The American School in the Political Socialization Process.

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Ehman, Lee H.

1980-01-01

Studies on the effects of schooling on the political socialization of American youth are reviewed. School-level and classroom-level attributes are related to four political socialization outcomes: political knowledge; political attitudes and values; attitudes toward political participation; and participation in political or quasi-political…

Providence-St. Mel School: How a School That Works for African American Students Works

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Pressley, Michael; Raphael, Lisa; Gallagher, J. David; DiBella, Jeanette

2004-01-01

A portrait, using grounded theory qualitative methodologies, was constructed of a K-12 school serving urban, African American students, one producing high achievement. The primary data were observations complemented by questionnaire responses and document analyses. Consistent with conclusions in the effective schooling literature, this school has…

A Phenomenological Examination of Middle School African American Adolescent Men's Experiences with Professional School Counselors

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Washington, Ahmad Rashad

2013-01-01

This qualitative study was conducted with a sample of five (5) middle school African American adolescent men from two different schools in the same school district to explore their perceptions of and experiences with their professional school counselors. Phenomenological qualitative methodology was used to complete this study. To gather research…

Neoliberalism inside Two American High Schools

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Cleary, Joseph, Jr.

2017-01-01

This article examines "neoliberalism" inside two American public high schools. The work of one leading critical theorist, Mark Olssen, is explained and examined. Particular attention is paid to Olssen's concepts of "homo economicus" and "manipulatable man." It is concluded that Olssen's theories on neoliberalism…

Ties that Bind? American Influences on Canadian Education

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Von Heyking, Amy

2004-01-01

Concerns about the "Americanization" of Canadian schools have been raised frequently throughout the history of Canadian education. Fear of American influence was behind the requirement in the 1816 Common School Act in Upper Canada that all teachers take an oath of allegiance to the Crown. It was the reason for the strong promotion of the…

Gun Violence and the Meaning of American Schools

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Warnick, Bryan R.; Kim, Sang Hyun; Robinson, Shannon

2015-01-01

In the United States, targeted school shootings have become a distinct genre of violence. In this essay, Bryan Warnick, Sang Hyun Kim, and Shannon Robinson examine the social meanings that exist in American society that might contribute to this phenomenon, focusing on the question: "Why are schools conceptualized as appropriate places to…

Critics horizons of school management: Latin American perspective

Directory of Open Access Journals (Sweden)

Beatriz RAMÍREZ ARISTIZÁBAL

2018-01-01

Full Text Available Modernity has defined a way to be school as a stage in which the State devises certain ways of behaviour, citizen education and institution conception specific for a determined social order. Consequently, the direction of the school becomes a key strategy of the hegemonic project. This article aims to outline some signs that demonstrate an alternative school management in order to contribute to the school of thought on Latin-American perspectives in education. It aims to offer other keys on the perception of the Colombian reality on school management from a critical position that allows the creation of scenarios full of learning possibilities in the inside and outside of the school.

Achievement Emotions as Predictors of High School Science Success Among African-American and European American Students

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Bowe, Marilyn Louise Simmons

The literature includes few studies of the interrelations of achievement goals and achievement emotions with respect to minority students and science achievement. The objective of this study was to test the control-value theory (CVT) of achievement emotions to determine if the eight discrete achievement emotions would be predictive of test scores on the High School Graduation Test (GHSGT)-Science for African-American compared to European-American science students. Convenience cluster sampling was employed to select 160 students who were all juniors in the same public high school at the time that they took the GHSGT-Science. The central research question for this study aimed to uncover whether any of the eight achievement emotions identified in CVT would contribute significantly to the predictability of science achievement as measured by GHSGT-Science scores. Data were collected using a nonexperimental, cross sectional design survey. Data were analyzed using a hierarchal, forced entry, multiple regression analysis. Key results indicated that the eight achievement emotions were predictive of GHSGT-Science score outcomes. Positive social change at the individual level could reflect a boost in confidence for African American science students and help decrease the achievement gap in science, technology, engineering, and mathematics (STEM) endeavors between European Americans and African-American students. Educators may consider the importance of achievement emotions in science outcomes by including social emotional learning (SEL) as a part of the regular science curriculum. Future researchers should repeat the study in a school district where the population is available to support the desired cluster sample of equal parts European Americans to African Americans and male to female students.

Teachers' Perception of African American Middle School Girls' Interest in Mathematics and Science

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Best, Bonnie M.

Research into African American female underrepresentation in science, technology, engineering, and mathematics (STEM) fields has become an area of interest due to the fact that a majority of African American middle school females do not possess the high levels of mathematics and science knowledge because of social and cultural barriers both inside and outside school that challenge their academic success. The purpose of this qualitative interpretative phenomenological study was to explore teachers' shared, lived experiences of teaching mathematics and science to African American middle school girls. Delgado and Stefancic's critical race theory, Pratt-Clarke's critical race feminism, and Baker-Miller's relational-cultural theory were used to guide this study. Research questions focused on the perceptions and experiences of teachers' lived experiences teaching mathematics and science to African American middle school females. Criterion, purposive, and maximum variation sampling techniques were used to recruit 10 teachers who have 3 or more years' experience teaching African American middle school girls. Semistructured face-to-face interviews were the primary data collection source. First cycle and second cycle coding methods were used to support the analysis of this study. Findings suggest that there is a connection between a positive student-teacher relationship and academic success. The results of this study contribute to positive social change by providing empirical evidence policymakers and teachers can use to improve the mathematics and science instruction and practices that are needed to meet the needs of African American middle school females and reduce the underrepresentation and underachievement of African American females in mathematics and science.

8th Latin American School of Mathematics

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Figueiredo, Djairo; Iório, Rafael; Lopes, Orlando

1988-01-01

The Latin American School of Mathematics (ELAM) is one of the most important mathematical events in Latin America. It has been held every other year since 1968 in a different country of the region, and its theme varies according to the areas of interest of local research groups. The subject of the 1986 school was Partial Differential Equations with emphasis on Microlocal Analysis, Scattering Theory and the applications of Nonlinear Analysis to Elliptic Equations and Hamiltonian Systems.

School-Based Considerations for Supporting Arab American Youths' Mental Health

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Goforth, Anisa N.; Nichols, Lindsey M.; Stanick, Cameo F.; Shindorf, Zachary R.; Holter, Olivia

2017-01-01

Arab Americans are a culturally, linguistically, and religiously diverse group. Although there are an estimated 3.6 million Arab Americans in the USA, there is little discussion about how to best provide culturally responsive school-based mental health supports to Arab American youths. The purpose of this article is to (1) briefly describe the…

A Research on the Impact of Internet Use in American Elementary School Libraries

OpenAIRE

Feng-Hsiung Hou

2003-01-01

The purpose of this research was to explore the impact of Internet use in American elementary school libraries operations and to find the best way for use Internet tools in elementary school libraries operations. This study may offer important information about the impact of Internet usage for elementary school library s operations. The research question was: Is the Internet usage having significant impact for organizational operations in the American elementary school libraries? This study e...

A Research on the Impact of Internet Use in American Elementary School Libraries

Directory of Open Access Journals (Sweden)

Feng-Hsiung Hou

2003-03-01

Full Text Available The purpose of this research was to explore the impact of Internet use in American elementary school libraries operations and to find the best way for use Internet tools in elementary school libraries operations. This study may offer important information about the impact of Internet usage for elementary school library s operations. The research question was: Is the Internet usage having significant impact for organizational operations in the American elementary school libraries? This study employed survey research to conduct the research process. Research participants were 50 administrators in 50 elementary school libraries; Texas, U.S.A. Descriptive statistics was used to analyze the impact of Internet applied in the elementary school libraries. Results indicated that there was a significant impact of the Internet usage in American elementary school libraries operations. The author suggests that elementary school libraries organizational leaders need pay attention to the impact of Internet usage in their business and they also need plan how to utilize the Internet into their elementary school libraries in the future.

Multicultural Leadership in School Counseling: An Autophenomenography of an African American School Counselor's Successes and Challenges

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Wines, Lisa A.

2013-01-01

This autophenomenography describes multicultural leadership in school counseling from the perspective of a female African American school counselor; who served as a lead counselor, researcher, and participant of a research study, while employed in a predominantly White-culture school district. The theoretical framework grounding this study was…

Medical Humanities Teaching in North American Allopathic and Osteopathic Medical Schools.

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Klugman, Craig M

2017-11-07

Although the AAMC requires annual reporting of medical humanities teaching, most literature is based on single-school case reports and studies using information reported on schools' websites. This study sought to discover what medical humanities is offered in North American allopathic and osteopathic undergraduate medical schools. An 18-question, semi-structured survey was distributed to all 146 (as of June 2016) member schools of the American Association of Medical Colleges and the American Association of Colleges of Osteopathic Medicine. The survey sought information on required and elective humanities content, hours of humanities instruction, types of disciplines, participation rates, and humanities administrative structure. The survey was completed by 134 schools (145 AAMC; 31 AACOM). 70.8% of schools offered required and 80.6% offered electives in humanities. Global health and writing were the most common disciplines. Schools required 43.9 mean (MD 45.4; DO 37.1) and 30 (MD 29; DO 37.5) median hours in humanities. In the first two years, most humanities are integrated into other course work; most electives are offered as stand-alone classes. 50.0% of schools report only 0-25% of students participating in humanities electives. Presence of a certificate, concentration or arts journal increased likelihood of humanities content but decreased mean hours. Schools with a medical humanities MA had a higher number of required humanities hours. Medical humanities content in undergraduate curriculum is lower than is indicated in the AAMC annual report. Schools with a formal structure have a greater humanities presence in the curriculum and are taken by more students.

African American Educators' Ideas and Practices for Increasing High School Graduation Rates, 1920-1940

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Juergensen, Miyoshi B.

