sherry; Sliwa, Sarah

    2016-05-12

    Active school transport, such as by walking or biking, increases physical activity levels, which has health and academic benefits for children. We examined school demographic and other characteristics to determine their association with the percentage of students who walk or bike to school. We analyzed data from the Centers for Disease Control and Prevention's 2014 School Health Policies and Practices Study. The response rate for the module containing questions about transportation was 70% (N = 577). Multivariate logistic regression models examined whether certain school characteristics were associated with a school having 26% or more of students who walk or bike to school in the morning on an average school day. In most (61.5%) schools, 10% or fewer students walked or biked to school in the morning on an average school day; in 22.7% of schools, 26% or more students did so. Although having crossing guards (adjusted odds ratio [AOR] = 3.3; 95% confidence interval [CI], 1.9-6.0), having bicycle racks (AOR = 2.7; 95% CI, 1.2-5.8), and providing promotional materials to students or families on walking or biking to school (AOR = 2.9; 95% CI, 1.7-5.1) were associated with having 26% or more students who walk or bike to school, only 47.7% of schools had crossing guards, 62.4% had bicycle racks, and 33.3% provided promotional materials. Several low-cost or no-cost strategies were associated with having 26% or more students who walked or biked to school, but these strategies are not commonly used in schools.

  20. Medical School Outcomes, Primary Care Specialty Choice, and Practice in Medically Underserved Areas by Physician Alumni of MEDPREP, a Postbaccalaureate Premedical Program for Underrepresented and Disadvantaged Students.

    Science.gov (United States)

    Metz, Anneke M

    2017-01-01

    Minorities continue to be underrepresented as physicians in medicine, and the United States currently has a number of medically underserved communities. MEDPREP, a postbaccalaureate medical school preparatory program for socioeconomically disadvantaged or underrepresented in medicine students, has a stated mission to increase the numbers of physicians from minority or disadvantaged backgrounds and physicians working with underserved populations. This study aims to determine how MEDPREP enhances U.S. physician diversity and practice within underserved communities. MEDPREP recruits disadvantaged and underrepresented in medicine students to complete a 2-year academic enhancement program that includes science coursework, standardized test preparation, study/time management training, and emphasis on professional development. Five hundred twenty-five disadvantaged or underrepresented students over 15 years completed MEDPREP and were tracked through entry into medical practice. MEDPREP accepts up to 36 students per year, with two thirds coming from the Midwest region and another 20% from nearby states in the South. Students complete science, test preparation, academic enhancement, and professionalism coursework taught predominantly by MEDPREP faculty on the Southern Illinois University Carbondale campus. Students apply broadly to medical schools in the region and nation but are also offered direct entry into our School of Medicine upon meeting articulation program requirements. Seventy-nine percent of students completing MEDPREP became practicing physicians. Fifty-eight percent attended public medical schools, and 62% attended medical schools in the Midwest. Fifty-three percent of program alumni chose primary care specialties compared to 34% of U.S. physicians, and MEDPREP alumni were 2.7 times more likely to work in medically underserved areas than physicians nationally. MEDPREP increases the number of disadvantaged and underrepresented students entering and graduating

  1. Offensive Student Web Sites: What Should Schools Do?

    Science.gov (United States)

    Conn, Kathleen

    2001-01-01

    Threatening student web sites raise complex legal questions for schools. According to "Tinker v. Des Moines (1969), students' First Amendment rights must be abridged to ensure an orderly school environment. Recent litigation, educator rights, American Civil Liberties Union interventions, and legally defensible strategies for schools are…

  2. Epidemiology of dysmenorrhea among secondary-school students in Northern Saudi Arabia.

    Science.gov (United States)

    Abd El-Mawgod, Mohamed M; Alshaibany, Arwa S; Al-Anazi, Aeshah M

    2016-09-01

    Dysmenorrhea is one of the most common and important health problems, especially among young girls. It results in absence from school and work. It has some negative effects on the daily activities of patients. Because of cultural problems, patients ordinarily do not seek help from others in this situation. Identification of abnormal menstrual patterns during adolescence may permit early prevention of potential health concerns in adulthood. The aim of this study was to determine the prevalence, severity, and impact of dysmenorrhea in secondary-school students and its association with school absenteeism in Arar city. A cross-sectional descriptive study was conducted in four secondary schools for girls in Arar city on 344 secondary school students during the academic year 2015-2016. A self-administered questionnaire was distributed to all participants; questions were related to menstruation, elucidating variations in menstrual patterns, history of dysmenorrheal, and absenteeism from school. All adolescent school girls completed the questionnaire (n=344). The prevalence of dysmenorrhea was 74.4% (n=256) (mild=21.1%, moderate=41.4%, and severe=37.5%). Family history of dysmenorrhea was reported among 65.6% and fatigue was the most commonly associated symptom (79.7%) among dysmenorrheic girls. Limitation of activities was reported by the majority of participants with dysmenorrhea. Activities affected by dysmenorrhea included homework (78.9%), daily activities (75%), class concentration (71.9%), school attendance (59.4%), and academic performance (52.3%); about 50.8% reported social withdrawal due to dysmenorrhea. Eighteen percent consulted a school physician and 57.8% received herbal drinks to alleviate symptoms of dysmenorrhea. Dysmenorrhea is highly prevalent among adolescent secondary-school girls and is associated with school absenteeism and limitations on social and academic activities. Given that most adolescents do not seek medical advice for dysmenorrhea

  3. Reducing Physical Violence Toward Primary School Students With Disabilities.

    Science.gov (United States)

    Devries, Karen; Kuper, Hannah; Knight, Louise; Allen, Elizabeth; Kyegombe, Nambusi; Banks, Lena Morgon; Kelly, Susan; Naker, Dipak

    2018-03-01

    We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11-14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26-.65]), students with some functional difficulties (aOR = .36, 95% CI .21-.63), and students with disabilities (aOR = .29, 95% CI .14-.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools. Copyright © 2017 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  4. The Effect of High School Shootings on Schools and Student Performance

    Science.gov (United States)

    Beland, Louis-Philippe; Kim, Dongwoo

    2016-01-01

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

  5. High School Students' Self-Reported Use of School Clinics and Nurses

    Science.gov (United States)

    Harper, Christopher R.; Liddon, Nicole; Dunville, Richard; Habel, Melissa A.

    2016-01-01

    Access to school health clinics and nurses has been linked with improved student achievement and health. Unfortunately, no studies have examined how many students report using school clinics or nurses and for which services. This study addressed this gap with data from a nationally representative sample of 15- to 25-year-olds. Respondents who…

  6. School Liability: Student to Student Injuries Involving Students with Disabilities.

    Science.gov (United States)

    Bettenhausen, Sherrie

    In the absence of immunity, courts have held schools and school personnel liable for personal injury by a student with a disability that resulted from negligent failure to provide a reasonable safe environment, failure to warn of known hazards, or failure to provide adequate supervision. Case law is presented to demonstrate the extent that school…

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

    Science.gov (United States)

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

    2013-03-01

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

  8. High School Students' Perception of University Students as STEM Representatives

    DEFF Research Database (Denmark)

    Poulsen, Eva Lykkegaard

    ’ potential identities. It shows that the students preferred STEM representatives resembled themselves in some aspects (primarily social and health aspects) and fit their perceptions of a typical person working in STEM in other aspects (knowledge seeking, hard-working etc.). At least two different...... studies, it is important to introduce high school students to good STEM representatives to make possible the development of potential STEM identities. A potential identity within a specific subject area relies on at least a situation bound relation-ship to the subject area or the person representing it....... Some representatives transmit infor-mation and are thereby definers, whereas other representatives illustrates as personal examples and are thereby models. This study focuses on high school students’ views on STEM representatives and the impact these representatives have on the high school students...

  9. School Counselors and Multiracial Students: Factors, Supports, and Interventions

    Science.gov (United States)

    White, Marie M.; Grimes, Lee Edmondson

    2015-01-01

    Multiracial students represent a growing population in school systems today. This diverse group of students and their families may encounter many challenges and race-specific issues in the school setting. School counselors are in a unique position to assist these students and their families to become successful in meeting these challenges. The…

  10. Career/Education Plans and Student Engagement in Secondary School

    Science.gov (United States)

    Plasman, Jay Stratte

    2018-01-01

    Student engagement in education is key to ensuring successful learning. Engagement becomes crucial as students progress through high school and transition into young adulthood; however, engaging them in high school can be an arduous task. A career/education plan can help students make strong connections between their work in high school and their…

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

    Directory of Open Access Journals (Sweden)

    Yola Yuniaarti Herijanto

    2017-03-01

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

  12. The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data.

    Science.gov (United States)

    Maxwell, Sophie; Reynolds, Katherine J; Lee, Eunro; Subasic, Emina; Bromhead, David

    2017-01-01

    School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add "value" to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic demographics. Achievement was assessed using a national literacy and numeracy tests ( N = 760 staff and 2,257 students from 17 secondary schools). In addition, guided by the "social identity approach," school identification is investigated as a possible psychological mechanism to explain the relationship between school climate and achievement. In line with predictions, results show that students' perceptions of school climate significantly explain writing and numeracy achievement and this effect is mediated by students' psychological identification with the school. Furthermore, staff perceptions of school climate explain students' achievement on numeracy, writing and reading tests (while accounting for students' responses). However, staff's school identification did not play a significant role. Implications of these findings for organizational, social, and educational research are discussed.

  13. The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data

    Directory of Open Access Journals (Sweden)

    Sophie Maxwell

    2017-12-01

    Full Text Available School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add “value” to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic demographics. Achievement was assessed using a national literacy and numeracy tests (N = 760 staff and 2,257 students from 17 secondary schools. In addition, guided by the “social identity approach,” school identification is investigated as a possible psychological mechanism to explain the relationship between school climate and achievement. In line with predictions, results show that students' perceptions of school climate significantly explain writing and numeracy achievement and this effect is mediated by students' psychological identification with the school. Furthermore, staff perceptions of school climate explain students' achievement on numeracy, writing and reading tests (while accounting for students' responses. However, staff's school identification did not play a significant role. Implications of these findings for organizational, social, and educational research are discussed.

  14. Structural Intervention With School Nurses Increases Receipt of Sexual Health Care Among Male High School Students.

    Science.gov (United States)

    Dittus, Patricia J; Harper, Christopher R; Becasen, Jeffrey S; Donatello, Robin A; Ethier, Kathleen A

    2018-01-01

    Adolescent males are less likely to receive health care and have lower levels of sexual and reproductive health (SRH) knowledge than adolescent females. The purpose of this study was to determine if a school-based structural intervention focused on school nurses increases receipt of condoms and SRH information among male students. Interventions to improve student access to sexual and reproductive health care were implemented in six urban high schools with a matched set of comparison schools. Interventions included working with school nurses to improve access to sexual and reproductive health care, including the provision of condoms and information about pregnancy and sexually transmitted disease prevention and services. Intervention effects were assessed through five cross-sectional yearly surveys, and analyses include data from 13,740 male students. Nurses in intervention schools changed their interactions with male students who visited them for services, such that, among those who reported they went to the school nurse for any reason in the previous year, those in intervention schools reported significant increases in receipt of sexual health services over the course of the study compared with students in comparison schools. Further, these results translated into population-level effects. Among all male students surveyed, those in intervention schools were more likely than those in comparison schools to report increases in receipt of sexual health services from school nurses. With a minimal investment of resources, school nurses can become important sources of SRH information and condoms for male high school students. Published by Elsevier Inc.

  15. Factors influencing fast food consumption behaviors of middle-school students in Seoul: an application of theory of planned behaviors

    OpenAIRE

    Seo, Hyun-sun; Lee, Soo-Kyung; Nam, Soyoung

    2011-01-01

    Fast food is popular among children and adolescents; however, its consumption has often been associated with negative impacts on nutrition and health. This study examined current fast food consumption status among middle school students and explored factors influencing fast food consumption by applying Theory of Planned Behavior. A total of 354 (52.5% boys) students were recruited from a middle school. The subjects completed a pre-tested questionnaire. The average monthly frequency of fast fo...

  16. Secondary School Student's Attitude towards Consumer

    African Journals Online (AJOL)

    FIRST LADY

    Keywords: Consumer Education, Attitude, Home Economics, Secondary. School Students. ... Home Management taught at Senior Secondary School level. Today ..... indicate that facilities for teaching Consumer Education especially textbooks.

  17. School Factors Associated With the Percentage of Students Who Walk or Bike to School, School Health Policies and Practices Study, 2014

    Science.gov (United States)

    Sliwa, Sarah

    2016-01-01

    Introduction Active school transport, such as by walking or biking, increases physical activity levels, which has health and academic benefits for children. We examined school demographic and other characteristics to determine their association with the percentage of students who walk or bike to school. Methods We analyzed data from the Centers for Disease Control and Prevention’s 2014 School Health Policies and Practices Study. The response rate for the module containing questions about transportation was 70% (N = 577). Multivariate logistic regression models examined whether certain school characteristics were associated with a school having 26% or more of students who walk or bike to school in the morning on an average school day. Results In most (61.5%) schools, 10% or fewer students walked or biked to school in the morning on an average school day; in 22.7% of schools, 26% or more students did so. Although having crossing guards (adjusted odds ratio [AOR] = 3.3; 95% confidence interval [CI], 1.9–6.0), having bicycle racks (AOR = 2.7; 95% CI, 1.2–5.8), and providing promotional materials to students or families on walking or biking to school (AOR = 2.9; 95% CI, 1.7–5.1) were associated with having 26% or more students who walk or bike to school, only 47.7% of schools had crossing guards, 62.4% had bicycle racks, and 33.3% provided promotional materials. Conclusion Several low-cost or no-cost strategies were associated with having 26% or more students who walked or biked to school, but these strategies are not commonly used in schools. PMID:27172258

  18. [Study on relationship between outdoor activities and self-reported myopia among middle school students].

    Science.gov (United States)

    Zhai, L L; Wu, X Y; Xu, S J; Wan, Y H; Zhang, S C; Xu, L; Liu, W; Ma, S S; Zhang, H; Tao, F B

    2017-09-06

    Objective: To examine the relationship between the prevalence of self-reported myopia and outdoor activities among middle school students and to explore the influence factors of the self-reported myopia. Methods: A total of 12 979 participants were recruited from junior and senior middle school students in in Shenzhen, Nanchang, Zhengzhou and Shenyang by random cluster sampling method between December 2015 and March 2016. All participants completed an anonymous questionnaire to collect the information of demographic characteristics, self-reported myopia, outdoor activities, etc. 12 603 out of 12 979 copies of questionnaire were valid. The prevalence of self-reported myopia was compared among middle school students with different characteristics. Logistic regression models were used to analyze the relationship between myopia and outdoor activities. Results: The prevalence of self-reported myopia among middle school students was 69.6% (8 766/12 603); which was separately 52.1% (1 216/2 335) in seventh grader, 61.6% (1 459/2 369) in eighth grader, 69.0%(1 470/2 129) in ninth grader, 80.0% (1 812/2 265) in freshmen, 79.4% (1 622/2 042) in sophomore, and 81.1%(1 187/1 463) in junior. The prevalence of self-reported myopia showed an increasing trend with the increase of grade (χ(2)=639.67, Pmiddle school students ( OR= 1.58, 95 %CI: 1.36-1.82). The risk of self-reported myopia were significantly decreased by always physical exercise and recreational activities after school among middle school students: the ORs were separately 0.67 (95 %CI: 0.57-0.78) for physical exercise and 0.77 (95 %CI: 0.64-0.92) for recreational activities. After stratified analysis by the parents' myopia status, in non-myopic parents group, exercise and recreational activities after school among middle school students decreased the risk of myopia: the ORs were separately 0.68 (95 %CI: 0.55-0.82) for physical exercise and 0.76 (95 %CI: 0.61-0.95) for recreational activities; in either myopic parent

  19. Homeless High School Students in America: Who Counts?

    Science.gov (United States)

    Cumming, John M.; Gloeckner, Gene W.

    2012-01-01

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

  20. Corporal Punishment and Student Outcomes in Rural Schools

    Science.gov (United States)

    Han, Seunghee

    2014-01-01

    This study examined the effects of corporal punishment on student outcomes in rural schools by analyzing 1,067 samples from the School Survey on Crime and Safety 2007-2008. Results of descriptive statistics and multivariate regression analyses indicated that schools with corporal punishment may decrease students' violent behaviors and…

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

    Directory of Open Access Journals (Sweden)

    Ying Zhou

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Mann, Georgianna

    2018-02-01

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

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

    Science.gov (United States)

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

    2016-06-01

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

  5. Clinical experiences of undergraduate dental students in pediatric dentistry at Cork University Dental School and Hospital, Ireland.

    LENUS (Irish Health Repository)

    Stewart, Christopher J

    2010-03-01

    The objectives of this study were to evaluate the number and range of clinical procedures completed by undergraduate dental students in pediatric dentistry in Cork University Dental School and Hospital, Ireland, and to compare the number of procedures undertaken with the subsequent examination scores. The work comprised a retrospective audit of clinical logbooks for all of the undergraduate dental students in one cohort through their fourth and fifth clinical years between 2004 and 2006. Thirty-four quantitative logbooks were audited. Students had seen a total of 1,031 patients, and each student had completed a full course of dental treatment for an average of twenty-two children. Students completed means of 30.2 restorative procedures for children, fourteen in deciduous dentition (range six to twenty-eight), and seventeen in permanent dentition (range seven to twenty-eight). Continuity of education and care (measured through children having their treatment fully completed by the same student) was 72 percent. A moderate positive correlation between levels of clinical experience and exam score was identified. All students gained experience in management of child patients with students providing care for an average of thirty children and a minimum of nineteen.

  6. The relationship between sun protection policies and practices in schools with primary-age students: the role of school demographics, policy comprehensiveness and SunSmart membership.

    Science.gov (United States)

    Dono, J; Ettridge, K A; Sharplin, G R; Wilson, C J

    2014-02-01

    Schools can implement evidence-based sun protection policies that guide practices to help protect children from harmful sun exposure. This national study assessed the relationship between the existence and comprehensiveness of written policies and the comprehensiveness of sun protection practices. The impact of school demographics on the strength of the relationship was also examined, as was the possibility that 'SunSmart' membership would have an additional impact on practices, beyond having any formal policy. In 2011-12, staff members of 1573 schools catering to primary-age students completed a self-administered survey about sun protection policies and practices (response rate of 57%). Results showed that schools with a written policy had more comprehensive practices than schools without a written policy. The relationship between having a written policy and sun protection practices was stronger for remote schools compared with metropolitan and regional schools, and for schools catering to both primary and secondary students compared with primary students only. In addition, policy comprehensiveness was associated with practice comprehensiveness, and SunSmart membership was indirectly related to practice comprehensiveness via policy comprehensiveness. These results indicate that written policies relate to practice comprehensiveness, but the strength of the association can vary according to the characteristics of the organization.

  7. Doctors of tomorrow: An innovative curriculum connecting underrepresented minority high school students to medical school.

    Science.gov (United States)

    Derck, Jordan; Zahn, Kate; Finks, Jonathan F; Mand, Simanjit; Sandhu, Gurjit

    2016-01-01

    Racial minorities continue to be underrepresented in medicine (URiM). Increasing provider diversity is an essential component of addressing disparity in health delivery and outcomes. The pool of students URiM that are competitive applicants to medical school is often limited early on by educational inequalities in primary and secondary schooling. A growing body of evidence recognizing the importance of diversifying health professions advances the need for medical schools to develop outreach collaborations with primary and secondary schools to attract URiMs. The goal of this paper is to describe and evaluate a program that seeks to create a pipeline for URiMs early in secondary schooling by connecting these students with support and resources in the medical community that may be transformative in empowering these students to be stronger university and medical school applicants. The authors described a medical student-led, action-oriented pipeline program, Doctors of Tomorrow, which connects faculty and medical students at the University of Michigan Medical School with 9th grade students at Cass Technical High School (Cass Tech) in Detroit, Michigan. The program includes a core curriculum of hands-on experiential learning, development, and presentation of a capstone project, and mentoring of 9th grade students by medical students. Cass Tech student feedback was collected using focus groups, critical incident written narratives, and individual interviews. Medical student feedback was collected reviewing monthly meeting minutes from the Doctors of Tomorrow medical student leadership. Data were analyzed using thematic analysis. Two strong themes emerged from the Cass Tech student feedback: (i) Personal identity and its perceived effect on goal achievement and (ii) positive affect of direct mentorship and engagement with current healthcare providers through Doctors of Tomorrow. A challenge noted by the medical students was the lack of structured curriculum beyond the 1st

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

    OpenAIRE

    Abdullah Faruk Kılıç; Cem Oktay Güzeller

    2017-01-01

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

  9. Promoting healthy computer use among middle school students: a pilot school-based health promotion program.

    Science.gov (United States)

    Ciccarelli, Marina; Portsmouth, Linda; Harris, Courtenay; Jacobs, Karen

    2012-01-01

    Introduction of notebook computers in many schools has become integral to learning. This has increased students' screen-based exposure and the potential risks to physical and visual health. Unhealthy computing behaviours include frequent and long durations of exposure; awkward postures due to inappropriate furniture and workstation layout, and ignoring computer-related discomfort. Describe the framework for a planned school-based health promotion program to encourage healthy computing behaviours among middle school students. This planned program uses a community- based participatory research approach. Students in Year 7 in 2011 at a co-educational middle school, their parents, and teachers have been recruited. Baseline data was collected on students' knowledge of computer ergonomics, current notebook exposure, and attitudes towards healthy computing behaviours; and teachers' and self-perceived competence to promote healthy notebook use among students, and what education they wanted. The health promotion program is being developed by an inter-professional team in collaboration with students, teachers and parents to embed concepts of ergonomics education in relevant school activities and school culture. End of year changes in reported and observed student computing behaviours will be used to determine the effectiveness of the program. Building a body of evidence regarding physical health benefits to students from this school-based ergonomics program can guide policy development on the healthy use of computers within children's educational environments.

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

    Directory of Open Access Journals (Sweden)

    Aynur CETINKAYA

    2007-04-01

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

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

    Directory of Open Access Journals (Sweden)

    Dilek OZMEN

    2007-04-01

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

  12. The Interplay of Students' School Engagement, School Self-Concept and Motivational Relations during Adolescence.

    Science.gov (United States)

    Bakadorova, Olga; Raufelder, Diana

    2017-01-01

    Existing literature evidences the association between adolescents' school self-concept and engagement, both concepts being related to students' perception of teachers and peers as motivators. However, few longitudinal studies explore the interplay of these factors. The present study aims to close this gap, applying latent cross-lagged panel design to two-wave data from German adolescent students [1088 8th grade students at T1 ( M age = 13.7, SD = 0.53; 53.9% girls) and 845 9th grade students at T2 ( M age = 14.86; SD = 0.57; 55% girls) from the initial sample]. Besides direct effects, three cross-lagged over-time paths were found to be significant: students' perception of peers as positive motivators (PPMs) at the beginning of 8th grade (T1) positively predicts their behavioral school engagement at the end of 9th grade (T2), as well as emotional school engagement at the beginning of 8th grade positively predicts students' perception of PPMs 1.5 years later. Furthermore, behavioral school engagement at T1 functions as a predictor of a student's school self-concept at T2.

  13. Motivation and Ways to Motivate Students of Middle School

    Institute of Scientific and Technical Information of China (English)

    朱洪琼

    2012-01-01

    Motivation is critical in English learning of middle school,thus,how to effectively motivate students in English learning is an important problem.This study intends to find ways to motivate students of middle school.Self-report data were collected from 45 students in The Experiment Middle School Attached to Yunnan Normal University by using a close-ended questionnaire.

  14. High School Band Students' Perspectives of Teacher Turnover

    Science.gov (United States)

    Kloss, Thomas E.

    2013-01-01

    Teacher turnover remains an important issue in education. The least researched perspectives, though, are those of the students who experience teacher turnover. The purpose of this study was to examine how high school band students experience teacher turnover. A total of twelve students were interviewed, representing three schools that experienced…

  15. Education of Social Responsibility among Sports Schools Students

    Science.gov (United States)

    Malinauskas, Romualdas K.; Juodsnukis, Dalius R.

    2017-01-01

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

  16. Student Perspectives on the Impact of an Undergraduate Work-Integrated Learning Program on Admission and Transition to Medical School.

    Science.gov (United States)

    McDonald, Rachel; Bobrowski, Adam; Drost, Leah; Rowbottom, Leigha; Pretti, Judene; Soliman, Hany; Chan, Stephanie; Chow, Edward

    2018-05-05

    Work-integrated learning (WIL) is a form of education that integrates academic and workplace study. Such programs provide students the opportunity to concurrently develop cognitive and non-cognitive competencies. The purpose of this study is to explore which experiences and skills learned in a WIL placement are useful in applying to medical school and transitioning into the first year of a Doctor of Medicine program. All individuals who worked in the Rapid Response Radiotherapy Program (RRRP; WIL placement) since 2004 and had completed at least 1 year of medical school were invited to participate. Semi-formal interviews were conducted and transcribed. A thematic analysis was completed to identify recurring concepts, and quotes were selected to represent them. Of 39 eligible individuals, 14 agreed to participate (36%). Students identified the volume of work, achieving a work-life balance, and time management as challenges in first-year medical school. Five themes emerged regarding the impact of the RRRP on applying and transitioning to medical school: time management skills, mentorship opportunities, research experience, clinical experience, and career choice. WIL placements present a unique opportunity for undergraduate students interested in pursuing medicine to acquire skills and experiences that will help them succeed in applying and transitioning to medical school.

  17. Student First Amendment Rights: Wisconsin School Board Association.

    Science.gov (United States)

    Baldwin, Gordon B.

    Issues in students' First Amendment rights are discussed in this paper, which is directed toward school board members. The "Tinker v. Des Moines Independent Schools" (1969) decision is discussed, in which the United States Supreme Court struck down the discipline imposed on students who wore black armbands during school hours to protest…

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

    Aypay, Ayse

    2017-01-01

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

  20. Learning Science and English: How School Reform Advances Scientific Learning for Limited English Proficient Middle School Students

    OpenAIRE

    Minicucci, Catherine

    1996-01-01

    This article presents findings from the School Reform and Student Diversity Study, a 4-year project to locate and analyze schools offering exemplary science and mathematics programs to middle school students with limited proficiency in English. In contrast to the vast majority of schools, the four schools described in this article give these students access to stimulating science and mathematics curricula by instructing them either in the students' primary language or in English using shelter...