2015-01-01

This study explores African American educators' ideas about school completion in the 1920s and 1930s as a way to begin to understand their contributions to the historical discourse on school completion. Using publications from African American professional teaching organizations, the author elevates and examines how African American educators both…

Recruitment and retention of Native American graduate students in school psychology.

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Goforth, Anisa N; Brown, Jacqueline A; Machek, Greg R; Swaney, Gyda

2016-09-01

There is a clear underrepresentation of Native Americans in the field of school psychology. There are a number of factors that have led to this underrepresentation, including cultural and historical variables, barriers to accessing higher educational opportunities, and lack of financial support. Given the importance of having diverse perspectives in the field, as well as the need for mental health services and academic supports for Native American children and their families, school psychology trainers should consider actively recruiting and retaining Native American graduate students to doctoral and specialist programs. This article provides specific research-based recommendations for recruiting Native American students and strategies for supporting their success and matriculation in the program. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

School Climate, Discrimination, and Depressive Symptoms among Asian American Adolescents

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Wang, Cixin; Atwal, Kavita

2015-01-01

The current study examined a multidimensional, developmental, and transactional model for depressive symptoms among Asian American adolescents using longitudinal data from 1,664 Asian American adolescents in the Children of Immigrants Longitudinal Study (CILS). Specifically, the relationships among school climate, acculturation, perceived…

Proceedings of the Latin American School of Physics

International Nuclear Information System (INIS)

1991-01-01

The main subjects covered by the Latin American School of Physics are nuclear physics and elementary particle physics. Some areas such as solid state physics, statistical mechanics and gravitation are also included. (M.C.K.)

American School & University. Volume 77, Number 12

Science.gov (United States)

Agron, Joe, Ed.

2005-01-01

Each month, "American School & University" provides a mix of thought-provoking features, how-to-articles, industry reports, exclusive surveys, new sections, insightful columns, new product introductions and case histories to assist education officials in better performing their jobs. This July 2005 issue includes the following: "Sweat Shop"…

High-energy physics, the South American way

CERN Multimedia

Katarina Anthony

2011-01-01

The 6th CERN–Latin American School of High-Energy Physics (CLASHEP) was held in Brazil from 23 March to 5 April. With its record-breaking attendance and strong international spirit, CLASHEP is yet another sign of the continent's growing particle physics community.   Participants in the 6th CERN–Latin American School of High-Energy Physics outside the Hotel Porto do Mar, Natal (Brazil), where the School was held. CLASHEP was established in 2001 as a way of engaging young Latin American scientists in the field of particle physics - particularly in the experimental aspects of research. It has played an important role in encouraging Latin American institutes to collaborate with CERN and showing how non-Member-State physicists can work as equals with Member-State nationals. “CLASHEP reflects some of CERN’s guiding policies: enlarging its membership and involving new nations in its programmes,” says Nick Ellis, director of the CERN Schools of High-Ene...

The Indirect Effect of Ethnic Identity on Marijuana Use Through School Engagement: An African American High School Sample.

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Arsenault, Chelsea E; Fisher, Sycarah; Stevens-Watkins, Danelle; Barnes-Najor, Jessica

2018-01-16

African American marijuana use is associated with many negative social, emotional, and health-related consequences. Of significance, over recent years this population has shown an increase in use. In the literature, ethnic identity and school engagement are prominent protective factors against substance use. This study will examine how these protective factors are related, specifically whether ethnic identity mitigates risk through school engagement to reduce marijuana use. A path analysis was conducted with 437 African American high school students (41% male) from Midwestern schools to examine the role of school engagement in the relationship between ethnic identity and marijuana use. The results revealed that students high in ethnic identity have higher school engagement, which lessens their frequency of marijuana use. Therefore, ethnic identity reduces marijuana use by increasing student's school engagement. Conclusions/Importance: The results offer a clearer picture of how ethnic identity and school engagement protect against marijuana use. The results also present insight into how to protect students who are low in ethnic identity.

Academic attainment and the high school science experiences among high-achieving African American males

Science.gov (United States)

Trice, Rodney Nathaniel

This study examines the educational experiences of high achieving African American males. More specifically, it analyzes the influences on their successful navigation through high school science. Through a series of interviews, observations, questionnaires, science portfolios, and review of existing data the researcher attempted to obtain a deeper understanding of high achieving African American males and their limitations to academic attainment and high school science experiences. The investigation is limited to ten high achieving African American male science students at Woodcrest High School. Woodcrest is situated at the cross section of a suburban and rural community located in the southeastern section of the United States. Although this investigation involves African American males, all of whom are successful in school, its findings should not be generalized to this nor any other group of students. The research question that guided this study is: What are the limitations to academic attainment and the high school science experiences of high achieving African American males? The student participants expose how suspension and expulsion, special education placement, academic tracking, science instruction, and teacher expectation influence academic achievement. The role parents play, student self-concept, peer relationships, and student learning styles are also analyzed. The anthology of data rendered three overarching themes: (1) unequal access to education, (2) maintenance of unfair educational structures, and (3) authentic characterizations of African American males. Often the policies and practices set in place by school officials aid in creating hurdles to academic achievement. These policies and practices are often formed without meaningful consideration of the unintended consequences that may affect different student populations, particularly the most vulnerable. The findings from this study expose that high achieving African American males face major

Overrepresentation of African American Males in Exclusionary Discipline: The Role of School-Based Mental Health Professionals in Dismantling the School to Prison Pipeline

Directory of Open Access Journals (Sweden)

Jamilia J. Blake

2010-09-01

Full Text Available African American males are at increased risk for experiencing disciplinary practices that exclude them from the school environment. It is believed that African American males’ overrepresentation in the receipt of these practices contributes to their involvement in the criminal justice system as they approach adolescence and enter adulthood. The connection of exclusionary discipline with incarceration rates is termed the School to Prison Pipeline. Although some scholars have identified school-wide initiatives as having potential in curtailing African American males’ overrepresentation in these punitive discipline practices, less discussion has focused on the role of school-based mental health professionals to address this issue. School-based mental health professionals possess a unique set of skills that may assist schools in decreasing African American males’ exposure to exclusionary discipline practices and consequently reducing their risk for adverse outcomes. The purpose of this review is to provide school-based mental health professionals with specific recommendations for reducing this negative educational experience.

Asian American High School Students' Self-Concepts and Identities

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Gao, Jing

2017-01-01

Purpose: This study aims to explore Asian American students' identities and their perceptions about who they are within the Midwestern American high school setting. Design/methodology/approach: A naturalistic inquiry (Lincoln and Guba, 1985) is employed in this qualitative study. Naturalistic inquiry assumes that reality is constructed by…

Recommendations for Working with African American Parents of Primary School Children in Low-Resourced Schools

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Mehta, Sejal; West-Olatunji, Cirecie; Sanders, Tiffany; Goodman, Rachael

2007-01-01

The purpose of this paper is to provide a strength-based discussion of the relationship between parenting values of low-income African Americans and the academic performance of their school-aged children. Using resilience theory as a framework (Seccombe, 2002), the authors suggest that African American parents in low-resourced communities have…

African American Fathers' Involvement in Their Children's School-Based Lives

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Abel, Yolanda

2012-01-01

This research investigated African American fathers' involvement in the school-based lives of their elementary-aged children using the Hoover-Dempsey and Sandler model of parent involvement and Epstein's framework of involvement. Questionnaires were administered to 101 African American males in the mid-Atlantic region of the United States.…

Continuums of Precarity: Refugee Youth Transitions in American High Schools

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McWilliams, Julia Ann; Bonet, Sally Wesley

2016-01-01

This article examines how the pre-migratory experiences of 90 Bhutanese, Burmese, and Iraqi refugee youth shape their aspirations, needs and capabilities as they transition to postsecondary education and work in the American urban context. It further explores how their schooling experiences in precarious urban school districts influence their…

Leadership and Spirituality: The Indivisible Leadership of African American School Administrators as Pastors

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Jones, Anthony D., Sr.

2010-01-01

The purpose of this phenomenological study was to understand the role that spirituality plays in the leadership of African American men who are both a pastor and a public school administrator. Very little has been written about the role of African American spirituality in educational leadership or about school administrators who are also pastors.…

Perceptions of selected science careers by African American high school males

Science.gov (United States)

Ijames, Erika Denise

Research indicates that internal and external factors such as role models, stereotypes, and pressures placed on African American males by their family and friends influence their perceptions of science careers (Assibey-Mensah, 1997; Hess & Leal, 1997; Jacobowitz, 1983; Maple & Stage, 1991; Thomas, 1989; Ware & Lee, 1988). The purpose of this research was to investigate the perceptions of African American high school males about selected science careers based on apparent internal and external factors. Two questions guided this research: (1) What are high school African American males' perceptions of science careers? (2) What influences high school African American males' perceptions of science careers? This research was based on a pilot study in which African American college males perceived a selection of science careers along racial and gender lines. The follow-up investigation was conducted at Rockriver High School in Acorn County, and the participants were three college-bound African American males. The decision to choose males was based on the concept of occupational niching along gender lines. In biology, niching is defined as the role of a particular species regarding space and reproduction, and its interactions with other factors. During the seven-week period of the students' senior year, they met with the researcher to discuss their perceptions of science careers. An ethnographic approach was used to allow a richer and thicker narrative to occur. Critical theory was used to describe and interpret the voices of the participants from a social perspective. The data collected were analyzed using a constant comparative analysis technique. The participants revealed role models, negative stereotypes, peer pressure, social pressures, and misconceptions as some of the factors that influenced their perceptions of science careers. Results of this research suggest that by dispelling the misconceptions, educators can positively influence the attitudes and perceptions of

The status of evolutionary medicine education in North American medical schools.