  1. High school students' knowledge and experience with a peer who committed or attempted suicide: a focus group study.

    Science.gov (United States)

    Shilubane, Hilda N; Ruiter, Robert A C; Bos, Arjan E R; Reddy, Priscilla S; van den Borne, Bart

    2014-10-18

    Suicide is a major public health problem for adolescents in South Africa, and also affects those associated with them. Peers become more important during adolescence and can be a significant source of social support. Because peers may be the first to notice psychological problems among each other, the present study's objectives were to assess students' knowledge about suicide, perceived risk factors, signs of poor mental health in adolescents who committed suicide, students' awareness of available mental health care and resources, and beliefs about prevention. This qualitative study used focus group discussions to elicit the thoughts and feelings of high school students who had a peer who committed or attempted suicide. Peers and class mates of suicide attempters and suicide completers were identified with the help of a social worker and school management and were invited to participate. All focus group discussions were audio taped and analyzed. A total of 56 adolescents (13-19 years of age) from Limpopo schools in South Africa participated in six focus group discussions. The data were analyzed by NVivo version 8, using an inductive approach. Participants reported to be affected by the suicide attempt or completed suicide. They felt guilty about their failure to identify and prevent the suicide and displayed little knowledge of warning signs for suicidal behaviour. They identified several risk factors for the suicide of their peers, such as poor relationship issues, teenage pregnancy, punishment, and attention seeking behaviour. Resources for students with mental health problems and survivors of suicide attempts were not perceived to be available at schools and elsewhere. School-based suicide prevention programs based on theory and evidence are necessary. Such interventions should also focus on detection of mental health problems by peers. Counseling services for students with mental health problems and suicide survivors should be available and made known to

  2. Evaluation of school counseling and guidance services based on views of high school students

    OpenAIRE

    Fulya Yüksel-Şahin

    2008-01-01

    This study evaluated school psychological counseling services based on high school students’ views. Participants were 235 students. “Student Personal Information Form” and “the School Guidance Services Scale” were used for data analysis. MANOVA and multiple regression procedures were used for data analysis. Results showed that students listed the guidance services from the most utilized to the least as follows: consultation, placement, follow-up, public and famil...

  3. School-Based Drug Abuse Prevention Programs in High School Students

    Science.gov (United States)

    Sharma, Manoj; Branscum, Paul

    2013-01-01

    Drug abuse, or substance abuse, is a substantial public health problem in the United States, particularly among high school students. The purpose of this article was to review school-based programs implemented in high schools for substance abuse prevention and to suggest recommendations for future interventions. Included were English language…

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

    Directory of Open Access Journals (Sweden)

    Héctor José Peinado-Guevara

    2011-01-01

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

  5. Motivation and Achievement of Middle School Mathematics Students

    Science.gov (United States)

    Herges, Rebecca M.; Duffield, Stacy; Martin, William; Wageman, Justin

    2017-01-01

    Mathematics achievement among K-12 students has been a long-standing concern in schools across the United States. A possible solution to this mathematics achievement problem is student motivation. A survey was administered to 65 mathematics students at a Midwestern middle school to determine their beliefs and attitudes related to motivation and…

  6. Freedom of Speech and Adolescent Public School Students

    Science.gov (United States)

    Hussain, Murad

    2008-01-01

    Some legal cases on the freedom of speech in adolescent public school students are discussed. It is suggested that schools, social scientists and psychologists should build a social consensus on the extent to which the freedom of speech for abusive students can be allowed so as not to affect development of other students.

  7. Academic profile of students who transferred to Zagreb School of Medicine from other medical schools in Croatia.

    Science.gov (United States)

    Dusek, Davorka; Dolovcak, Svjetlana; Kljaković-Gaspić, Marko

    2004-02-01

    To assess the academic performance of students who transferred to the Zagreb School of Medicine from other three medical schools in Croatia. Academic performance of medical students who moved from Rijeka, Osijek, or Split University Medical Schools to the Zagreb University School of Medicine at the second or third year was compared with academic performance of students enrolled at the Zagreb University School of Medicine. Using the Zagreb Medical School's registry, we made a list of 57 transfer students to Zagreb Medical School in the 1985-1994 period. Control group was formed of students enrolled at the Zagreb School of Medicine in the same period, whose names followed in alphabetical order after the names of transfer students. Students' performance was analyzed according to their grade average before transfer, grade average in the first year after transfer, total grade average after transfer, overall grade average, and duration of studies. We also analyzed the proportion of students in each group who did not pass the admission test at the Zagreb School of Medicine in the year before the enrollment in Zagreb, Osijek, Rijeka, and Split Medical Schools. Nineteen transfer students, transferred between 1985 and 1988, and their controls were excluded from the analysis because of incomplete data. Transfer students had significantly lower grade average before transfer (3.2-/+0.6 vs 3.5-/+0.7, p=0.03, Student t-test), lower grade average in the first year after transfer (3.2-/+0.6 vs 3.5-/+0.7, p=0.03), lower total grade average after transfer (3.6-/+0.5 vs 4.0-/+0.6, pZagreb School of Medicine in the year before the final enrollment than their controls (15/38 vs 4/38, p=0.009, chi-square test). Transfer students had poorer academic performance than students who passed the admission test and were enrolled at the Zagreb School of Medicine from the first year of studies.

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

    Science.gov (United States)

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

    2016-01-01

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

  9. A study on the experiences and causes of school violence amongst middle school students in korea

    OpenAIRE

    都, 基鳳; 全, 宰一; 野島, 一彦; Do, Giebong; Jun, Jaeil; Nojima, Kazuhiko

    2005-01-01

    The purpose of this study is to prepare effective measures to successfully cope with school violence by examining student experiences of school violence and its causes. The participants were middle school students in Korea. An investigation was made into how male and female students are different from each other in patterns of violence experienced or committed and the causes of that violence. The results are as follows: 1) Students who were victims of school violence suffered more than those ...

  10. Mobile Technologies in Schools: The Student Voice

    Science.gov (United States)

    Hodge, Emma-Leigh; Robertson, Neville; Sargisson, Rebecca J.

    2017-01-01

    Intermediate and high school students spend a large amount of time using mobile devices (Lauricella, Cingel, Blackwell, Wartella, & Conway, 2014), and such devices are increasingly being integrated into our school system. We conducted a series of student-led focus groups, with this early adolescent cohort, in order to better understand their…

  11. Developing Cloud Chambers with High School Students

    Science.gov (United States)

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

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

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

    Directory of Open Access Journals (Sweden)

    Abdullah Faruk Kılıç

    2017-01-01

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

  13. Is the Four-Day School Week Detrimental to Student Success?

    Science.gov (United States)

    Tharp, Timothy W.; Matt, John; O'Reilly, Frances L.

    2016-01-01

    School districts across the United States are implementing four-day school weeks. This study looks at the relationship between student achievement in the four-day school week compared to student achievement in the five-day school week. This analysis focused on a common criteria referenced test given to all students over a period of seven years in…

  14. High school dropouts: interactions between social context, self-perceptions, school engagement, and student dropout.

    Science.gov (United States)

    Fall, Anna-Mária; Roberts, Greg

    2012-08-01

    Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. Published by Elsevier Ltd.

  15. The School Absenteeism among High School Students: Contributing Factors

    Science.gov (United States)

    Balkis, Murat; Arslan, Gökmen; Duru, Erdinç

    2016-01-01

    The aim of this study was to examine the direct and indirect relationship between student school absenteeism, personal factors (academic self- perception, attitudes towards teacher and school, goal valuation and motivation/ self-regulation), family factors (parents' educational level and income), and academic achievement in structural equation…

  16. Recruiting middle school students into nursing: An integrative review.

    Science.gov (United States)

    Williams, Cheryl

    2017-10-27

    Middle school students interested in nursing need clarification of the nursing role. Students choose nursing as a career because they want to help others, yet they are often unaware of the need to for arduous secondary education preparation to become a nurse. Middle school students, if not properly exposed to the career during their formative years, may choose another career or not have enough time for adequate nursing school preparation. This integrative review examined seven studies from years 2007 to 2016, which utilized various recruitment strategies to increase the awareness of nursing as a career in middle school and address the need for academic rigor. Implications of the review: there is a need for collaboration between nurses and school counselors to design more robust longitudinal studies of middle school interventions for students interested in nursing as a career. © 2017 Wiley Periodicals, Inc.

  17. The Los Alamos Space Weather Summer School: Career and Research Benefits to Students and Mentors

    Science.gov (United States)

    Cowee, M.; Woodroffe, J. R.

    2017-12-01

    In 2016 we held the 6th Los Alamos Space Weather Summer School. This 8-week long program is designed for mid-career graduate students in related fields to come to LANL, receive lectures on space physics and space environment topics, and carry out a research project under the mentorship of LANL staff members. We accept typically 6-8 students via competitive admissions to the program, with a strong applicant pool to choose from. This type of summer school program is relatively unique in the space physics community—there are several other summer schools but they are of shorter duration and do not include the mentor-research project aspect which builds a strong one-on-one connection between the summer student and his/her LANL mentor(s). From the LANL perspective, this program was intended to have several benefits including building collaborations between LANL staff and universities and recruitment of potential postdocs. From the student perspective, this program is not only an educational opportunity but a strong networking opportunity and a chance to enhance their professional skills and publication record. Students are permitted to work on projects directly related to their thesis or on projects in areas that are completely new to them. At the end of the summer school, the students also develop their presentation skills by preparing and giving AGU-style presentations on their research projects to the research group. Over the past five years the summer school has increased in popularity, and the feedback from the student participants has been very positive. Alumni of the program have continued collaborations with their mentors, resulting in publications and conference presentations, and three postdoc hires to date.

  18. Collective school-type identity: predicting students' motivation beyond academic self-concept.

    Science.gov (United States)

    Knigge, Michel; Hannover, Bettina

    2011-06-01

    In Germany, according to their prior achievement students are tracked into different types of secondary school that provide profoundly different options for their future educational careers. In this paper we suggest that as a result, school tracks clearly differ in their social status or reputation. This should translate into different collective school-type identities for their students, irrespective of the students' personal academic self-concepts. We examine the extent to which collective school-type identity systematically varies as a function of the school track students are enrolled in, and the extent to which students' collective school-type identity makes a unique contribution beyond academic self-concept and school track in predicting scholastic motivation. In two cross-sectional studies a measure of collective school-type identity is established and applied to explain motivational differences between two school tracks in Berlin. In Study 1 (N = 39 students) the content of the collective school-type identity is explored by means of an open format questionnaire. Based on these findings a structured instrument (semantic differential) to measure collective school-type identity is developed. In Study 2 (N = 1278 students) the assumed structure with four subscales (Stereotype Achievement, Stereotype Motivation, Stereotype Social, and Compensation) is proved with confirmatory factor analysis. This measure is used to compare the collective school-type identity across school tracks and predict motivational outcomes. Results show large differences in collective school-type identity between students of different school tracks. Furthermore, these differences can explain motivational differences between school tracks. Collective school-type identity has incremental predictive power for scholastic motivation, over and above the effects of academic self-concept and school track.

  19. [Training, the key to improving eHealth literacy of upper secondary school students].

    Science.gov (United States)

    Hernández-Rabanal, Carme; Vall, Aurora; Boter, Clara

    To explore whether training on strategies to identify and assess health-related information online has a positive impact on students' perception of their own eHealth literacy. The validated eHealth Literacy Scale (eHEALS) was administered to a sample of upper secondary school students, aged 15-18. One week later, they attended a training session on how to search and identify reliable health-related information and resources online. The eHEALS was administered again at the end of this session. Information about gender and school year was collected in both sessions. Perceived eHealth literacy was assessed by comparing the scores obtained before and after the session. Bivariate and multiple linear regressions were completed. Of the 298 students enrolled in upper secondary school (Bachillerato), 285 were included in the study. Approximately 52.28% (149) were female, and 47.72% (136) were male. The mean eHEALS score before the session was 24.19 (range: 8-40), and was 28.54 after it. The training was associated with higher perceived eHealth literacy scores (p <0,0001). Health literacy was positively associated with the usefulness and importance students give the Internet. Attendance at a training session on strategies to identify and assess health-related resources online is associated with higher levels of perceived eHealth literacy. Implementing specific training sessions on eHealth literacy in upper secondary school is a promising approach for enhancing students' eHealth literacy. Copyright © 2017 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

  20. Empowering Chicana/o and Latina/o High School Students: A Guide for School Counselors

    Science.gov (United States)

    Padilla, Alejandro; Hipolito-Delgado, Carlos P.

    2016-01-01

    A qualitative research study was conducted with 15 school counselors to identify the strategies they used to empower Chicana/o and Latina/o high school students. The findings of this study revealed that participants facilitated student empowerment by developing personal relationships with students, involving alumni, building sociocultural…

  1. School-based intervention to improve the mental health of low-income, secondary school students in Santiago, Chile (YPSA: study protocol for a randomized controlled trial

    Directory of Open Access Journals (Sweden)

    Cova Felix

    2011-02-01

    Full Text Available Abstract Background Depression is common and can have devastating effects on the life of adolescents. Psychological interventions are the first-line for treating or preventing depression among adolescents. This proposal aims to evaluate a school-based, universal psychological intervention to reduce depressive symptoms among student's aged 13-14 attending municipal state secondary schools in Santiago, Chile. Study design This is a cluster randomised controlled trial with schools as the main clusters. We compared this intervention with a control group in a study involving 22 schools, 66 classes and approximately 2,600 students. Students in the active schools attended 11 weekly and 3 booster sessions of an intervention based on cognitive-behavioural models. The control schools received their usual but enhanced counselling sessions currently included in their curriculum. Mean depression scores and indicators of levels of functioning were assessed at 3 and 12 months after the completion of the intervention in order to assess the effectiveness of the intervention. Direct and indirect costs were measured in both groups to assess the cost-effectiveness of this intervention. Discussion As far as we are aware this is the first cluster randomised controlled trial of a school intervention for depression among adolescents outside the Western world. Trial Registration ISRCTN19466209

  2. The association between higher body mass index and poor school performance in high school students.

    Science.gov (United States)

    Tonetti, L; Fabbri, M; Filardi, M; Martoni, M; Natale, V

    2016-12-01

    This study aimed to examine the association between body mass index (BMI) and school performance in high school students by controlling for relevant mediators such as sleep quality, sleep duration and socioeconomic status. Thirty-seven high school students (mean age: 18.16 ± 0.44 years) attending the same school type, i.e. 'liceo scientifico' (science-based high school), were enrolled. Students' self-reported weight and height were used to calculate BMI. Participants wore an actigraph to objectively assess the quality and duration of sleep. School performance was assessed through the actual grade obtained at the final school-leaving exam, in which higher grades indicate higher performance. BMI, get-up time, mean motor activity, wake after sleep onset and number of awakenings were negatively correlated with the grade, while sleep efficiency was positively correlated. When performing a multiple regression analysis, BMI proved the only significant (negative) predictor of grade. When controlling for sleep quality, sleep duration and socioeconomic status, a higher BMI is associated with a poorer school performance in high school students. © 2015 World Obesity Federation.

  3. Student perceptions of reproductive health education in US medical schools: a qualitative analysis of students taking family planning electives

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    Kathryn Veazey

    2015-11-01

    Full Text Available Background: Abortion services will be sought by an estimated one in three US women before they reach age 45. Despite the importance of family planning (FP care, many medical schools do not currently offer formal education in this area, and students are unable to meet associated competency standards prior to graduation. Purpose: The purpose of this study was to explore students’ motivations in pursuing FP electives throughout the United States, their experiences during these courses, and any impact of these rotations on their plans for future practice. Method: We conducted a qualitative study consisting of semi-structured interviews with medical students upon completing fourth-year FP electives at US medical schools. Thirty-seven LCME-accredited US medical schools offered fourth-year FP electives. Course directors at 21 of these institutions recruited study participants between June 2012 and June 2013. Interviews were transcribed, coded, and analyzed with ATLAS/ti software to identify salient themes. Results: We interviewed 29 students representing 14 institutions from all regions of the United States (East Coast, Midwest, South, and West Coast. Five central themes emerged. Medical students are using FP electives to fill gaps in the standard curriculum. Elective participation did not change students’ pre-elective stance on abortion. Many students intend to provide abortion in the future but identified possible limiting factors. Proficiency in contraception and options counseling were top competencies desired and gained. Students reported excellent satisfaction with FP electives and would recommend it to their peers, regardless of their personal beliefs. Conclusions: Interview data revealed that students are using FP electives to fill gaps within preclinical and clinical medical school curriculum. Future physicians will be unable to provide comprehensive care for their female patients if they are not provided with this education. Research

  4. Vocational High School Students Entrepreneurship: The Success of Family or School Education..?

    Directory of Open Access Journals (Sweden)

    Arum Biruli Walidaini

    2017-09-01

    Full Text Available Purpose of this research is to • determine entrepreneur attitude of SMK students that have entrepreneurship, • determine role of eductaion in family also the role of eduction in school. Approch of that type used is qualitative. Research object was SMK students had been doing entrepreneur while Wadi. Informant in this research were students, the student's parent, teacher of entrepreneur and headmaster. Data collecting using deep interview technique, observation and documentation also attitude test. The research result shows that entreprenuership attitude of students include high category, education of family has important role to build entrepreneurship attitude in terms of involving children in their business, the role of school limited in supporting development of student's knowledge.

  5. The role of students' activities in Indonesian realistic mathematics education in primary schools of Aceh

    Science.gov (United States)

    Zubainur, Cut Morina; Veloo, Arsaythamby; Khalid, Rozalina

    2015-05-01

    This study aims to explore the implementation of the Indonesian Realistic Mathematics Education (PMRI) in Aceh primary schools, Indonesia. This study investigates the students' mathematics activities involved in the implementation of PMRI and for this purpose; students' mathematics activities in the classroom were observed. Students were observed three times within five weeks during mathematics class, based on PMRI. A total of 25 year five students from a public school participated in this study. Observation check list was used in this study based on ten items. The observation conducted was based on two different time periods which were 105 minutes for group A and 70 minutes for group B. The observation was conducted every 5 minutes. The results show that PMRI is being practised in Aceh, but not completely. This study shows that mathematics activities for those who were taught using PMRI are higher than for those using the traditional approach. Overall, the findings showed that the number of student activities undertaken in PMRI achieved 90.56%. The higher percentage of activities suggests that the Aceh Education Office expands the implementation of PMRI in all primary schools so that learning of mathematics is more effective. This indirectly increases the mathematics achievement of students in Aceh to a higher level on par with Indonesia's national achievement.

  6. 14 CFR 65.80 - Certificated aviation maintenance technician school students.

    Science.gov (United States)

    2010-01-01

    ... students has made satisfactory progress at the school and is prepared to take the oral and practical tests... technician school students. 65.80 Section 65.80 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION... § 65.80 Certificated aviation maintenance technician school students. Whenever an aviation maintenance...

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

    Science.gov (United States)

    Crookes, Annie; Wolff, Kim

    2014-08-01

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

  8. The Influence of Conflict Resolution Programs on Student Conduct Violations in Middle Schools with a School Uniform Policy

    Science.gov (United States)

    Breitenbach, Edward C.

    2010-01-01

    School safety is a very important issue for school staff, parents, and students. When school safety is lacking, students suffer in emotional, academic, and social areas. One recent intervention middle schools are examining is the student uniform policy. In some cases, school uniforms have been shown to have a profound effect on school safety,…

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

    Science.gov (United States)

    Di Fabio, Annamaria; Kenny, Maureen E.

    2012-01-01

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

  10. High school students' experiences of bullying and victimization and the association with school health center use.

    Science.gov (United States)

    Lewis, Catherine; Deardorff, Julianna; Lahiff, Maureen; Soleimanpour, Samira; Sakashita, Kimi; Brindis, Claire D

    2015-05-01

    Bullying and victimization are ongoing concerns in schools. School health centers (SHCs) are well situated to support affected students because they provide crisis intervention, mental health care, and broader interventions to improve school climate. This study examined the association between urban adolescents' experiences of school-based bullying and victimization and their use of SHCs. Data was analyzed from 2063 high school students in 5 Northern California school districts using the 2009-2010 California Healthy Kids Survey. Chi-square tests and multivariate logistic regression were used to measure associations. Students who were bullied or victimized at school had significantly higher odds of using the SHCs compared with students who were not, and were also significantly more likely to report confidentiality concerns. The magnitude of associations was largest for Asian/Pacific Islander students, though this was likely due to greater statistical power. African American students reported victimization experiences at approximately the same rate as their peers, but were significantly less likely to indicate they experienced bullying. Findings suggest that SHCs may be an important place to address bullying and victimization at school, but confidentiality concerns are barriers that may be more common among bullied and victimized youth. © 2015, American School Health Association.

  11. The influence of professional teachers on Padang vocational school students' achievement

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    Ramli Bakar

    2018-01-01

    Full Text Available This study determined: (1 the competency of professional teachers teaching in the classroom, (2 students' achievement in vocational schools in Padang, and (3 the influence of professional teachers on vocational school students' achievement in Padang. The population was 2,647 students in vocational schools. The sample, consisting of 160 students, was selected using a multistage, random sampling technique. Data were collected using questionnaires and documentation, and then analyzed and presented using the SPSS software. The results showed: (1 overall, the professional teachers of vocational schools in Padang had good qualifications in pedagogical competence, professional competence, social competence, and personal competence, (2 the learning process of vocational schools in Padang was going well and in general, student achievement was at a good level of performance, and (3 there was a significant influence of professional teachers on vocational school students' achievement in Padang. Keywords: professional teacher, student achievement, vocational school

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

    Science.gov (United States)

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

    2018-02-14

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

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

    Science.gov (United States)

    Siyez, Digdem M.

    2018-01-01

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

  14. Harmfulness of smoking among high school students

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    Iwona Rotter

    2013-03-01

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

  15. The Prevalence of Postgraduate Education in Youth Health Among High School Clinicians and Associated Student Health Outcomes.

    Science.gov (United States)

    Denny, Simon; Farrant, Bridget; Utter, Jennifer; Fleming, Theresa; Bullen, Pat; Peiris-John, Roshini; Clark, Terryann

    2016-11-01

    Despite numerous calls to improve training in adolescent health, there is little known about the prevalence or effectiveness of specialized training in adolescent health. A two-stage random sampling cluster design was used to collect nationally representative data from 8,500 students from 91 high schools. Student data were linked to data from a survey of school health clinicians from participating schools on their level of training in youth health. Multilevel models accounting for demographic characteristics of students were used to estimate the association between nurses and physicians training in youth health and health outcomes among students. Almost all nurses and physicians reported some training in youth health, either having attended lectures or study days in youth health (n = 60, 80%) or completed postgraduate papers in youth health (n = 13, 17.3%). Students in schools where the nurses and physicians had received postgraduate training in youth health were less likely than students from schools with clinicians having attended lectures or study days in youth health to report emotional and behavior difficulties (11.8 vs. 12.7, p = .002) and binge drinking (19.6% vs. 24.9%, p = .03). There were no significant associations between depressive symptoms, suicide risk, cigarette, marijuana, contraception use, or motor vehicle risk behaviors among students and level of training among clinicians in their schools' health service. Postgraduate training in youth health among nurses and physicians in school health services is associated with fewer students reporting mental health difficulties and binge alcohol use. These findings support specialized training in youth health for clinicians working predominantly with young people. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

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

    2015-01-01

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

  17. Knowledge about HIV/AIDS among secondary school students

    OpenAIRE

    Pratibha Gupta; Fatima Anjum; Pankaj Bhardwaj; J P Srivastav; Zeashan Haider Zaidi

    2013-01-01

    Background: HIV/AIDS has emerged as the single most formidable challenge to public health. School children of today are exposed to the risk of HIV/AIDS. Aims: The study was conducted to determine the knowledge among secondary school students regarding HIV/AIDS and provide suggestions for HIV/AIDS education in schools. Materials and Methods: A cross-sectional study was conducted among students of tenth to twelfth standard in the intermediate schools of Lucknow, India, from July to October 2011...

  18. Relationship between happiness and tobacco smoking among high school students.

    Science.gov (United States)

    Ataeiasl, Maryam; Sarbakhsh, Parvin; Dadashzadeh, Hossein; Augner, Christoph; Anbarlouei, Masoumeh; Mohammadpoorasl, Asghar

    2018-01-01

    Recent research has described negative relationship between happiness and habitual smoking among adolescents. No study of this relationship has been conducted among Iranian adolescents. The aim of the present study was to characterize the relationship between happiness and cigarette or hookah smoking among a sample of high school students. A sample of 1,161 10th-grade students in Tabriz (northwest Iran) was selected by multi-stage proportional cluster sampling. Participants completed a self-administered multiple-choice questionnaire including information on cigarette smoking, hookah smoking, happiness score, substance abuse, self-injury, general risk-taking behavior, attitudes towards smoking, socioeconomic information, and demographic characteristics. An ordinal logistic regression model was used for data analysis. It was found that 5.9 and 5.0% of students were regular cigarette smokers and regular hookah smokers, respectively. After controlling for potential confounders, higher happiness scores were found to protect students against more advanced stages of cigarette smoking (odds ratio [OR], 0.98; 95% confidence interval [CI], 0.97 to 0.99; p=0.013). However, no significant relationship was found between happiness scores and hookah smoking status (OR, 1.01; 95% CI, 0.97 to 1.02; p=0.523). Happiness scores were associated with less advanced stages of habitual cigarette smoking among high school students. Our findings underscore the necessity of conducting longitudinal or interventional studies aiming to determine the effects of enhancing happiness on preventing the transition through the stages of cigarette and hookah smoking.

  19. High School Students' Views on Blended Learning

    Science.gov (United States)

    Yapici, Ibrahim Umit; Akbayin, Hasan

    2012-01-01

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

  20. Education and Health Matters: School Nurse Interventions, Student Outcomes, and School Variables

    Science.gov (United States)

    Wolfe, Linda C.