Science.gov (United States)

Hidaka, Brandon H; Asghar, Anila; Aktipis, C Athena; Nesse, Randolph M; Wolpaw, Terry M; Skursky, Nicole K; Bennett, Katelyn J; Beyrouty, Matthew W; Schwartz, Mark D

2015-03-08

Medical and public health scientists are using evolution to devise new strategies to solve major health problems. But based on a 2003 survey, medical curricula may not adequately prepare physicians to evaluate and extend these advances. This study assessed the change in coverage of evolution in North American medical schools since 2003 and identified opportunities for enriching medical education. In 2013, curriculum deans for all North American medical schools were invited to rate curricular coverage and perceived importance of 12 core principles, the extent of anticipated controversy from adding evolution, and the usefulness of 13 teaching resources. Differences between schools were assessed by Pearson's chi-square test, Student's t-test, and Spearman's correlation. Open-ended questions sought insight into perceived barriers and benefits. Despite repeated follow-up, 60 schools (39%) responded to the survey. There was no evidence of sample bias. The three evolutionary principles rated most important were antibiotic resistance, environmental mismatch, and somatic selection in cancer. While importance and coverage of principles were correlated (r = 0.76, P evolutionary principles were covered by 4 to 74% more schools. Nearly half (48%) of responders anticipated igniting controversy at their medical school if they added evolution to their curriculum. The teaching resources ranked most useful were model test questions and answers, case studies, and model curricula for existing courses/rotations. Limited resources (faculty expertise) were cited as the major barrier to adding more evolution, but benefits included a deeper understanding and improved patient care. North American medical schools have increased the evolution content in their curricula over the past decade. However, coverage is not commensurate with importance. At a few medical schools, anticipated controversy impedes teaching more evolution. Efforts to improve evolution education in medical schools

Creating developmentally auspicious school environments for African American boys.

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Barbarin, Oscar A; Chinn, Lisa; Wright, Yamanda F

2014-01-01

African American (AA) boys face serious barriers to academic success, many of which are uncommon--or absent--in the lives of AA girls, other children of color, and European American children. In this chapter, we identify nine critical challenges to the successful education of AA boys and review possible solutions. In addition, we evaluate one particular reform, public single-sex schooling, as a possible solution to the challenges facing AA boys. Considering the evidence, we argue that recent efforts to expand the existence of public single-sex schools are rarely grounded in empirical findings. Given the lack of compelling evidence and the high stakes for AA boys, we call for more rigorous evaluations of the outcomes of sex-segregated programs that specifically target AA boys.

A Study of African American Male Students' Academic Achievement and School Attitude in an Urban Elementary School

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Mohamed, Roslyn J. F. Billy

2013-01-01

With the signing of the No Child Left Behind Act in 2001, much emphasis has been placed on the accountability of schools and school districts to ensure higher academic achievement of all students. The achievement gap remains among African American male students in urban school districts. This purposed quantitative study explored the relationship…

Can the American High School become an Avenue of Advancement for All?

Science.gov (United States)

Balfanz, Robert

2009-01-01

As the twenty-first century opens, says Robert Balfanz, the United States is developing a deep social consensus that American high schools should ensure that all adolescents graduate from high school prepared for postsecondary schooling and training. Balfanz asks how well high schools are succeeding in this mission and whether they can ultimately…

The Impact of High School on the Leadership Development of African American Male Scholar-Athletes

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Fuller, Rhema; Harrison, C. Keith; Bukstein, Scott; Martin, Brandon E.; Lawerence, Malia; Parks, Cliff

2017-01-01

The purpose of this article is to examine how the high school setting assisted the leadership development of African American males. Additionally, we explored how the leadership developed in high school was applied in the post-high school setting. We utilized purposeful sampling to identify and recruit African American male scholar-athletes (N =…

Missing Voices: African American School Psychologists' Perspectives on Increasing Professional Diversity

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Proctor, Sherrie L.; Truscott, Stephen D.

2013-01-01

Since the mid 1960s, there has been a noticeable decrease in the percentage of African American educators. Although a sizeable literature is dedicated to understanding how to recruit African American teachers, fewer studies focus on recruiting and retaining African American school psychologists. Therefore, this exploratory qualitative study…

Educational technology infrastructure and services in North American medical schools.

Science.gov (United States)

Kamin, Carol; Souza, Kevin H; Heestand, Diane; Moses, Anna; O'Sullivan, Patricia

2006-07-01

To describe the current educational technology infrastructure and services provided by North American allopathic medical schools that are members of the Association of American Medical Colleges (AAMC), to present information needed for institutional benchmarking. A Web-based survey instrument was developed and administered in the fall of 2004 by the authors, sent to representatives of 137 medical schools and completed by representatives of 88, a response rate of 64%. Schools were given scores for infrastructure and services provided. Data were analyzed with one-way analyses of variance, chi-square, and correlation coefficients. There was no difference in the number of infrastructure features or services offered based on region of the country, public versus private schools, or size of graduating class. Schools implemented 3.0 (SD = 1.5) of 6 infrastructure items and offered 11.6 (SD = 4.1) of 22 services. Over 90% of schools had wireless access (97%), used online course materials for undergraduate medical education (97%), course management system for graduate medical education (95%) and online teaching evaluations (90%). Use of services differed across the undergraduate, graduate, and continuing medical education continuum. Outside of e-portfolios for undergraduates, the least-offered services were for services to graduate and continuing medical education. The results of this survey provide a benchmark for the level of services and infrastructure currently supporting educational technology by AAMC-member allopathic medical schools.

Social Anxiety and Mental Health Service Use Among Asian American High School Students.

Science.gov (United States)

Brice, Chad; Masia Warner, Carrie; Okazaki, Sumie; Ma, Pei-Wen Winnie; Sanchez, Amanda; Esseling, Petra; Lynch, Chelsea

2015-10-01

Asian American adults endorse more symptoms of social anxiety (SA) on self-report measures than European Americans, but demonstrate lower prevalence rates of SA disorder in epidemiological studies. These divergent results create ambiguity concerning the mental health needs of Asian Americans. The present study is the first to investigate this issue in adolescents through assessment of self-reported SA in Asian American high school students. Parent and self-ratings of impairment related to SA and self-reported mental health service use for SA were also measured. Asian American students endorsed a greater number of SA symptoms and scored in the clinical range more frequently than other ethnic groups. Also, Asian American and Latino students endorsed more school impairment related to SA than other ethnic groups. No differences in parent-reported impairment or service utilization were identified. Implications for future research and treatment for SA among Asian American adolescents are discussed.

Position of the American Dietetic Association, School Nutrition Association, and Society for Nutrition Education: Comprehensive School Nutrition Services

Science.gov (United States)

Briggs, Marilyn; Mueller, Constance G.; Fleischhacker, Sheila

2010-01-01

It is the position of the American Dietetic Association (ADA), School Nutrition Association (SNA), and Society for Nutrition Education (SNE) that comprehensive, integrated nutrition services in schools, kindergarten through grade 12, are an essential component of coordinated school health programs and will improve the nutritional status, health,…

Part-Time Work and Physical Activity in American High School Students.

Science.gov (United States)

Van Domelen, Dane R

2015-08-01

To compare physical activity (PA) in American high school students who work part-time with those who do not work. Data were obtained from the National Health and Nutrition Examination Survey 2003 to 2006 (n = 791). Work status was self-reported and PA was measured using accelerometers. In males, adjusted for age, race, and poverty-income ratio, workers averaged greater counts per minute, less sedentary time, and greater moderate-to-vigorous PA compared with nonworkers. In females, workers and nonworkers had similar counts per minute, whereas nonworkers had somewhat greater moderate-to-vigorous PA. There was a work-by-school status interaction on sedentary time (P = 0.021), whereby work was associated with less sedentary time among students not on break from school. In American high school students, work is associated with greater PA in males and a different composition of PA in females.

2015 Latin American School of High-Energy Physics | Ibarra, Ecuador | 4 - 17 March 2015

CERN Multimedia

2014-01-01

We would like to draw your attention to the 2015 Latin-American School of High-Energy Physics, to be held in Ibarra, Ecuador from 4 to 17 March 2015.   PLEASE NOTE THAT THE DEADLINE FOR APPLICATIONS IS 21 NOVEMBER 2014. The lectures will cover a broad range of HEP topics at a level suitable for students working towards a PhD in experimental particle physics. Note that financial support may be available for Latin American students attending the School. Although the School is targeted particularly at students from Latin American countries, it is open to self-funding students from other regions. More details can be found here.

School Psychologists Working with Native American Youth: Training, Competence, and Needs

Science.gov (United States)

Robinson-Zanartu, Carol; Butler-Byrd, Nola; Cook-Morales, Valerie; Dauphinais, Paul; Charley, Elvina; Bonner, Mike

2011-01-01

Despite growing emphases on multicultural competence, Native American youth remain tremendously underserved by schools: low achievement, high dropout rates, and over-identification for special education persist. The authors analyzed responses of 403 school psychologists to a national survey regarding their competence gained in training, in current…

Intricacies of School Relationships and the Well-Being of Arab American Youth: Implications for School Psychologists

Science.gov (United States)

Tabbah, Rhonda; Miranda, Antoinette Halsell; Wheaton, Joe E.

2016-01-01

The purpose of this study was to explore the symbolic interaction theory in a sample of Arab American adolescents. Four areas of self-concept were investigated in relation to school environment, including perceived discrimination and social supports. Sixty-one Arab American adolescents (28 males and 33 females) between the ages of 12 and 18 years…

Explicating Acculturation Strategies among Asian American Youth: Subtypes and Correlates across Filipino and Korean Americans.