    2013-01-01

    This paper presents findings from a quantitative, correlational study that examined selected school nursing services, student academic outcomes, and school demographics. Ex post facto data from the 2011-2012 school year of Delaware public schools were used in the research. The selected variables were school nurse interventions provided to students…

  1. The association between school-to-work programs and school performance.

    Science.gov (United States)

    Welsh, Erin C; Appana, Savi; Anderson, Henry A; Zierold, Kristina M

    2014-02-01

    The School-to-Work (STW) Opportunities Act was passed to aid students in transitioning from education to employment by offering work-based learning opportunities. In the United States, 72% of high schools offer work-based learning opportunities for credit. This is the first study to describe school performance and school-based behaviors among students enrolled in STW programs and compare them with nonworking and other-working students. In 2003, a questionnaire was administered to five school districts and one large urban school in Wisconsin. Between 2008 and 2010, analyses were completed to characterize STW students and compare them with other students. Of the 6,519 students aged 14-18 years included in the analyses, 461 were involved in an STW program (7%), 3,108 were non-working (48%), and 2,950 were other-working students (45%). Compared with other students, STW students were less likely to have a grade point average >2.0, more likely to have three or more unexcused absences from school, and more likely to spend performance. School-to-Work students reported poorer academic performance and more unhealthy school-related behaviors compared with nonworking students and other-working students. Whereas many factors have a role in why students perform poorly in school, more research on students enrolled in STW programs is needed to understand whether participating has a negative impact on students' academic achievement. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  2. Student Leadership Distribution: Effects of a Student-Led Leadership Program on School Climate and Community

    Science.gov (United States)

    Pedersen, Jeff; Yager, Stuart; Yager, Robert

    2012-01-01

    This study focuses on the understandings educators developed from two schools concerning how distributed leadership involving a select group of students affected the climate and community of their schools. Findings suggest that student-led leadership roles within the school community have an impact on creating a positive school-wide climate; a…

  3. NASA Microgravity Science Competition for High-school-aged Student Teams

    Science.gov (United States)

    DeLombard, Richard; Stocker, Dennis; Hodanbosi, Carol; Baumann, Eric

    2002-01-01

    NASA participates in a wide variety of educational activities including competitive events. There are competitive events sponsored by NASA and student teams which are mentored by NASA centers. This participation by NASA in public forums serves to bring the excitement of aerospace science to students and educators. A new competition for highschool-aged student teams involving projects in microgravity has completed two pilot years and will have national eligibility for teams during the 2002-2003 school year. A team participating in the Dropping In a Microgravity Environment will research the field of microgravity, develop a hypothesis, and prepare a proposal for an experiment to be conducted in a microgravity drop tower facility. A team of NASA scientists and engineers will select the top proposals and those teams will then design and build their experiment apparatus. When the experiment apparatus are completed, team representatives will visit NASA Glenn in Cleveland, Ohio for operation of their facility and participate in workshops and center tours. Presented in this paper will be a description of DIME, an overview of the planning and execution of such a program, results from the first two pilot years, and a status of the first national competition.

  4. Sugar Sweetened Beverage Consumption among Primary School Students: Influence of the Schools' Vicinity.

    Science.gov (United States)

    Lebel, Alexandre; Morin, Pascale; Robitaille, Éric; Lalonde, Benoit; Florina Fratu, Ramona; Bisset, Sherri

    2016-01-01

    The purpose of the research was to explore the associations between the characteristics of schools' vicinity and the risk of sugar sweetened beverage (SSB) consumption in elementary students. Findings exposed an important variation in student's SSB consumption between schools. Schools with a lower socioeconomic status or in a densely built environment tend to have higher proportion of regular SSB drinkers. These characteristics of the school's vicinity partly explained the variation observed between them. We estimated that a student moving to a school with a higher proportion of SSB drinkers may increase his/her chances by 52% of becoming a daily consumer. Important changes in dietary preferences can occur when children are in contact with a new social environment. Findings also support the idea that dietary behaviors among children result from the complex interactions between biological, social, and environmental factors.

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

    Directory of Open Access Journals (Sweden)

    Cheng-Fang Yen

    2012-07-01

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

  6. Students' Perception of School Violence and Math Achievement in Middle Schools of Southern Italy

    Science.gov (United States)

    Caputo, Andrea

    2013-01-01

    This study aims at both investigating bullying episodes occurring at school across different grades (from 6 to 8) and evaluating whether educational achievement in math can be predicted on the ground of students' perception of school violence. The sample was composed of 11,064 students coming from middle schools of Southern Italy. Standardized…

  7. Building Place: Students' Negotiation of Spaces and Citizenship in Schools

    Science.gov (United States)

    Tupper, Jennifer A.; Carson, Terry; Johnson, Ingrid; Mangat, Jyoti

    2008-01-01

    This study explored how high school students negotiate school spaces beyond the classroom within a broader context of citizenship education and identity construction. Using visual hermeneutics, researchers worked over three years with students and staff in a large, diverse, urban, public high school. Through student-produced photographs of school…

  8. Teaching Ethics to High School Students

    Science.gov (United States)

    Pass, Susan; Willingham, Wendy

    2009-01-01

    Working with two teachers and thirty-four high school seniors, the authors developed procedures and assessments to teach ethics in an American high school civics class. This approach requires high school students to discover an agreement or convergence between Kantian ethics and virtue ethics. The authors also created an instrument to measure…

  9. Student, Home, and School Socio-Demographic Factors: Links to School, Home, and Community Arts Participation

    Science.gov (United States)

    Mansour, Marianne; Martin, Andrew J.; Anderson, Michael; Gibson, Robyn; Liem, Gregory Arief D.; Sudmalis, David

    2016-01-01

    This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students' school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver-child arts interaction), and community (e.g., arts attendance,…

  10. Impact of School Flu Vaccine Program on Student Absences

    Science.gov (United States)

    Plaspohl, Sara S.; Dixon, Betty T.; Streater, James A.; Hausauer, Elizabeth T.; Newman, Christopher P.; Vogel, Robert L.

    2014-01-01

    Literature provides evidence that school attendance correlates with academic performance and student success. Influenza is a contributing factor to school absences. Primary prevention for influenza includes immunization. School-located influenza vaccine (SLIV) programs provide greater access for students to be immunized. A retrospective review of…

  11. School Nurse Perceptions of Student Anxiety.

    Science.gov (United States)

    Muggeo, Michela A; Ginsburg, Golda S

    2018-01-01

    Anxiety disorders are common in youth. Because somatic complaints are a hallmark feature of anxiety, these students frequently visit their school nurse, creating an ideal opportunity for nurses to identify and assist them. In an effort to better understand current practices, we surveyed a large sample ( N = 93) of school nurses. Results indicated that the majority of nurses perceived anxiety as the most prevalent mental health issue in their students. Moreover, the majority of nurses reported that they did not use any formal screening tool or intervention protocol and stated wanting to expand their training in anxiety intervention. These data suggest that school nurses identify anxiety as a top problem but do not receive adequate training to address it. Data from this survey may be used to plan how best to fill gaps in nurse training and practices that can enhance nurses' capacity to optimize outcomes for anxious students.

  12. Do Junior High School Students Perceive Their Learning Environment as Constructivist?

    Science.gov (United States)

    Moustafa, Asely; Ben-Zvi-Assaraf, Orit; Eshach, Haim

    2013-08-01

    The purpose of this study is to examine the manner in which the features of a constructivist learning environment, and the mechanisms at its base, are expressed in junior high school students' conceptions. Our research is based on an integration of quantitative and qualitative approaches, deigned to provide a wider ranging and deeper understanding. Eight hundred and forty eighth- and ninth-grade students from over 15 schools participated in the study. Of the 840 students who completed the questionnaire, the explanations of 200 well-written questionnaires were further analyzed qualitatively. The findings of the study are presented in terms of the four scales employed in the CLES, namely the autonomy scale, the prior knowledge scale, the negotiation scale, and the student-centeredness scale. The quantitative results achieved here concur with parallel studies conducted around the world. The findings indicate that a considerable portion of the students perceive their learning environment as a constructivist one and report positive attitudes toward the way they are being taught. In terms of the qualitative results, however, it appears that in some cases, the students' explanations reveal that in fact, and contrary to the bare quantitative results, some students do not perceive their learning environment as being constructivist. This raises the question of whether the fact that students recognize the factors associated with constructivist teaching is indeed an indication that such teaching exists in practice. This finding emphasizes the importance of combining qualitative and quantitative methods for arriving at a balanced view of classroom occurrences.

  13. Peer and Teacher Preference, Student-Teacher Relationships, Student Ethnicity, and Peer Victimization in Elementary School

    Science.gov (United States)

    Wang, Feihong; Leary, Kevin A.; Taylor, Lorraine C.; Derosier, Melissa E.

    2016-01-01

    We examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical linear…

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

    Science.gov (United States)

    Kilic, Abdullah Faruk; Güzeller, Cem Oktay

    2017-01-01

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

  15. Preparing Historically Underserved Students for STEM Careers: The Role of an Inquiry-based High School Science Sequence Beginning with Physics

    Science.gov (United States)

    Bridges, Jon P.

    Improving the STEM readiness of students from historically underserved groups is a moral and economic imperative requiring greater attention and effort than has been shown to date. The current literature suggests a high school science sequence beginning with physics and centered on developing conceptual understanding, using inquiry labs and modeling to allow students to explore new ideas, and addressing and correcting student misconceptions can increase student interest in and preparation for STEM careers. The purpose of this study was to determine if the science college readiness of historically underserved students can be improved by implementing an inquiry-based high school science sequence comprised of coursework in physics, chemistry, and biology for every student. The study used a retrospective cohort observational design to address the primary research question: are there differences between historically underserved students completing a Physics First science sequence and their peers completing a traditional science sequence in 1) science college-readiness test scores, 2) rates of science college-and career-readiness, and 3) interest in STEM? Small positive effects were found for all three outcomes for historically underserved students in the Physics First sequence.

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

    Science.gov (United States)

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

    2008-12-01

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

  17. The Use of Quality Talk to Increase Critical Analytical Speaking and Writing of Students in Three Secondary Schools

    Science.gov (United States)

    Davies, Maree; Meissel, Kane

    2016-01-01

    This study was carried out in three secondary schools of varying socioeconomic levels within the usual framework of tasks completed by students while studying towards a national assessment. The study examined the change in the nature of the interactions between students in group conversations, in the context of a film unit and a geography unit…

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

    Science.gov (United States)

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

    2017-01-01

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

  19. [Depression status of academic high school students in Seoul: mediating role of entrapment].

    Science.gov (United States)

    Park, Young-Joo; Shin, Nah-Mee; Han, Kuem-Sun; Kang, Hyun-Cheol; Cheon, Sook-Hee; Shin, Hyunjeong

    2011-10-01

    Purpose of this study was to investigate the status of depression in academic high school students and path analysis model for exploring the mediating role of entrapment to depression in relation to academic stress and perceived social support. Measurements were four reliable questionnaires measuring academic stress, social support, entrapment, and depression. Data were collected from students in 17 high schools in Seoul. Students (n=5,346) completing the questionnaires indicated depression & entrapment from academic stress. Depression was more prevalent in girls, those whose parents' household income was less than two million won, who did not live with father or mother or both due to divorce, separation, or death, and those who smoked or used alcohol. Entrapment was more prevalent in students similar to cases of depression and in seniors. According to the proposed path model, 48.6% of depression was explained by academic stress, social support, and entrapment. The indirect effect of entrapment as a mediator between academic stress and depression was verified and larger than the direct effect of academic stress on depression. Considering levels of depression and entrapment demonstrated by these students, better mental health programs with diverse strategies should be developed for their psychological well-being.

  20. Safe school task force: University-community partnership to promote student development and a safer school environment.

    Science.gov (United States)

    Adler, Corey; Chung-Do, Jane; Ongalibang, Ophelia

    2008-01-01

    The Asian/Pacific Islander Youth Violence Prevention Center (APIYVPC) focuses its youth violence prevention efforts on community mobilization by partnering with Kailua High School and other local community groups. This paper describes the development and activities of the Safe School Task Force (SSTF) and the lessons learned. In response to concerns of school, community members, and students, the SSTF was organized to promote student leadership in raising awareness about problems related to violence. Collaboration among the school, community, and the university places students in leadership roles to reduce school violence and enhances their self-efficacy to improve their school environment. To increase SSTF effectiveness, more attention must be paid to student recruitment, consistent community partnerships, and gaining teacher buy-in. This partnership may be useful in multicultural communities to provide students the opportunities to learn about violence prevention strategies, community mobilization, and leadership skills.

  1. The Association of School Climate, Depression Literacy, and Mental Health Stigma Among High School Students.

    Science.gov (United States)

    Townsend, Lisa; Musci, Rashelle; Stuart, Elizabeth; Ruble, Anne; Beaudry, Mary B; Schweizer, Barbara; Owen, Megan; Goode, Carly; Johnson, Sarah L; Bradshaw, Catherine; Wilcox, Holly; Swartz, Karen

    2017-08-01

    Although school climate is linked with youth educational, socioemotional, behavioral, and health outcomes, there has been limited research on the association between school climate and mental health education efforts. We explored whether school climate was associated with students' depression literacy and mental health stigma beliefs. Data were combined from 2 studies: the Maryland Safe Supportive Schools Project and a randomized controlled trial of the Adolescent Depression Awareness Program. Five high schools participated in both studies, allowing examination of depression literacy and stigma measures from 500 9th and 10th graders. Multilevel models examined the relationship between school-level school climate characteristics and student-level depression literacy and mental health stigma scores. Overall school climate was positively associated with depression literacy (odds ratio [OR] = 2.78, p stigma (Est. = -3.822, p = .001). Subscales of engagement (OR = 5.30, p stigma (Est. = -6.610, p < .001), (Est. = -2.742, p < .001). Positive school climate was associated with greater odds of depression literacy and endorsement of fewer stigmatizing beliefs among students. Our findings raise awareness regarding aspects of the school environment that may facilitate or inhibit students' recognition of depression and subsequent treatment-seeking. © 2017, American School Health Association.

  2. Students' Satisfaction with Life and Its Relation to School Burnout

    Directory of Open Access Journals (Sweden)

    Vali Mehdinezhad

    2015-12-01

    Full Text Available The purpose of this study was to investigate the relationship between school burnout and satisfaction with life for students in grade of 7th to 9th. A quantitative method used in this study. 351 subjects were selected using stratified sampling. The two questionnaires employed here were The Satisfaction with Life Scale with five items of the Diener et al. (1985 and School-Burnout Inventory with nine items and three component - exhaustion at schoolwork (EXH, cynicism toward the meaning of school (CYN, and sense of inadequacy at School (INAD - measures of school burnout of the Salmela-Aro et al. (2009. The findings of this study showed that the high school students described their satisfaction with life in relatively satisfactory and they have described their level of school burnout lower than average. The results also showed their school burnout in component of exhaustion at schoolwork was above average and in Components of cynicism toward the meaning of school, and sense of inadequacy at School were lower than average. The results showed that in overall there was no significant correlation between satisfaction with life and school burnout. However, there was relatively low positive correlation between students' satisfaction with life and exhaustion at schoolwork, relatively low negative correlation between students' satisfaction with life and cynicism toward the meaning of school, and no any significance correlation between students' satisfaction with life and sense of inadequacy at school. The results of stepwise regression showed that sub-dimensions of high school burnout scale together explained a total of 14.5 % of the variance in the satisfaction with life for the students in this study.