Science.gov (United States)

Choi, Yoonsun; Park, Michael; Lee, Jeanette Park; Yasui, Miwa; Kim, Tae Yeun

2018-06-07

Acculturation strategy, a varying combination of heritage and mainstream cultural orientations and one of the significant determinants of youth development, has been understudied with Asian American youth and particularly at a subgroup-specific level. This study used person-oriented latent profile analysis (LPA) to identify acculturation strategy subtypes among Filipino American and Korean American adolescents living in the Midwest. Associations between the subtypes and numerous correlates including demographics, family process and youth outcomes were also examined. Using large scale survey data (N = 1580; 379 Filipino American youth and 377 parents, and 410 Korean American youth and 414 parents; M AGE of youth = 15.01), the study found three acculturation subtypes for Filipino American youth: High Assimilation with Ethnic Identity, Integrated Bicultural with Strongest Ethnic Identity, and Modest Bicultural with Strong Ethnic Identity; and three acculturation subtypes for Korean American youth: Separation, Integrated Bicultural, and Modest Bicultural with Strong Ethnic Identity. Both Filipino American and Korean American youth exhibited immersion in the host culture while retaining a strong heritage identity. Although bicultural strategies appear most favorable, the results varied by gender and ethnicity, e.g., integrated bicultural Filipino Americans, comprised of more girls, might do well at school but were at risk of poor mental health. Korean American separation, comprised of more boys, demonstrated a small but significant risk in family process and substance use behaviors that merits in-depth examination. The findings deepen the understanding of heterogeneous acculturation strategies among Asian American youth and provide implications for future research.

School start times for adolescents.

Science.gov (United States)

2014-09-01

The American Academy of Pediatrics recognizes insufficient sleep in adolescents as an important public health issue that significantly affects the health and safety, as well as the academic success, of our nation's middle and high school students. Although a number of factors, including biological changes in sleep associated with puberty, lifestyle choices, and academic demands, negatively affect middle and high school students' ability to obtain sufficient sleep, the evidence strongly implicates earlier school start times (ie, before 8:30 am) as a key modifiable contributor to insufficient sleep, as well as circadian rhythm disruption, in this population. Furthermore, a substantial body of research has now demonstrated that delaying school start times is an effective countermeasure to chronic sleep loss and has a wide range of potential benefits to students with regard to physical and mental health, safety, and academic achievement. The American Academy of Pediatrics strongly supports the efforts of school districts to optimize sleep in students and urges high schools and middle schools to aim for start times that allow students the opportunity to achieve optimal levels of sleep (8.5-9.5 hours) and to improve physical (eg, reduced obesity risk) and mental (eg, lower rates of depression) health, safety (eg, drowsy driving crashes), academic performance, and quality of life. Copyright © 2014 by the American Academy of Pediatrics.

Delaying Middle School and High School Start Times Promotes Student Health and Performance: An American Academy of Sleep Medicine Position Statement.

Science.gov (United States)

Watson, Nathaniel F; Martin, Jennifer L; Wise, Merrill S; Carden, Kelly A; Kirsch, Douglas B; Kristo, David A; Malhotra, Raman K; Olson, Eric J; Ramar, Kannan; Rosen, Ilene M; Rowley, James A; Weaver, Terri E; Chervin, Ronald D

2017-04-15

During adolescence, internal circadian rhythms and biological sleep drive change to result in later sleep and wake times. As a result of these changes, early middle school and high school start times curtail sleep, hamper a student's preparedness to learn, negatively impact physical and mental health, and impair driving safety. Furthermore, a growing body of evidence shows that delaying school start times positively impacts student achievement, health, and safety. Public awareness of the hazards of early school start times and the benefits of later start times are largely unappreciated. As a result, the American Academy of Sleep Medicine is calling on communities, school boards, and educational institutions to implement start times of 8:30 AM or later for middle schools and high schools to ensure that every student arrives at school healthy, awake, alert, and ready to learn. © 2017 American Academy of Sleep Medicine

"I Am More than What I Look Alike": Asian American Women in Public School Administration

Science.gov (United States)

Liang, Jia; Peters-Hawkins, April L.

2017-01-01

Purpose: Little research exists that examines the leadership experiences of Asian American women in public schools. This study sought to understand the meanings Asian American women school administrators have constructed out of their professional lives given the intersection of gender, race-ethnicity, and leadership. Research Method/Approach: Data…

Fighting through Resistance: Challenges Faced by African American Women Principals in Predominately White School Settings

Science.gov (United States)

Jackson, Alicia D.

2013-01-01

African American women represented a growing proportion within the field of education in attaining leadership roles as school principals. As the numbers continued to rise slowly, African American women principals found themselves leading in diverse or even predominately White school settings. Leading in such settings encouraged African American…

76 FR 3120 - Native American and Alaska Native Children in School Program; Office of English Language...

Science.gov (United States)

2011-01-19

... DEPARTMENT OF EDUCATION Native American and Alaska Native Children in School Program; Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students; Overview Information; Native American and Alaska Native Children in School Program...

Racial and Ethnic Socialization as Moderators of Racial Discrimination and School Adjustment of Adopted and Non-adopted Korean American Adolescents

Science.gov (United States)

Seol, Kyoung Ok; Yoo, Hyung Chol; Lee, Richard M.; Park, Ji Eun; Kyeong, Yena

2015-01-01

This study investigated roles of racial and ethnic socialization in the link between racial discrimination and school adjustment among a sample of 233 adopted Korean American adolescents from White adoptive families and 155 non-adopted Korean American adolescents from immigrant Korean families. Adopted Korean American adolescents reported lower levels of racial discrimination, racial socialization, and ethnic socialization than non-adopted Korean American adolescents. However, racial discrimination was negatively related to school belonging and school engagement, and ethnic socialization was positively related to school engagement for both groups. Racial socialization also had a curvilinear relationship with school engagement for both groups. Moderate level of racial socialization predicted positive school engagement, whereas low and high levels of racial socialization predicted negative school engagement. Finally, ethnic socialization moderated the link between racial discrimination and school belonging, which differed between groups. In particular, ethnic socialization exacerbated the relations between racial discrimination and school belonging for adopted Korean American adolescents, whereas, ethnic socialization buffered this link for non-adopted Korean American adolescents. Findings illustrate the complex relationship between racial and ethnic socialization, racial discrimination, and school adjustment. PMID:26479418

The Psychosocial Factors Contributing to the Underrepresentation of African American Males in Advanced High School Mathematics Courses

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Rowlett, Joel Everett

2013-01-01

This case study examined the beliefs of African American males on the psychosocial and pedagogical factors contributing to the underrepresentation of African American males in advanced high school math courses. Six 11th grade African American male juniors from a large, comprehensive, Southeastern high school served as individual cases. Within- and…

Considerations for School Psychologists Working with Arab American Children and Families

Science.gov (United States)

Goforth, Anisa N.

2011-01-01

There are an estimated three million Arab Americans in the United States, with 25% of the population under the age of 18. Given this significant population, it is likely that some school psychologists come across children from Arab backgrounds during their career. Many school psychologists, however, may not be aware of the unique cultural…

American Association of Dental Schools Curricular Guidelines for Orthodontics.

Science.gov (United States)

Journal of Dental Education, 1980

1980-01-01

Guidelines reviewed and approved by the American Association of Dental Schools and sent to the Council on Dental Education in June 1979 are outlined. Educational goals and objectives and sequence of instruction (including growth and development, preclinical orthodontics, and clinical experience) are discussed. (MLW)

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

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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…

James Madison High School. A Curriculum for American Students.

Science.gov (United States)

Bennett, William J.

This document presents the Secretary of Education's personal concept of a sound secondary school core curriculum. It is called "James Madison High School" in honor of President James Madison and his strong views that the people, in order to govern properly, must arm themselves with knowledge. The theoretical curriculum consists of four…

Parental Influence, School Readiness and Early Academic Achievement of African American Boys

Science.gov (United States)

Joe, Emanique M.; Davis, James Earl

2009-01-01

This study examined the relationship between parental influence and the school readiness of African American boys, using data from the Early Childhood Longitudinal Study: ECLS-K, Parents' influence, via their academic beliefs and behaviors, was associated with the cognitive performance of African American boys during kindergarten. While previous…

The American Public School Teacher: Past, Present, and Future

Science.gov (United States)

Drury, Darrel; Baer, Justin

2011-01-01

At its heart are the National Education Association's "Status of the American Public School Teacher" surveys, which are conducted every five years and offer unprecedented insights into the professional lives and experiences of teachers nationwide. This volume analyzes and summarizes the survey's findings, while also offering commentaries…

American high school students shine a spotlight on CERN

CERN Multimedia

2008-01-01

Between 2 and 7 April eighteen American high school students were let loose at CERN armed with video cameras. Their mission? To take on the role of broadcast journalists and inspire their peers across the US with short documentaries and blogs illuminating the work happening at the world’s most powerful particle accelerator. Members of the teams of budding physicists and broadcast journalists pose in front of the ATLAS detector.Following in the footsteps of professional journalists around the world, six teams of American high school students recently travelled to CERN to experience the increasing excitement in the run-up to the switch-on of the LHC. The six teams are from five states across the US and were the winners of a competition sponsored and funded by the US Department of Energy’s Office of Science and the National Science Foundation. Each team consists of three students plus a teacher, who combine their knowledge of ph...

School Public Relations and the Principalship: An Interview with Mark Bielang, President of American Association of School Administrators

Science.gov (United States)

Johnson, Paul

2011-01-01

From returning phone calls to traversing the political landscape to building trust, American Association of School Administrators (AASA) president Mark Bielang covers a lot of territory as he describes the public relations challenges confronting today's school administrators. Having just concluded his term as AASA president, Mr. Bielang has served…

Stereotype Threat Effects on African American Children in an Urban Elementary School

Science.gov (United States)

Wasserberg, Martin J.