  3. Psychological wellbeing and self-esteem in students across the transition between secondary school and university: A longitudinal study

    Directory of Open Access Journals (Sweden)

    Malinauskas Romualdas

    2017-01-01

    Full Text Available This longitudinal study investigated the psychological wellbeing and self-esteem of students during the transition between secondary school and university. The sample comprised 197 students (82 male; 115 female. The mean age of the students at the start of the study was 18.54 years (SD = 0.78. Students completed measures of psychological wellbeing (Ryff Psychological Wellbeing Scale and self-esteem (Rosenberg Self-esteem Scale during their final year of secondary school and again at the start of their university studies. Repeated measures (RM multivariate analysis of variance (MANOVA was used to investigate how transition status and gender affected aspects of psychological wellbeing and self-esteem. Multivariate analysis showed main effect of the transition from school to university on psychological wellbeing and self-esteem. Univariate analysis indicated that psychological wellbeing was higher at the start of university studies than during the final year of secondary school, but failed to confirm the effect of the transition on self-esteem. Gender by transition status interactions for two psychological wellbeing dimensions (autonomy and purpose in life were found.

  4. School Nurses: An Investment in Student Achievement

    Science.gov (United States)

    Maughan, Erin D.

    2018-01-01

    School nurses help students with the prevention and management of chronic physical and mental health issues, but not all schools have a full-time registered nurse on their staff. The author argues that investing in school nursing has benefits that extend beyond the school and into the community.

  5. Examination of cyberbullying experiences among Turkish students from different school types.

    Science.gov (United States)

    Topçu, Cigdem; Erdur-Baker, Ozgür; Capa-Aydin, Yeşim

    2008-12-01

    The purpose of this study was to examine the nature of cyberbullying experiences among public and private school students in Turkey. One hundred eighty-three participants between the ages of 14 and 15 were recruited for the study. Participants were asked to respond to questionnaires measuring demographic information, usage frequency of Internet-mediated communication tools (IMCT), and cyberbullying experience (as a victim and as a bully). Participants who reported cyberbullying victimization were also asked how they felt and whether they sought help after such experiences. Results indicated that public school students were more likely than private school students to report being cyberbullies and cybervictims despite that private school students were more likely than public school students to report more frequent usage of IMCT. The findings of the logistic regression analyses indicated that usage frequency of IMCT was a significant predictor of cyberbullying/victimization for public school students but not for private school students. While victims from private school revealed that they did not mind the cyberbullying experience because they thought it was a joke, victims from public school reported that they felt angry when they experienced cyberbullying. Both public and private schools indicated that friends were their first choice for help.

  6. Examining the Relationship Between School Climate and Peer Victimization Among Students in Military-Connected Public Schools.

    Science.gov (United States)

    De Pedro, Kris Tunac; Astor, Ron Avi; Gilreath, Tamika; Benbenishty, Rami; Berkowitz, Ruth

    2016-01-01

    In the Iraq and Afghanistan war context, studies have found that military-connected youth- youth with parents and/or siblings serving in the military-have higher rates of school victimization than their nonmilitary-connected peers. A positive school climate-where students perceive high levels of school connectedness, caring relationships and high expectations from adults, and meaningful participation-is associated with lower rates of victimization in secondary public schools. Based on a survey of 7th, 9th, and 11th grade students (N =14,493) enrolled in 6 military-connected school districts (districts that have a significant proportion of military-connected students), this study explores victimization rates and the role of school climate, deployment, and school transitions in the victimization of military-connected students and their civilian peers. The findings indicate that deployment and school transitions were significant predictors of physical violence and nonphysical victimization. In addition, multiple school climate factors were significantly associated with physical violence and nonphysical victimization. The authors conclude with a discussion of future directions for research on school climate, victimization, and military-connected youth.

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

    Science.gov (United States)

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

    2015-01-01

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

  8. School difficulties in immigrant adolescent students and roles of socioeconomic factors, unhealthy behaviours, and physical and mental health

    Directory of Open Access Journals (Sweden)

    Chau Kénora

    2012-06-01

    Full Text Available Abstract Background School is a multi-cultural setting where students need social, material, physical, and mental resources to attain school achievement. But they are often lacking, especially for immigrant students. In an early adolescence context, this study assessed risk for school difficulties among European and non-European immigrants and the roles of socioeconomic characteristics, physical health, psychological health, social relationships, living environment, and unhealthy behaviours. Methods This cross-sectional study included 1,559 middle-school adolescents from north-eastern France, who completed a self-administered questionnaire including socioeconomic characteristics (gender, age, family structure, father’s occupation, and family income, WHO-Quality of life (measuring the four dimensions physical health, psychological health, social relationships, and living environment, unhealthy behaviours (last-30-day uses of tobacco, alcohol, cannabis, and other illicit drugs and no regular sports/physical activities, grade repetition, low school performance ( Results Grade repetition affected 14.8% of students, low school performance 8.2%, and school dropout ideation 3.9%. European immigrants had a higher risk for grade repetition only with a gender-age-adjusted odds ratio (OR of 2.44, vs. French students. This odds ratio decreased to 1.76 (contribution 47% with further adjustment for all confounders (family structure, father’s occupation, family income, physical health, psychological health, social relationships, living environment, and unhealthy behaviours. Non-European immigrants had a statistically higher risk for all grade repetition, low school performance, and school dropout ideation with ORs of 3.29, 3.02, and 3.42, respectively vs. French students. These odds ratios decreased to 1.76, 1.54, and 1.54, respectively (contributions 66%, 73%, and 78% with further adjustment for all confounders. Conclusions Compared with French students

  9. School difficulties in immigrant adolescent students and roles of socioeconomic factors, unhealthy behaviours, and physical and mental health.

    Science.gov (United States)

    Chau, Kénora; Baumann, Michèle; Kabuth, Bernard; Chau, Nearkasen

    2012-06-19

    School is a multi-cultural setting where students need social, material, physical, and mental resources to attain school achievement. But they are often lacking, especially for immigrant students. In an early adolescence context, this study assessed risk for school difficulties among European and non-European immigrants and the roles of socioeconomic characteristics, physical health, psychological health, social relationships, living environment, and unhealthy behaviours. This cross-sectional study included 1,559 middle-school adolescents from north-eastern France, who completed a self-administered questionnaire including socioeconomic characteristics (gender, age, family structure, father's occupation, and family income), WHO-Quality of life (measuring the four dimensions physical health, psychological health, social relationships, and living environment), unhealthy behaviours (last-30-day uses of tobacco, alcohol, cannabis, and other illicit drugs and no regular sports/physical activities), grade repetition, low school performance (dropout ideation at 16 years. Data were analyzed using logistic models. Grade repetition affected 14.8% of students, low school performance 8.2%, and school dropout ideation 3.9%. European immigrants had a higher risk for grade repetition only with a gender-age-adjusted odds ratio (OR) of 2.44, vs. French students. This odds ratio decreased to 1.76 (contribution 47%) with further adjustment for all confounders (family structure, father's occupation, family income, physical health, psychological health, social relationships, living environment, and unhealthy behaviours). Non-European immigrants had a statistically higher risk for all grade repetition, low school performance, and school dropout ideation with ORs of 3.29, 3.02, and 3.42, respectively vs. French students. These odds ratios decreased to 1.76, 1.54, and 1.54, respectively (contributions 66%, 73%, and 78%) with further adjustment for all confounders. Compared with French

  10. The Effect of High School Shootings on Schools and Student Performance

    OpenAIRE

    Louis-Philippe Beland; Dongwoo Kim

    2015-01-01

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

  11. Ethnic Differences for Public Health Knowledge, Health Advocacy Skills, and Health Information Seeking Among High School Students: Community Agents of Change.

    Science.gov (United States)

    Kratzke, Cynthia; Rao, Satya; Marquez, Ruben

    2018-03-06

    Although adult health advocacy programs have been examined in communities, little is known about integrated adolescent health advocacy programs in high schools. The purpose of this study was to examine the health advocacy program impact and ethnic differences among high school students. Using a cross-sectional study, high school students participating in the school-based program completed evaluation surveys. The program domains included upstream causes of health, community assets, and public health advocacy. Bivariate analyses were conducted to examine ethnic differences for public health knowledge, health advocacy skills, and health information seeking behaviors. Using thematic analysis, open-ended survey item responses were coded to identify themes for students' perceptions of community health. Non-Hispanic (n = 72) and Hispanic high school students (n = 182) in ten classes reported owning smartphones (95%) and laptops (76%). Most students (72%) reported seeking online health information. Non-Hispanic students reported significantly higher health advocacy skills for speaking with the class about health issues, identifying community services, or creating health awareness at school than Hispanic students. Non-Hispanic students were more likely to seek health information from fathers and television than Hispanic students. Hispanic students were more likely to seek health information from hospital or clinic staff than non-Hispanic students. Emergent themes included health advocacy skills, community awareness, and individual and community health changes. High schools benefit from integrating health advocacy programs into the core curriculum. Adolescents gain important skills to improve their individual health and engage in changing community health.

  12. College Student for a Day: A Transition Program for High School Students with Disabilities

    Science.gov (United States)

    Novakovic, Alexandra; Ross, Denise E.

    2015-01-01

    High school students with disabilities can benefit from early exposure to campus-based accommodations and supports as they transition to college. College Student for a Day (CSFAD) is an on-campus activity-based program that introduces high school students with disabilities to supports and accommodations on a college campus. This Practice Brief…

  13. Partners in Physics with Colorado School of Mines' Society of Physics Students

    Science.gov (United States)

    Moore, Shirley; Stilwell, Matthew; Boerner, Zach

    2011-04-01

    The Colorado School of Mines (CSM) Society of Physics Students (SPS) revitalized in 2008 and has since blown up with outreach activity, incorporating all age levels into our programs. In Spring 2010, CSM SPS launched a new program called Partners in Physics. Students from Golden High School came to CSM where they had a college-level lesson on standing waves and their applications. These students then joined volunteers from CSM in teaching local elementary school students about standing waves beginning with a science show. The CSM and high school students then helped the children to build make-and-take demonstrations incorporating waves. This year, rockets are the theme for Partners in Physics and we began with demonstrations with local middle school students. In Spring 2011, CSM SPS will be teaching elementary school students about projectile motion and model rockets along with these middle school students. Colorado School of Mines Department of Physics

  14. Does the amount of school choice matter for student engagement?

    Science.gov (United States)

    Vaughn, Michael G.; Witko, Christopher

    2013-01-01

    School choice may increase student engagement by enabling students to attend schools that more closely match their needs and preferences. But this effect on engagement may depend on the characteristics of the choices available. Therefore, we consider how the amount of educational choice of different types in a local educational marketplace affects student engagement using a large, national population of 8th grade students. We find that more choice of regular public schools in the elementary and middle school years is associated with a lower likelihood that students will be severely disengaged in eighth grade, and more choices of public schools of choice has a similar effect but only in urban areas. In contrast, more private sector choice does not have such a general beneficial effect. PMID:23682202

  15. Self-regulated processes as predictors of students' achievement in music theory in Slovenian elementary music schools

    Directory of Open Access Journals (Sweden)

    Barbara Smolej Fritz

    2010-01-01

    Full Text Available The aim of the present research was to examine the relation between processes of selfregulated learning and achievement in Music Theory (MT, a basic and obligatory subject in Slovenian music schools. A total of 457 fifth- and sixth- grade students (153 boys and 303 girls from 10 different elementary music schools in Slovenia participated in the study. Students completed a questionnaire about affective-motivational processes and a questionnaire about (metacognitive processes of selfregulated learning in MT, as well as achievement test. The final grades were collected at the end of the school year. The results showed that significant correlation exists between almost all affective-motivational and (metacognitive processes of self-regulated learning and achievement. Affective-motivational factors emerged as better predictors of students' achievement than (metacognitive factors. The most important individual predictors were anxiety and competence. It was also found that self-regulated processes explain a greater amount of variance for final grades than for the achievement test.

  16. Do students from public schools fare better in medical school than their colleagues from private schools? If so, what can we learn from this?

    Science.gov (United States)

    Costa-Santos, Cristina; Vieira-Marques, Pedro; Costa-Pereira, Altamiro; Ferreira, Maria Amélia; Freitas, Alberto

    2018-03-27

    Internal grade inflation is a documented practice in secondary schools (mostly in private schools) that jeopardises fairness with regard to access to medical school. However, it is frequently assumed that the higher internal grades are in fact justifiable, as they correspond to better preparation of students in private schools in areas that national exams do not cover but nevertheless are important. Consequently, it is expected that students from private schools will succeed better in medical school than their colleagues, or at least not perform worse. We aimed to study whether students from private schools do fare better in medical school than their colleagues from public schools, even after adjusting for internal grade inflation. We analysed all students that entered into a medical course from 2007 to 2014. A linear regression was performed using mean grades for the 1st-year curse units (CU) of the medical school curriculum as a dependent variable and student gender, the nature of students' secondary school (public/private), and whether their secondary school highly inflated grades as independent variables. A logistic regression was also performed, modelling whether or not students failed at least one CU exam during the 1st year of medical school as a function of the aforementioned independent variables. Of the 1709 students analysed, 55% came from public secondary schools. Private (vs. public) secondary school (β = - 0.459, p schools highly inflated grades (β = - 0.246, p = 0.003) were independent factors that significantly influenced grades during the first year of medical school. Having attended a private secondary school also significantly increased the odds of a student having failed at least one CU exam during the 1st year of medical school (OR = 1.33), even after adjusting for whether or not the secondary school used highly inflated grades. It is important to further discuss what we can learn from the fact that students from public

  17. High school students as science researchers: Opportunities and challenges

    Science.gov (United States)

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

    2007-12-01

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

  18. Perceptions of the Quality of School Life: A Case Study of Schools and Students.

    Science.gov (United States)

    Batten, Margaret; Girling-Butcher, Sue

    In order to test the validity of a measure of Australian students' views on the quality of life within their schools, a small-scale study was conducted in seven secondary schools, including both public and private institutions. The 52-item survey instrument was administered to 651 students in grades 9-12. Followup interviews of students were held…

  19. A Framework for Assessing High School Students' Statistical Reasoning.

    Science.gov (United States)

    Chan, Shiau Wei; Ismail, Zaleha; Sumintono, Bambang

    2016-01-01

    Based on a synthesis of literature, earlier studies, analyses and observations on high school students, this study developed an initial framework for assessing students' statistical reasoning about descriptive statistics. Framework descriptors were established across five levels of statistical reasoning and four key constructs. The former consisted of idiosyncratic reasoning, verbal reasoning, transitional reasoning, procedural reasoning, and integrated process reasoning. The latter include describing data, organizing and reducing data, representing data, and analyzing and interpreting data. In contrast to earlier studies, this initial framework formulated a complete and coherent statistical reasoning framework. A statistical reasoning assessment tool was then constructed from this initial framework. The tool was administered to 10 tenth-grade students in a task-based interview. The initial framework was refined, and the statistical reasoning assessment tool was revised. The ten students then participated in the second task-based interview, and the data obtained were used to validate the framework. The findings showed that the students' statistical reasoning levels were consistent across the four constructs, and this result confirmed the framework's cohesion. Developed to contribute to statistics education, this newly developed statistical reasoning framework provides a guide for planning learning goals and designing instruction and assessments.

  20. Do school context, student composition and school leadership affect school practice and outcomes in secondary education?

    NARCIS (Netherlands)

    Opdenakker, M.C.; van Damme, J

    This study examined effects of school context, student composition and school leadership on school practice and outcomes in secondary education in Flanders. The study reveals that relations between school characteristics do exist and that it is possible to explain an important part of the

  1. School Choice, Student Mobility, and School Quality: Evidence from Post-Katrina New Orleans

    Science.gov (United States)

    Welsh, Richard O.; Duque, Matthew; McEachin, Andrew

    2016-01-01

    In recent decades, school choice policies predicated on student mobility have gained prominence as urban districts address chronically low-performing schools. However, scholars have highlighted equity concerns related to choice policies. The case of post-Hurricane Katrina New Orleans provides an opportunity to examine student mobility patterns in…

  2. School Violence, Social Support and Psychological Health among Taiwanese Junior High School Students

    Science.gov (United States)

    Chen, Ji-Kang; Wei, Hsi-Sheng

    2013-01-01

    Objectives: This paper examines how peer social support mediates the association between school victimization and student psychological health among junior-high students in an Asian context (Taiwan), and further examines how gender and ethnicity differ in the interrelationships of school violence, peer social support and psychological health.…

  3. High School Students' Representations and Understandings of Electric Fields

    Science.gov (United States)

    Cao, Ying; Brizuela, Bárbara M.

    2016-01-01

    This study investigates the representations and understandings of electric fields expressed by Chinese high school students 15 to 16 years old who have not received high school level physics instruction. The physics education research literature has reported students' conceptions of electric fields post-instruction as indicated by students'…

  4. Effect of Family Type on Secondary School Students\\' Performance ...

    African Journals Online (AJOL)

    This study investigated the effect of family type on Secondary School students\\' performance in physics in Ilorin metropolis. The sample comprised one hundred Senior Secondary II students from four schools in Ilorin metropolis. The instrument for the study titled \\"Effect of Family type on Students\\' Performance in Physics ...

  5. Chronic Student Absenteeism: The Critical Role of School Nurses.

    Science.gov (United States)

    Jacobsen, Kathleen; Meeder, Linda; Voskuil, Vicki R

    2016-05-01

    Routine school attendance is necessary for youth to develop into well-educated, successful adult citizens who will make significant contributions to society. Yet over 5 million students in the United States are chronically absent missing more than 10% of school in a year. The growing problem of chronic absenteeism among youth can be linked to increases in chronic health conditions in childhood such as allergies, asthma, diabetes, and obesity. School nurses are in an ideal position to play a vital role in reducing chronic student absenteeism, enabling youth to achieve their maximum learning potential. However, the role of the school nurse has not historically been recognized as a key factor for assisting youth to be present and regularly engaged in school. This feature article highlights a hospital-funded school nurse program within the state of Michigan that has reduced chronic absenteeism rates by placing school nurses into schools where previously there were none. The program implemented a number of initiatives that were instrumental in increasing the health and safety of students and provides a unique "before and after" glimpse of how school nursing reduces chronic student absenteeism rates and validates the essential role of the nurse within the educational system. © 2016 The Author(s).

  6. School Counselors' Intervention in Bias-Related Incidents among Latino Students

    Science.gov (United States)

    Toomey, Russell B.; Storlie, Cassandra A.

    2016-01-01

    School counselors help foster student's academic, social, and career development; yet, school counselors are often neglected in research on school climate and student safety. Framed by the theory of planned behavior, this study examined how 206 school counselors' multicultural counseling competence, multicultural self-efficacy, and perceptions of…

  7. Argumentation Quality of Socio-scientific Issue between High School Students and Postgraduate Students about Cancer

    Science.gov (United States)

    Anisa, A.; Widodo, A.; Riandi, R.

    2017-09-01

    Argumentation is one factor that can help improve critical thinking skills. Arguing means to defend statements with the various data, denials, evidence, and reinforcement that support the statement. The research aimed to capture the quality of argument skills by students in grade 12 high school students and in postgraduate student on social-scientific issues of cancer. Both group subjects are not in the same school or institution, chosen purposively with the subject of 39 high school students of grade 12 in one district of West Java and 13 students of Biology education postgraduate in one of University in West Java - Indonesia. The results of the quality structure of arguments in both subject groups show the same pattern, which is claim - warrant - and ground, with the quality of counterclaim aspects on the postgraduate students look better than grade 12 students. This provides an illustration that the ability in argumentation between students and teachers in the socio-scientific issue of cancer should be evaluate so that the learning process would be more refined in schools.

  8. Sleep disorders among high school students in New Zealand

    OpenAIRE

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

    2013-01-01

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

  9. Teacher Rated School Ethos and Student Reported Bullying-A Multilevel Study of Upper Secondary Schools in Stockholm, Sweden.

    Science.gov (United States)

    Modin, Bitte; Låftman, Sara B; Östberg, Viveca

    2017-12-13

    School ethos refers to the school leadership's purposive efforts to shape and direct the attitudes, values and behaviors needed in order to promote an active learning environment and to prevent the emergence of undesirable behaviors by creating shared meaning and common goals for the school. The aim of this study was to examine how teacher rated aspects of school ethos are linked with manifestations of bullying among 11th grade students. Five teacher-rated sub-dimensions of school ethos (staff stability, teacher morale, structure-order, student focus, and academic atmosphere) were examined in relation to student-reported perpetration of and exposure to traditional school bullying and cyberbullying. The data material combines student and teacher information from two separate data collections performed in 2016, comprising teachers and students in 58 upper secondary schools in Stockholm. Analyses showed that bullying was associated with all but one of the five sub-dimensions of school ethos, namely structure and order for dealing with bullying behaviors at the school. Results are discussed in light of this counter-intuitive finding. Our findings nevertheless lend support to the idea that the social organization of schools, as reflected in their teacher-rated ethos, can affect individual students' attitudes in a way that prevents the emergence of bullying behavior among students.

  10. Help provided by school counsellor to teachers and students in behaviour management at secondary school

    OpenAIRE

    Atıcı, Meral; Çekici, Ferah

    2012-01-01

    The purpose of this study was to investigate the views of teachers, school counsellors, and students on counsellor help for dealing with misbehaviour at school. Qualitative data were collected from counsellors, teachers and students using interviews to address the research questions. Five counsellors, 20 teachers and 35 students in five high schools with a low socioeconomic level in Adana, Turkey, participated in the study. Data were analysed by using a content analysis technique. Results sho...

  11. Attitude of secondary school students towards guidance and ...

    African Journals Online (AJOL)

    The Study investigated the attitude of secondary students towards guidance and counselling services. Descriptive research design of the survey type was used. Three hypotheses were formulated to guide the study. A total of 400 secondary school students were selected from ten (10) schools through stratified random ...

  12. Helping Students on the Margin Succeed in Schools.

    Science.gov (United States)

    Langenfeld, Michelle Schoen; Cumming, Brenda

    1996-01-01

    Addresses how Apple Valley High School (Minnesota) has been able to help marginal students succeed in school. The fundamental actions that contributed to the effectiveness of study-team efforts to help marginal students are discussed, and what has been learned through these efforts is considered. (GR)

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

    African Journals Online (AJOL)

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

  14. Analyzing High School Students' Reasoning about Electromagnetic Induction

    Science.gov (United States)

    Jelicic, Katarina; Planinic, Maja; Planinsic, Gorazd

    2017-01-01

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

  15. Adolescent low back pain among secondary school students in ...

    African Journals Online (AJOL)

    ary school students in Ibadan, Nigeria and the prevalence's association with some socio-demographic variables. Methods: Participants were adolescent students from 15 secondary schools in Ibadan. Data was ..... Applied Ergonomics 1987;.

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

    Science.gov (United States)

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

    2018-03-01

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

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

    DEFF Research Database (Denmark)

    Sievertsen, Hans Henrik

    2016-01-01

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

  18. BIG SCHOOL - SMALL SCHOOL. STUDIES OF THE EFFECTS OF HIGH SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. FINAL REPORT.

    Science.gov (United States)

    BARKER, ROGER G.; AND OTHERS

    STUDIES WERE MADE IN KANSAS HIGH SCHOOLS TO DETERMINE THE EFFECT OF SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. THE FOLLOWING AREAS WERE CONSIDERED-- THE SCHOOL INVOLVED IN THE STUDY, THE DATA GATHERED FROM RECORDS AND RESEARCH, OUT-OF-SCHOOL ACTIVITIES, AND THE PLACE OF HIGH SCHOOL STUDENTS IN THE TOTAL LIFE OF FOUR SMALL TOWNS.…

  19. Physical Activity-Related Injury and Its Associated Factors among Middle School Students in Southern China

    Directory of Open Access Journals (Sweden)

    Weicong Cai

    2018-06-01

    Full Text Available Physical activity (PA promotion is beneficial to gain and maintain optimal health, but might increase risks for physical activity-related injury (PARI. This cross-sectional study aimed to investigate the incidence rate and identify risk factors of PARI among Chinese middle school students. Selected via the method of cluster random sampling, students graded 7–8 (junior and 10–11 (senior from five middle schools (aged from 10 to 18 years old in Shantou were invited to participate in the survey. Information on socio-demography, PA involvement, sleep duration, individual safety awareness and exercise behavior, and PARI experiences in the past 12 month was collected. Multivariate logistic regression model was performed to estimate the risk factors of PARI. A total of 3082 participants completed the valid questionnaires, with an overall incidence rate of 25.1%. Boys, junior school students, sports team members, and those with lower safety awareness, living with single parent, and without any chronic conditions were at higher risks for PARI. Moreover, exercising on wet floor or with illness frequently would also be more likely to experience injury, especially those with at least 120 min per day. In conclusion, PARI was prevalent among middle school students in southern China. The above data provide insights that were focused and effective actions should be taken to prevent school-aged adolescents from PARI and maximize the benefits of PA.

  20. Attitude of Khorramabad high school students towards psychiatric disorders

    Directory of Open Access Journals (Sweden)

    mitra Safa

    2004-01-01

    54% of the students believed that parents inattention to their children and 46.3% believed that physical punishment by parents or school staff could effect on occurrence of psychiatric disorders . 90% of the students interested in receiving education by psychiatrist or psychologist in their schools . Conclusion: Results of this study show that high school students, attitude in Khorramabad city to psychiatric disorders is negative . It seems that with exact perception of this problem and proper planning we can develop a positive change in students, attitude to psychiatric disorders and take effective steps to improve mental health of the adolescents .

  1. Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents.

    Science.gov (United States)

    Joffe, Victoria L; Black, Emma

    2012-10-01

    Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional, and behavioral difficulties (SEBD). Most studies of social, emotional, and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a nonclinical group of 12-year-old students with low educational and language performance from their own perspectives and those of their parents and teachers. The Strengths and Difficulties Questionnaire ( Goodman, 1997) was given to 352 mainstream secondary school students who were underperforming academically and had poor language performance. Two hundred and twenty-five of their parents and 230 of their teachers also completed the questionnaire. Students with low educational attainment and poor language showed significantly greater SEBD than a normative sample as reported by themselves, their parents, and their teachers. Significant differences were found across informants, with students identifying more overall difficulties than parents or teachers. Secondary school students with low academic and language performance are more vulnerable to experiencing SEBD compared to typically developing peers. The extent of their difficulties varied depending on the informant, emphasizing the importance of gaining views from multiple perspectives.