2014-01-01

This study investigated whether a diagnostic testing condition leads to stereotype threat effects for African American children (n = 198) at an urban elementary school. Results indicated that presenting a reading test as diagnostic of abilities hindered the performance of African American children aware of racial stereotypes but not of those…

Les Houches Summer School : Strongly Interacting Quantum Systems out of Equilibrium

CERN Document Server

Millis, Andrew J; Parcollet, Olivier; Saleur, Hubert; Cugliandolo, Leticia F

2016-01-01

Over the last decade new experimental tools and theoretical concepts are providing new insights into collective nonequilibrium behavior of quantum systems. The exquisite control provided by laser trapping and cooling techniques allows us to observe the behavior of condensed bose and degenerate Fermi gases under nonequilibrium drive or after quenches' in which a Hamiltonian parameter is suddenly or slowly changed. On the solid state front, high intensity short-time pulses and fast (femtosecond) probes allow solids to be put into highly excited states and probed before relaxation and dissipation occur. Experimental developments are matched by progress in theoretical techniques ranging from exact solutions of strongly interacting nonequilibrium models to new approaches to nonequilibrium numerics. The summer school Strongly interacting quantum systems out of equilibrium' held at the Les Houches School of Physics as its XCIX session was designed to summarize this progress, lay out the open questions and define dir...

School-Based Management: The Changing Locus of Control in American Public Education.

Science.gov (United States)

Drury, Darrel; Levin, Douglas

School-based management is a reinvention and countermovement to a broader historical trend to centralize and standardize American education. The present study represents one component of the Organisation for Economic Cooperation and Development's project to investigate how schools in 12 member nations can most effectively respond to recent…

Asian-American Communications: In-School Staff Workshops, 1991-92. Final Evaluation Report. OREA Report.

Science.gov (United States)

Zhang, Zenin

The In-School Staff Workshops project run by Asian-American Communications was evaluated in its fourth year. The project provided various workshops for staff on Asian American and Asian cultures, intercultural communications, and strategies for helping Asian American students adjust to their new social and educational environments. The project…

The Nature of Teacher-Community Contact in Schools Serving Southwest Indian Children. American Indian Education Papers, No. 2.

Science.gov (United States)

Knight, Margaret E.

Previous school-community research in American Indian communities has demonstrated that "isolation" or lack of communication between school staff and community parents has contributed to the failure of educating American Indian children. To validate this research in the Southwest, a diary indicating the out-of-school activities was…

A Model of Successful Adaptation to Online Learning for College-Bound Native American High School Students

Science.gov (United States)

Kaler, Collier Butler

2012-01-01

Purpose: The purpose of this paper is to examine the conditions for Native American high school students that result in successful adaptation to an online learning environment. Design/methodology/approach: In total, eight Native American students attending high schools located on Montana Indian reservations, and one urban city, were interviewed.…

Sexuality education in North American medical schools: current status and future directions.

Science.gov (United States)

Shindel, Alan W; Parish, Sharon J

2013-01-01

Both the general public and individual patients expect healthcare providers to be knowledgeable and approachable regarding sexual health. Despite this expectation there are no universal standards or expectations regarding the sexuality education of medical students. To review the current state of the art in sexuality education for North American medical students and to articulate future directions for improvement. Evaluation of: (i) peer-reviewed literature on sexuality education (focusing on undergraduate medical students); and (ii) recommendations for sexuality education from national and international public health organizations. Current status and future innovations for sexual health education in North American medical schools. Although the importance of sexuality to patients is recognized, there is wide variation in both the quantity and quality of education on this topic in North American medical schools. Many sexual health education programs in medical schools are focused on prevention of unwanted pregnancy and sexually transmitted infection. Educational material on sexual function and dysfunction, female sexuality, abortion, and sexual minority groups is generally scant or absent. A number of novel interventions, many student initiated, have been implemented at various medical schools to improve the student's training in sexual health matters. There is a tremendous opportunity to mold the next generation of healthcare providers to view healthy sexuality as a relevant patient concern. A comprehensive and uniform curriculum on human sexuality at the medical school level may substantially enhance the capacity of tomorrow's physicians to provide optimal care for their patients irrespective of gender, sexual orientation, and individual sexual mores/beliefs. © 2013 International Society for Sexual Medicine.

American Association of Dental Schools Curricular Guidelines for Oral Radiology.

Science.gov (United States)

Journal of Dental Education, 1980

1980-01-01

Oral radiology curricular guidelines developed by the American Association of Dental Schools are provided. The guidelines describe minimal conditions under which a satisfactory educational experience can be offered. Principles of x-radiation, radiobiological concepts, radiological health, radiographic technique, radiographic quality, and darkroom…

Predominantly Black Institutions and Public Montessori Schools: Reclaiming the "Genius" in African American Children

Science.gov (United States)

Jor'dan, Jamilah R.

2018-01-01

There are more than 22,000 Montessori schools in over 100 countries worldwide. Beginning in the 1950s the American Montessori movement was primarily a private pre-school movement. There are more than 5,000 schools in the United States; over 500 of these are public. Montessori schools are an increasingly popular choice in the U.S. for public school…

American Association for Dental Schools Curricular Guidelines for Microscopic Anatomy (General and Oral).

Science.gov (United States)

Susi, Frank; Mundell, Robert

1980-01-01

Guidelines developed by the Section on Anatomical Sciences of the American Association for Dental Schools are presented. These guidelines were drawn up as an effort to provide a general criterion-referenced standard against which a school can measure its course content in histology. (MLW)

"Are You Only an Applauder?" American Music Correspondence Schools in the Early Twentieth Century

Science.gov (United States)

Vogel, Dorothy

2015-01-01

The purpose of this study was to examine correspondence schools of music in the early twentieth century. Advertisements in widely circulated household and music periodicals and archival copies of courses from Siegel-Myers Correspondence School of Music, United States School of Music, American College of Music, and others were examined. Research…

Influence of Mentoring on African American and Hispanic Males in High School

Science.gov (United States)

Smith, Jacqueline A.

2016-01-01

The mixed method research study was designed to evaluate the effects on a mentoring initiative on 40 African American and Hispanic males in an urban high school. The study took place over a three-month period in a traditional public school with 2,000 students. Data collection methods used included individual interview with student mentees, surveys…

Digital History: Using the Internet to Enhance African American Studies in the Secondary School

Science.gov (United States)

Scheuerell, Scott; Jaeger, Matt

2015-01-01

The authors discuss how high school students participated in a unit in which they learned about African American history in a 1:1 computer classroom--in particular, how they were able to use digital history to learn about a variety of African American leaders who are not frequently covered in the traditional American History textbook. In addition,…

African American Students and U.S. High Schools. Fact Sheet

Science.gov (United States)

Alliance for Excellent Education, 2008

2008-01-01

This fact sheet highlights the statistics of the status of the African American students living in the continental United States in terms of: population; graduation, dropouts, and preparedness; schools, segregation, and teacher quality; and special, gifted, and college preparatory education. According to the National Center for Education…

The Impact of Oakland Freedom School's Summer Youth Program on the Psychosocial Development of African American Youth

Science.gov (United States)

Bethea, Sharon L.

2012-01-01

The present investigation considers the program outcomes of one community youth project, Leadership Excellence Inc., Oakland Freedom Schools. Oakland Freedom Schools are culturally relevant 6-week summer Language Arts enrichment programs for primarily inner-city African American youth aged 5 to 14 years. In this study, 79 African American youth…

Serving LGBT Students: Examining the Spiritual, Religious, and Social Justice Implications for an African American School Administrator

Science.gov (United States)

Reed, Latish; Johnson, Les T.

2010-01-01

This qualitative case study probes one African American school leader with a conservative religious upbringing as she works in a high school with a self-identified population of African American lesbian, guy, bisexual, and transgender (LGBT) students. The findings demonstrate that the participant's leadership practices were guided by her spiritual…

Forging Appealing Identities in Complex Environments: A Case Study of American Law Schools

Science.gov (United States)

Pizarro Milian, Roger

2017-01-01

Competition has intensified substantially within the American law school sector in recent decades. Scholars note that this has augmented pressures to engage in institutional self-promotion, as law schools attempt to distinguish themselves within a severely over-crowded marketplace. To date, however, few have ventured to empirically examine the…

The Mythology of Schooling: The Historiography of American and European Education in Comparative Perspective

Science.gov (United States)

Kelly, Matthew Gardner

2014-01-01

This essay explores the historiography of American and European education, considering how educational historians communicate powerful messages about the purposes and promises of schooling through their writing. I divide the historiography of American education into four interpretive traditions: traditionalism, radical revisionism, progressive…

The Study and Improvement of American High Schools: A Portrait of Work in Progress.

Science.gov (United States)

Newmann, Fred M.; Behar, Steven L.

This is an integrated report on 28 ongoing projects that were set up to study and improve American high schools on a large scale. The activities include establishment of a national data base on high school students; a study of new standards for college admission; administrators' reports on what works in urban schools; intensive studies of single…

Time Perspective and School Membership as Correlates to Academic Achievement among African American Adolescents

Science.gov (United States)

Adelabu, Detris Honora

2007-01-01

This study examined the relationship of academic achievement to time perspective (future, present) and school membership (belonging, acceptance, rejection) among 232 low-income, urban African American adolescents. Findings indicated positive, significant relationships among academic achievement, future time perspective, school belonging, and…

American Government. Nevada Competency-Based Adult High School Diploma Project.

Science.gov (United States)

Nevada Univ., Las Vegas. Coll. of Education.

This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on American government is divided into fourteen topics. The topics included are: definition of "State"; left to right political spectrum; Dictatorship vs. Democracy; Capitalism,…

Playing doctor, seriously: graduation follies at an American medical school.

Science.gov (United States)

Segal, D

1984-01-01

In American medical schools, the period of time between the announcement of internships and graduation is known as FYBIGMI, for "Fuck You Brother I Got My Internship." At University Medical School (pseudonym), as at most American medical schools, this period culminates in an elaborate musical comedy (attended by faculty and relatives) in which faculty are abused, patients are represented in terms of stigmatized stereotypes, and the students demonstrate a profane familiarity with cultural taboos. Using the analytic methods of cultural anthropology, this examination of the FYBIGMI performance at U.M.S. focuses primarily on the seniors' presentation of their newly acquired professional identity, which is constituted in the skits by recurring oppositions to socially stigmatized, medically self-destructive patients. In this oppositional logic, racial stereotypes play a particularly large role. In addition, the seniors establish their new social status by inverting their relationship to their (former) supervisors on a personal basis, and by confronting the audience with their professional ability to treat cultural taboos with profane familiarity. The FYBIGMI theatrical, and its representation of professional identity, is analyzed in relation to a proposed model of the underlying structure of the process of medical education, that is, an escalating dialectic of intimidation and self-congratulation.

Korean American High School Students' Perspectives on U.S. History

Science.gov (United States)

An, Sohyun

2012-01-01

Along with the ever-increasing racial/ethnic diversity in U.S. schools, researchers began to investigate the impact of racial/ethnic identity on young people's understanding of the nation's history. Compared to other racial minorities, Asian American students have received little academic and educational attention. This article seeks to address…

Intergroup Differences and Their Impact on African American Teachers.

Science.gov (United States)

Mabokela, Reitumetse Obakeng; Madsen, Jean A.

2003-01-01

Examined how intergroup differences within suburban schools affected African American teachers' experiences. Organizational culture strongly influenced how whites treated their minority counterparts. Because the majority established norms, minorities were expected to comply with uniform sets of rules and regulations. Intergroup conflict arose…

Tobacco Use and Cardiovascular Disease among American Indians: The Strong Heart Study

Directory of Open Access Journals (Sweden)

Thomas K. Welty

2010-10-01

Full Text Available Tobacco use among American Indians has a long and complicated history ranging from its utilization in spiritual ceremonies to its importance as an economic factor for survival. Despite this cultural tradition and long history, there are few studies of the health effects of tobacco in this population. The Strong Heart Study is a prospective observational study of cardiovascular disease (CVD in 13 American Indian tribes in Arizona, Oklahoma, and North and South Dakota with 4,549 participants. Baseline examinations were followed by two examinations at regular intervals and 16 years of morbidity and mortality follow-up. Hazard ratios (HRs for non-fatal CVD for current smokers vs. non-smokers after adjusting for other risk factors were significant in women (HR = 1.94, 95% CI 1.54 to 2.45 and men (HR = 1.59, 95% CI 1.16 to 2.18. Hazard ratios for fatal CVD for current smokers vs. non-smokers after adjusting for other risk factors were significant in women (HR = 1.64, 95% CI 1.04 to 2.58, but not in men. Individuals who smoked and who were diagnosed with diabetes mellitus, hypertension or renal insufficiency were more likely to quit smoking than those without these conditions. On average, American Indians smoke fewer cigarettes per day than other racial/ethnic groups; nevertheless, the ill effects of habitual tobacco use are evident in this population.

The Policing of Native Bodies and Minds: Perspectives on Schooling from American Indian Youth

Science.gov (United States)

Quijada Cerecer, Patricia D.

2013-01-01

Research indicates that high school campus climates are contentious for students of color, particularly as they negotiate institutional and personal racism. Unfortunately, minimal research centers on the experiences of American Indian youth. In response, this qualitative study explores American Indian responses to hostile campus climates. Using a…

A Descriptive Qualitative Study Exploring Teacher and Parental Perceptions of African-American Middle School Male Students Related to Mathematics Performance

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Fowler, Crystal Nicole

2013-01-01

This qualitative descriptive case study explored the perceptions of parents and teachers of the academic achievement gap in mathematics between African-American middle school males and their White counterparts. Ten parents, both African-American and White, with students attending middle school in the Cherokee County School District and 5 teachers…

Trends of overweight and obesity among white and American Indian school children in South Dakota, 1998-2010.

Science.gov (United States)

Hearst, Mary O; Biskeborn, Kristin; Christensen, Mathew; Cushing, Carrie

2013-01-01

To investigate the prevalence of overweight and obesity among white and American Indian children in a predominantly rural state. Using a repeated, cross-sectional design of school children's height and weight, the study sample included 361,352 measures of children who were 5.0-19.9 years, attending school across 13 academic calendar years. Trained staff measured height, weight, and recorded gender, age, and race. Data were voluntarily reported to the State Department of Health. American Indian children consistently had higher rates of overweight and obesity compared to white children. Across the years, 16.3% of white students were overweight, whereas 19.3% of American Indian students were overweight. In addition, 14.5% of white children were obese and 25.9% of American Indian children were obese. Examining by rural versus urban schools, prevalence of overweight had been increasing among white male and female students and American Indian female students living in rural areas. Obesity is also increasing among rural white females and male and female American Indian children. The findings here suggest that although American Indian children are at higher risk, in general, compared to white children, rural populations in general are experiencing increases in childhood overweight and obesity. Targeted rural interventions beginning at an early age are necessary to improve the health of rural children, especially in American Indian communities. Copyright © 2013 The Obesity Society.

The role of the pediatrician in abolishing corporal punishment in schools. Committee on School Health, American Academy of Pediatrics.

Science.gov (United States)

Poole, S R; Ushkow, M C; Nader, P R; Bradford, B J; Asbury, J R; Worthington, D C; Sanabria, K E; Carruth, T

1991-07-01

Corporal punishment in school is allowed in 30 states in the United States. The American Academy of Pediatrics, together with numerous other child-advocacy groups, has reaffirmed its position that corporal punishment in schools should be prohibited by state statute in all states. This article provides background information and recommendations regarding the potential role for pediatricians in attaining this goal.

School Administrators' Perceptions of the Achievement Gap between African American Students and White Students

Science.gov (United States)

Royle, Jonathan; Brown, Casey Graham

2014-01-01

This study included an analysis of principal perceptions of the achievement gap between African American and White students. School administrators from campuses with a substantial number of African American students within the subgroup were interviewed to explore their perceptions of the achievement gap. The study revealed factors within the…

Bullying Prevention as a Social Justice Issue: Implications with Asian American Elementary School Students

Science.gov (United States)

Wang, Cixin; Wang, Weimeng; Zheng, Lianzhe; Atwal, Kavita

2016-01-01

This study examined Asian American elementary students' experience with victimization. Data were collected from 313 fourth and fifth graders from an ethnically diverse elementary school in southern California. Most participants self-identified as Asian/Asian American and spoke an Asian language at home. Results indicated that Asian American…

Strategy and Resistance: How Native American Students Engage in Accommodation in Mainstream Schools

Science.gov (United States)

Masta, Stephanie

2018-01-01

This article explores the experiences of a group of Native American 8th graders who attend a mainstream school and how they engage in accommodation as an act of agency and resistance to protect and maintain their identities in their school environment. By using tribal critical race theory to examine these experiences, this study raises important…

The Role and Impact of Nurses in American Elementary Schools: A Systematic Review of the Research

Science.gov (United States)

Lineberry, Michelle J.; Ickes, Melinda J.

2015-01-01

School nurses are tasked with the critical job of keeping students safe and well. Due to competing demands for resources in schools, the impact of school nurses must be demonstrated to secure their jobs. A systematic review of the literature from 1937 to 2013 was conducted to show the efficacy of school nursing activities in American elementary…

College and Career Readiness for Gifted African American Girls: A Call to School Counselors

Science.gov (United States)

Mayes, Renae D.; Hines, Erik M.

2014-01-01

Current literature on college and career readiness highlights the role of educators in promoting the success of all students. However, few studies have focused on the specific needs of gifted African American girls. This article discusses the school experiences and career development of gifted African American girls and it provides a culturally…

The Freedom Schools, the Civil Rights Movement, and Refocusing the Goals of American Education

Science.gov (United States)

Hale, Jon N.

2011-01-01

This article examines the history of the 1964 Mississippi Freedom Schools to illustrate how integrating the Civil Rights Movement into the social studies curriculum refocuses the aims of American education on participatory democracy. Teaching the Civil Rights Movement and employing the teaching strategies used in the Freedom Schools leads to the…

Bullying and victimization among African American adolescents: a literature review.

Science.gov (United States)

Albdour, Maha; Krouse, Helene J

2014-05-01

Bullying among African American adolescents. This article reviews the current literature on bullying and victimization among African American adolescents. It highlights bullying and violence disparity among African American adolescents, associated risk and protective factors, and effects of bullying on adolescent health. Twenty-three English language peer-reviewed articles from CINAHL, Pubmed, and Psyc-INFO databases. African American adolescents have higher rates of bullying and victimization compared to other adolescent populations. This review found strong associations among bullying involvement, substance abuse, and family factors. Bullying also had a significant impact on adolescent health, particularly psychological symptoms and school performance. © 2014 Wiley Periodicals, Inc.

European and North American Schools of Public Health – Establishment, growth, differences and similarities

Directory of Open Access Journals (Sweden)

Jadranka Bozikov

2016-06-01

Full Text Available Unlike European Schools of Public Health, whose development was primarily influenced by the medical profession and was linked to the healthcare system, North American Schools of Public Health operate as independent academic institutions engaged in research and education of Public Health specialists. While Public Health has been recognised as a distinctive profession in USA and Canada for almost a century, in many European countries it is not recognized as such and, accordingly, there are no well-defined job positions for graduates. Similarities and differences between the European and American Schools of Public Health are reviewed and the importance of classification of core competences, responsibilities and scope of knowledge required for Public Health practice was pointed out as a prerequisite for accreditation of study curricula. For the professionalization of Public Health in Europe further efforts are needed.