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

    Directory of Open Access Journals (Sweden)

    Meissner Theresa M

    2012-04-01

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

  3. After-School Tutoring and the Distribution of Student Performance

    Science.gov (United States)

    Huang, Min-Hsiung

    2013-01-01

    As more primary and secondary students worldwide seek after-school tutoring in academic subjects, concerns are being raised about whether after-school tutoring can raise average test scores without widening the variability in student performance, and whether students of certain ability levels may benefit more than others from after-school…

  4. Psychosocial support for trauma-affected students after school shootings in Finland.

    Science.gov (United States)

    Turunen, Tuija; Punamäki, Raija-Leena

    2014-01-01

    In Finland, as many as 20 people have lost their lives in two school shootings within one year. This article describes trauma-theoretical rationale, planning, and implementation of acute and long-term psychosocial aftercare that was organized in Kauhajoki where one of the school shootings happened. The aftercare was embedded in the school community's everyday life to enhance easy access. The aftercare proceeded in 6 phases, involving the immediate support phase at the first 24 hr, the acute phase for the first 2 weeks, followed by a 5-month period of empowerment, normalization, and creating "a safe place." The habituation phase coincided with the completion of the renovation of the damaged school building and students returning to the scene. The first anniversary was marked by shared rituals and remembrance, and the follow-up phase lasted until the end of the aftercare in 2 years. The aftercare contained, for example, psychoeducation, screening, and services at community, group, and individual levels.

  5. Socio-Cultural Impact of Energy Saving: Studying the Behaviour of Elementary School Students in Greece

    Directory of Open Access Journals (Sweden)

    Sideri Lefkeli

    2018-03-01

    Full Text Available Education makes it possible for students to become familiar with the rational management of energy as well as learn to implement energy saving practices in their everyday life. The study of certain student characteristics helps in the direction of applying strategies of behavioural change. The aim of this research is to record the knowledge and attitudes of elementary school students in the Prefecture of Evros with regard to energy saving. The collection of research data was done through the use of a structured and anonymous questionnaire with closed questions. The method used for the collection of the research data was cluster sampling. This involved 17 elementary schools of the continental part of the prefecture. 612 questionnaires were completed by students of the 5th and 6th grade of these schools. The evaluation of the research data showed that 69.6% of the students think that the most appropriate house temperature is 20°C with 79.1% of the students keeping the thermostat switched off while the house is aired. With regard to the use of TV, stereo, play station and PC the research showed that 93.8% of the students switch off the above devices when these are not in use. In parallel, 86.6% of the respondents usually or always switch off the lights when coming out of a room and 46.2% of the students use energy saving bulbs. Also, 93% of the students recycle because they believe that doing so contributes to the protection of the environment while 41% always chooses to walk to school. With regard to the significance of reasons concerning energy saving 85.9% thinks that energy saving is important to very important for reducing environmental pollution.

  6. Student and School Staff Strategies to Combat Cyberbullying in an Urban Student Population

    Science.gov (United States)

    Pelfrey, William V., Jr.; Weber, Nicole L.

    2015-01-01

    Research indicates that cyberbullying is occurring among middle and high school student populations at increasing rates. There is limited research, however, on strategies students use to combat cyberbullying, as well as how schools implement policies, intervention tactics, and prevention strategies. This qualitative study aimed to explore, among a…

  7. Feeding Behavior and Nutrition Education in Primary School Students: A School-Based Study

    Directory of Open Access Journals (Sweden)

    Mahmut Kilic

    2016-01-01

    Full Text Available Aim: This study of nutrition education given to primary school students was conducted to determine the effects of feeding behavior. Material and Method: This is an intervention study. Research was made at elementary schools located in the center of the province of Yozgat among 6 grade students in 2012-2013. Students were divided into 2 groups by random. Students in the intervention (n=305 and control (n=233 groups were administered a questionnaire prepared by the researcher feeding behaviors. Nutrition surveys in the intervention group after the application of the selected class are given a standardized nutrition education by intern nurses. In data analysis, the dependent and independent samples Student%u2019s t-test, ANOVA for repeated measures multivariate analysis (repeated multiple general model, chi-square, correlation and regression analysis were used. Results: Seventy-one percent point nine of the students usually make breakfast before coming school, 24.5% often bring food to school, 79.4% have at least 3 meals a day, %41.3 at least 2 times eating something between meals. After a year of this habit of the students (49.3% increases in the frequency of eating something between meals as well as a reduction of approximately 10% was determined. In the study, positive and negative eating behavior could not gain the desired level of behavior change with the education given in schools to students. However, the decline in average scores positive eating behaviors, the intervention group (%uF8E5d=3.5 than in the control group (%uF8E5d=6.4 were found to be less. Discussion: Education is an important method meets the information needs of individuals, but is insufficient in creating behavior change in a short time.

  8. Adolescent Student Use of School-Based Salad Bars.

    Science.gov (United States)

    Andersen, Lori; Myers, Leann; O'Malley, Keelia; Mundorf, Adrienne R; Harris, Diane M; Johnson, Carolyn C

    2015-10-01

    Childhood obesity continues to be a public health problem in the United States. Increasing consumption of fruits and vegetables (F/V) is one strategy for decreasing high consumption of energy-dense, high-fat foods, thereby improving weight status. Many Orleans Parish public schools were provided with salad bars (SBs) to augment school lunch with increased access to F/V. This study identified factors associated with student use of SBs. Surveys examining SB use, demographics, food preference, nutrition knowledge, and social support were administered to students in the 7th to 12th grades (N = 702) in Orleans Parish (New Orleans, Louisiana). Generalized estimating equations, which incorporate clustering at the school level, helped to determine associations between independent variables and SB use. Sixty percent of participants were SB users. Non-African-American students were more likely to be SB users than African-American students (odds ratio [OR] = 2.35, confidence interval [CI]: 1.35-4.07) and students who had high preference for healthy food were more likely to use the SB than those who had low preference (OR = 2.41, CI: 1.44-4.01). Students who encouraged others to consume F/V were more likely to use the SB than those who did not (p = .015). Individual and interpersonal factors related to SB use can provide guidance in the development of school-based interventions to increase SB use and F/V consumption. © 2015, American School Health Association.

  9. The Academic Differences between Students Involved in School-Based Robotics Programs and Students Not Involved in School-Based Robotics Programs

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    Koumoullos, Michael

    2013-01-01

    This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N = 121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these…

  10. Examining the Relationship between Self-Esteem, Mattering, School Connectedness, and Wellness among Middle School Students

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    Watson, Joshua C.

    2018-01-01

    With data collected from 254 middle grade (5-8) students enrolled in a rural, southern school district, this study sought to determine the influence of self-esteem, mattering, and school connectedness on students' overall wellness. Using a two-step hierarchical multiple regression analysis, the author found that school connectedness significantly…

  11. The connection between students' out-of-school experiences and science learning

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    Tran, Natalie A.

    This study sought to understand the connection between students' out-of-school experiences and their learning in science. This study addresses the following questions: (a) What effects does contextualized information have on student achievement and engagement in science? (b) To what extent do students use their out-of-school activities to construct their knowledge and understanding about science? (c) To what extent do science teachers use students' skills and knowledge acquired in out-of-school settings to inform their instructional practices? This study integrates mixed methods using both quantitative and qualitative approaches to answer the research questions. It involves the use of survey questionnaire and science assessment and features two-level hierarchical analyses of student achievement outcomes nested within classrooms. Hierarchical Linear Model (HLM) analyses were used to account for the cluster effect of students nested within classrooms. Interviews with students and teachers were also conducted to provide information about how learning opportunities that take place in out-of-school settings can be used to facilitate student learning in science classrooms. The results of the study include the following: (a) Controlling for student and classroom factors, students' ability to transfer science learning across contexts is associated with positive learning outcomes such as achievement, interest, career in science, self-efficacy, perseverance, and effort. Second, teacher practice using students' out-of-school experiences is associated with decrease in student achievement in science. However, as teachers make more connection to students' out-of-school experiences, the relationship between student effort and perseverance in science learning and transfer gets weaker, thus closing the gaps on these outcomes between students who have more ability to establish the transfer of learning across contexts and those who have less ability to do so. Third, science teachers

  12. What Schools Can Do To Combat Student-to-Student Sexual Harassment.

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    Webb, L. Dean; And Others

    1997-01-01

    By their silence and failure to combat peer sexual harassment, schools are serving as training grounds for domestic violence. Schools must establish a districtwide program of student peer sexual harassment prevention and intervention comprised of a school policy, an environmental survey of the problem, a grievance procedure, a training component,…

  13. Blended Learning and Student Engagement in an Urban High School

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    Johnson, Courtney

    2017-01-01

    A metropolitan school district wanted to understand blended learning as it existed in one of their high schools. Blended learning had been school-wide for four years, and district administrators wanted to know how students, teachers, and school administrators perceived blended learning and its impact on student engagement. This was a…

  14. Abbott Students Attending Charter Schools: Funding Disparities and Legal Implications

    Science.gov (United States)

    Bulkley, Katrina

    2007-01-01

    Most of New Jersey's charter schools are located in the state's poorer, urban school districts, or "Abbott" districts, and exclusively serve students from those communities. A number of other schools are located outside of the Abbott districts but enroll students from these districts. Specifically, of the 50 charter schools operating in…

  15. GeoFORCE Alaska: Four-Year Field Program Brings Rural Alaskan High School Students into the STEM Pipeline

    Science.gov (United States)

    Fowell, S. J.; Rittgers, A.; Stephens, L.; Hutchinson, S.; Peters, H.; Snow, E.; Wartes, D.

    2016-12-01

    GeoFORCE Alaska is a four-year, field-based, summer geoscience program designed to raise graduation rates in rural Alaskan high schools, encourage participants to pursue college degrees, and increase the diversity of Alaska's technical workforce. Residents of predominantly Alaska Native villages holding degrees in science, technology, engineering, or math (STEM) bring valuable perspectives to decisions regarding management of cultural and natural resources. However, between 2010 and 2015 the average dropout rate for students in grades 7-12 was 8.5% per year in the North Slope School District and 7% per year in the Northwest Arctic School District. 2015 graduation rates were 70% and 75%, respectively. Statewide statistics highlight the challenge for Alaska Native students. During the 2014-2015 school year alone 37.6% of Alaska Native students dropped out of Alaskan public schools. At the college level, Alaska Native students are underrepresented in University of Alaska Fairbanks (UAF) science departments. Launched in 2012 by UAF in partnership with the longstanding University of Texas at Austin program, GeoFORCE applies the cohort model, leading the same group of high school students on geological field academies during four consecutive summers. Through a combination of active learning, teamwork, and hands-on projects at spectacular geological locations, students gain academic skills and confidence that facilitate high school and college success. To date, GeoFORCE Alaska has recruited two cohorts. 78% of these students identify as Alaska Native, reflecting community demographics. The inaugural cohort of 18 students from the North Slope Borough completed the Fourth-Year Academy in summer 2015. 94% of these students graduated from high school, at least 72% plan to attend college, and 33% will major in geoscience. A second cohort of 34 rising 9th and 10th graders entered the program in 2016. At the request of corporate sponsors, this cohort was recruited from both the

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

    Science.gov (United States)

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

    2011-06-14

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

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

    Directory of Open Access Journals (Sweden)

    Yamano Emi

    2011-06-01

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

  18. Educating Students with Disabilities in Inclusive Schools: Results from Two Schools in Tanzania

    Directory of Open Access Journals (Sweden)

    Joseph Reginard Milinga

    2016-12-01

    Full Text Available The quest for equal access, participation and success in education for persons with disabilities is paramount in today’s global education context, and Tanzania is no exception. Since the ages of “denial” to “full inclusion”, educating students with disabilities in inclusive classrooms has had been responded differently by teachers and students alike across countries. Confronted by different challenges in their education, students with disabilities are to devise mechanisms to excel in such restrictive learning environments. Informed by interpretive research traditions with 59 purposefully selected participants, this paper explores challenges that students with disabilities are faced with and coping strategies used by these students in their schooling in two inclusive secondary schools in Tanzania. The findings indicate that, students with disabilities are faced with challenges which are teacher and environment-related. Consequently, the students with disabilities use complaints, assistance seeking, self-initiatives, isolation and despair, and assertiveness to cope with the challenges. The study concludes that; educational stakeholders should work collaboratively in order to lessen the impact of the restrictive nature of learning environments for students with disabilities. The paper recommends on improved teacher preparation and continued professional development in order to cater for the learning needs of students with disabilities in inclusive schools.

  19. Inclusive STEM High Schools Increase Opportunities for Underrepresented Students

    Science.gov (United States)

    Spillane, Nancy K.; Lynch, Sharon J.; Ford, Michael R.

    2016-01-01

    The authors report on a study of eight inclusive STEM high schools that are designed to increase the numbers of students in demographic groups underrepresented in STEM. As STEM schools, they have had broader and deeper STEM coursework (taken by all students) than required by their respective states and school districts; they also had outcome…

  20. Situational and Intrapersonal Predictors of School and Life Satisfaction of Elementary School Students

    Science.gov (United States)

    Drost, Amy Linden

    2012-01-01

    This study examined predictors of school and life satisfaction of fifth-grade students. Two situational predictor variables (school climate and school stress) and two intrapersonal predictor variables (locus of control and academic self-concept) were examined. It was hypothesized that positive school climate, low levels of school stress, internal…