The American Nuclear Society's international student exchange program

International Nuclear Information System (INIS)

Bornstein, I.

1988-01-01

The American Nuclear Society's (ANS's) International Student Exchange Program sponsors bilateral exchanges of students form graduate schools in American universities with students from graduate schools in France, the Federal Republic of Germany (FRG), and Japan. The program, now in its 12th year, was initiated in response to an inquiry to Argonne National Laboratory (ANL) from the director of the Centre d'Etudes Nucleaires de Saclay proposing to send French nuclear engineering students to the United States for summer jobs. The laboratory was asked to accept two students to work on some nuclear technology activity and ANS was invited to send American students to France on an exchange basis. To date, 200 students have taken part in the program. It has been a maturing and enriching experience for them, and many strong and enduring friendships have been fostered among the participants, many of whom will become future leaders in their countries

Friend affiliations and school adjustment among Mexican-American adolescents: the moderating role of peer and parent support.

Science.gov (United States)

Espinoza, Guadalupe; Gillen-O'Neel, Cari; Gonzales, Nancy A; Fuligni, Andrew J

2014-12-01

Studies examining friendships among Mexican-American adolescents have largely focused on their potentially negative influence. The current study examined the extent to which deviant and achievement-oriented friend affiliations are associated with Mexican-American adolescents' school adjustment and also tested whether support from friends and parents moderates these associations. High school students (N = 412; 49 % male) completed questionnaires and daily diaries; primary caregivers also completed a questionnaire. Although results revealed few direct associations between friend affiliations and school adjustment, several moderations emerged. In general, the influence of friends' affiliation was strongest when support from friends was high and parental support was low. The findings suggest that only examining links between friend affiliations and school outcomes does not fully capture how friends promote or hinder school adjustment.

Prevalence of sleep duration on an average school night among 4 nationally representative successive samples of American high school students, 2007-2013.

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Basch, Charles E; Basch, Corey H; Ruggles, Kelly V; Rajan, Sonali

2014-12-11

Consistency, quality, and duration of sleep are important determinants of health. We describe sleep patterns among demographically defined subgroups from the Youth Risk Behavior Surveillance System reported in 4 successive biennial representative samples of American high school students (2007 to 2013). Across the 4 waves of data collection, 6.2% to 7.7% of females and 8.0% to 9.4% of males reported obtaining 9 or more hours of sleep. Insufficient duration of sleep is pervasive among American high school students. Despite substantive public health implications, intervention research on this topic has received little attention.

How To Succeed in School without Really Learning: The Credentials Race in American Education.

Science.gov (United States)

Labaree, David F.

Getting ahead and getting an education are inseparable in the minds of most Americans. Social mobility lies at the core of the American dream, and educational opportunity is the primary avenue by which to realize this dream. This book suggests that it is time to consider whether the connection between schooling and social mobility is doing more…

Listening to their voices: Exploring mathematics-science identity development of African American males in an urban school community

Science.gov (United States)

Wilson, Kimi Leemar

National data continues to show an underrepresentation of African American males pursuing science, technology, engineering and mathematics (STEM) majors, careers and professions in the United States. Whites and Asian Americans are continuously positioned as the face of STEM education and participation. And while research has provided ways to support mathematics and science learning for African American males, there still remains a gap in understanding how their formed mathematics-science identities in K-12 public schooling influences STEM participation. The research undertaken in this study explores this gap, and uses an integrative identity framework to understand mathematics-science identity development which goes beyond personal identity, and explores the relational, collective and material components of identity. Specifically, this research seeks to answer the following research questions: What are the shared lived experiences that exist between a group of African American male students developing a mathematics-science identity, and how these shared lived experiences shape their mathematics-science identity development? Therefore, by analyzing African American males lived experiences employing an integrative identity framework fosters a greater understanding of how mathematics-science identity is formed in K-12 public schools, which impacts STEM education and participation. The high school aged youth featured in this study consist of four African American males, who live in a moderate size city in California. Data for this study consists of observations, phenomenological interviews, and policy document analysis that took place over six months. Data has been analyzed to describe and interpret the young men's mathematics and science experiences, as revealed in their K-12 public school education. This inquiry sought to make meaning of how African American males experience mathematics and science teaching and learning within K-12 public schooling and how these

Metabolic Profiles of Obesity in American Indians: The Strong Heart Family Study.

Directory of Open Access Journals (Sweden)

Qi Zhao

Full Text Available Obesity is a typical metabolic disorder resulting from the imbalance between energy intake and expenditure. American Indians suffer disproportionately high rates of obesity and diabetes. The goal of this study is to identify metabolic profiles of obesity in 431 normoglycemic American Indians participating in the Strong Heart Family Study. Using an untargeted liquid chromatography-mass spectrometry, we detected 1,364 distinct m/z features matched to known compounds in the current metabolomics databases. We conducted multivariate analysis to identify metabolic profiles for obesity, adjusting for standard obesity indicators. After adjusting for covariates and multiple testing, five metabolites were associated with body mass index and seven were associated with waist circumference. Of them, three were associated with both. Majority of the obesity-related metabolites belongs to lipids, e.g., fatty amides, sphingolipids, prenol lipids, and steroid derivatives. Other identified metabolites are amino acids or peptides. Of the nine identified metabolites, five metabolites (oleoylethanolamide, mannosyl-diinositol-phosphorylceramide, pristanic acid, glutamate, and kynurenine have been previously implicated in obesity or its related pathways. Future studies are warranted to replicate these findings in larger populations or other ethnic groups.

Metabolic Profiles of Obesity in American Indians: The Strong Heart Family Study.

Science.gov (United States)

Zhao, Qi; Zhu, Yun; Best, Lyle G; Umans, Jason G; Uppal, Karan; Tran, ViLinh T; Jones, Dean P; Lee, Elisa T; Howard, Barbara V; Zhao, Jinying

2016-01-01

Obesity is a typical metabolic disorder resulting from the imbalance between energy intake and expenditure. American Indians suffer disproportionately high rates of obesity and diabetes. The goal of this study is to identify metabolic profiles of obesity in 431 normoglycemic American Indians participating in the Strong Heart Family Study. Using an untargeted liquid chromatography-mass spectrometry, we detected 1,364 distinct m/z features matched to known compounds in the current metabolomics databases. We conducted multivariate analysis to identify metabolic profiles for obesity, adjusting for standard obesity indicators. After adjusting for covariates and multiple testing, five metabolites were associated with body mass index and seven were associated with waist circumference. Of them, three were associated with both. Majority of the obesity-related metabolites belongs to lipids, e.g., fatty amides, sphingolipids, prenol lipids, and steroid derivatives. Other identified metabolites are amino acids or peptides. Of the nine identified metabolites, five metabolites (oleoylethanolamide, mannosyl-diinositol-phosphorylceramide, pristanic acid, glutamate, and kynurenine) have been previously implicated in obesity or its related pathways. Future studies are warranted to replicate these findings in larger populations or other ethnic groups.

"Not at the Expense of Their Culture": Graduating Native American Youth from High School

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Wilcox, Kristen Campbell

2015-01-01

What kinds of challenges do educators face in increasing Native American high school graduation rates, and what kinds of adaptations to a traditional high school are understood as necessary to achieve this outcome? This case study explored these questions as part of a larger multiple case study that investigated practices and processes related to…

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

Science.gov (United States)

Burkholder, Zoe

2011-01-01

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

Asian American Female School Administrators' Self-Concept and Expectations for Students' Educational Success

Science.gov (United States)

Liang, Jia G.; Liou, Daniel D.

2018-01-01

Historically, Asian American school administrators' experiences leading the K-12 educational system have been under-researched and under-theorized. Today, as the fastest growing population in the United States, Asian American educators' experiences and contributions can no longer be ignored in educational policy and research. Drawing on the…

Evaluation of American Indian Science and Engineering Society Intertribal Middle School Science and Math Bowl Project

Energy Technology Data Exchange (ETDEWEB)

AISES, None

2013-09-25

The American Indian Science and Engineering Society (AISES) has been funded under a U.S. Department of Energy (DOE) grant (Grant Award No. DE-SC0004058) to host an Intertribal Middle-School Science and Math Bowl (IMSSMB) comprised of teams made up of a majority of American Indian students from Bureau of Indian Education-funded schools and public schools. The intent of the AISES middle school science and math bowl is to increase participation of American Indian students at the DOE-sponsored National Science Bowl. Although national in its recruitment scope, the AISES Intertribal Science and Math Bowl is considered a “regional” science bowl, equivalent to the other 50 regional science bowls which are geographically limited to states. Most regional bowls do not have American Indian student teams competing, hence the AISES bowl is meant to encourage American Indian student teams to increase their science knowledge in order to participate at the national level. The AISES competition brings together teams from various American Indian communities across the nation. Each team is provided with funds for travel to and from the event, as well as for lodging and meals. In 2011 and 2012, there were 10 teams participating; in 2013, the number of teams participating doubled to 20. Each Science and Math Bowl team is comprised of four middle school — grades 6 through 8 — students, one alternate, and a teacher who serves as advisor and coach — although in at least two cases, the coach was not a teacher, but was the Indian Education Coordinator. Each team member must have at least a 3.0 GPA. Furthermore, the majority of students in each team must be comprised of American Indian, Alaska Native or Native Hawaiian students. Under the current DOE grant, AISES sponsored three annual middle school science bowl competitions over the years 2011, 2012 and 2013. The science and math bowls have been held in late March concurrently with the National American Indian Science and

Physiology education in North American dental schools: the basic science survey series.

Science.gov (United States)

Gautam, Medha; Shaw, David H; Pate, Ted D; Lambert, H Wayne

2014-06-01

As part of the Basic Science Survey Series for Dentistry, members of the American Dental Education Association (ADEA) Physiology, Pharmacology, and Therapeutics Section surveyed directors of physiology courses in North American dental schools. The survey was designed to assess, among other things, faculty affiliation and experience of course directors, teaching methods, general course content and emphasis, extent of interdisciplinary (shared) instruction, and impact of recent curricular changes. Responses were received from forty-four of sixty-seven (65.7 percent) U.S. and Canadian dental schools. The findings suggest the following: substantial variation exists in instructional hours, faculty affiliation, class size, and interdisciplinary nature of physiology courses; physiology course content emphasis is similar between schools; student contact hours in physiology, which have remained relatively stable in the past fifteen years, are starting to be reduced; recent curricular changes have often been directed towards enhancing the integrative and clinically relevant aspects of physiology instruction; and a trend toward innovative content delivery, such as use of computer-assisted instruction, is evident. Data from this study may be useful to physiology course directors, curriculum committees, and other dental educators with an interest in integrative and interprofessional education.

High School Leaders' Perceptions of Practices That Increase Graduation Rates of African American Males

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Jones, Linda D.

2015-01-01

Research indicates there are significant differences in the academic performance of minorities and whites, particularly at the high school level. On average, Latino and African American high school students read and perform math on the same level as 13-year-old white students and trail their white peers by an average of 20 test points on math and…

A Comparative Study of the Use of Collocation in Iranian High School Textbooks and American English File Books

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Mohsen Shahrokhi

2014-05-01

Full Text Available The present study investigates the extent to which lexical and grammatical collocations are used in Iranian high school English textbooks, compared with the American English File books. To achieve the purposes of this study, this study had to be carried out in two phases. In the first phase, the content of the instructional textbooks, that is, American English File book series, Book 2 and Iranian high school English Book 3, were analyzed to find the frequencies and proportions of the collocations used in the textbooks. Since the instructional textbooks used in the two teaching environments (i.e., Iranian high schools and language institutes were not equal with regard to the density of texts, from each textbook just the first 6000 words, content words as well as function words, were considered. Then, the frequencies of the collocations among the first 6000 words in high school English Book 3 and American English File Book 2 were determined.The results of the statistical analyses revealed that the two text book series differ marginally in terms of frequency and type of collocations. Major difference existed between them when it came to lexical collocations in American English File book 2.

Highlights from Drug Use Among American High School Students 1975-1977.

Science.gov (United States)

Johnston, Lloyd D.; And Others

The current prevalence of drug use among American high school seniors and the trends in use since 1975 are the two major topics treated. Also reported are prevailing attitudes and beliefs among seniors concerning various types of drug use. Eleven separate classes of drugs are distinguished: marihuana (including hashish), inhalants, hallucinogens,…

Extending Research on the Consequences of Parenting Style for Chinese Americans and European Americans.

Science.gov (United States)

Chao, Ruth K.

2001-01-01

Examined effects of parent-adolescent relationships on school performance for Chinese American and European American high school students. Found positive effects of both authoritative parenting and relationship closeness on school performance for European Americans and to some extent second-generation Chinese, but not first-generation Chinese. The…

A strong-motion database from the Central American subduction zone

Science.gov (United States)

Arango, Maria Cristina; Strasser, Fleur O.; Bommer, Julian J.; Hernández, Douglas A.; Cepeda, Jose M.

2011-04-01

Subduction earthquakes along the Pacific Coast of Central America generate considerable seismic risk in the region. The quantification of the hazard due to these events requires the development of appropriate ground-motion prediction equations, for which purpose a database of recordings from subduction events in the region is indispensable. This paper describes the compilation of a comprehensive database of strong ground-motion recordings obtained during subduction-zone events in Central America, focusing on the region from 8 to 14° N and 83 to 92° W, including Guatemala, El Salvador, Nicaragua and Costa Rica. More than 400 accelerograms recorded by the networks operating across Central America during the last decades have been added to data collected by NORSAR in two regional projects for the reduction of natural disasters. The final database consists of 554 triaxial ground-motion recordings from events of moment magnitudes between 5.0 and 7.7, including 22 interface and 58 intraslab-type events for the time period 1976-2006. Although the database presented in this study is not sufficiently complete in terms of magnitude-distance distribution to serve as a basis for the derivation of predictive equations for interface and intraslab events in Central America, it considerably expands the Central American subduction data compiled in previous studies and used in early ground-motion modelling studies for subduction events in this region. Additionally, the compiled database will allow the assessment of the existing predictive models for subduction-type events in terms of their applicability for the Central American region, which is essential for an adequate estimation of the hazard due to subduction earthquakes in this region.

The Teaching of Reference in American Library Schools. Historical Paper 4

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Cheney, Frances Neel

2015-01-01

In this article, the author proposes to present a superficial view of what is being taught in the 32 American Library Association accredited graduate library schools. She briefly discusses and answers the following three questions: (1) Who is teaching reference?; (2) What is being taught?; and (3) How is it being taught? [For the commentary on…

5th CERN - Latin-American School of High-Energy Physics

OpenAIRE

Grojean, C; Spiropulu, M

2010-01-01

The CERN-Latin-American School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on quantum field theory, quantum chromodynamics, physics beyond the Standard Model, neutrino physics, flavour physics and CP violation, particle cosmology, high-energy astro-particle physics, and heavy-ion physics, as well as trigger and data acquisition, and commissioning and...

Giving Education a Bad Name: Bookish Boys in Contemporary American School Stories

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Aitchison, David

2018-01-01

This article discusses contemporary American school stories that appear to advocate learning and literacy as a democratic good, but actually undermine democratic possibilities by teaching young readers to think of academic inquiry as a means to selfish, petty ends. Since "learning" and "literacy" are catchwords for educators…

National Estimates of Male and Female Enrolment in American High School Choirs, Bands and Orchestras

Science.gov (United States)

Elpus, Kenneth

2015-01-01

The purpose of this study was to estimate, at a national level and over time, the participation rates of males and females among those students who formally enrol in American high school music ensembles. Ten cohorts of nationally representative samples of students from 1982 and 2009 were analysed using data from High School Transcript Studies…

Pharmacology education in North American dental schools: the basic science survey series.

Science.gov (United States)

Gautam, Medha; Shaw, David H; Pate, Ted D; Lambert, H Wayne

2013-08-01

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Physiology, Pharmacology, and Therapeutics Section surveyed course directors of basic pharmacology courses in North American dental schools. The survey was designed to assess, among other things, faculty affiliation and experience of course directors, teaching methods, general course content and emphasis, extent of interdisciplinary (shared) instruction, and impact of recent curricular changes. Responses were received from forty-nine of sixty-seven (73.1 percent) U.S. and Canadian dental schools. The findings suggest the following: 1) substantial variation exists in instructional hours, faculty affiliation, placement within curriculum, class size, and interdisciplinary nature of pharmacology courses; 2) pharmacology course content emphasis is similar among schools; 3) the number of contact hours in pharmacology has remained stable over the past three decades; 4) recent curricular changes were often directed towards enhancing the integrative and clinically relevant aspects of pharmacology instruction; and 5) a trend toward innovative content delivery, such as use of computer-assisted instruction applications, is evident. Data, derived from this study, may be useful to pharmacology course directors, curriculum committees, and other dental educators with an interest in integrative and interprofessional education.

7th CERN - Latin-American School of High-Energy Physics

CERN Document Server

Mulders, M; CLASHEP 2013; CLASHEP2013

2015-01-01

The CERN–Latin-American School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on the Standard Model of electroweak interactions, quantum chromodynamics, flavour physics, quantum chromodynamics under extreme conditions, cosmic-ray physics, cosmology, recent highlights of LHC results, practical statistics for particle physicists and a short introduction to the principles of particle physics instrumentation.

How African-American Elementary Students in High-Poverty Schools Experience Creative Expression: A Case Study Approach

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Willis, Belinda F.

2016-01-01

Literature that addresses how the arts enhance student learning through creative expression is minimal. This is especially true for African-American elementary students from high-poverty backgrounds. The purpose of this study was to employ a case study design to explore how African-American elementary students in high-poverty schools experience…

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

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

2016-01-01

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

THE U.S. NATIONAL INTEREST REDEFINITION AND THE FUTURE OF ITS LEADERSHIP IN CRITICAL REGIONS. STRONG AND SUSTAINABLE AMERICAN LEADERSHIP?

Directory of Open Access Journals (Sweden)

Iñigo ARBIOL OÑATE

2016-06-01

Full Text Available In the last half of the 20th century, the United States provided a strong centripetal leadership that brought the country to form an economy that remains the bedrock of the global financial system. America’s military superiority remains unrivaled. While far from perfect, the U.S. has the oldest democratic constitutional regime, as well as strong institutions and rule of law to accompany it, as Americans continue to enjoy an unmatched quality of life. In general the U.S. enjoys still a privileged position in the world today. For the last one hundred years, American foreign policy has rested on a commitment to use its power. Nevertheless, many criticize that over the last two decades, the U.S. has scaled down its presence, ambitions and promises in the world. Is the U.S. abnegating its leadership? Are U.S. national interests changing and refocusing towards home affairs? Or will the 21st century, due to fragile alternative powers (EU, China, Russia, … be again an American century?

African American Faculty in Social Work Schools: A Citation Analysis of Scholarship

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Huggins-Hoyt, Kimberly Y.

2018-01-01

Purpose: This study assessed the research productivity of African American faculty in the top 25 ranked schools of social work cited in the 2012 U.S. News and World Report. Method: Four citation metrics ("h"-index, "g"-index, age-weighted citation rate, and per author age-weighted citation rate) were examined. Results: Scholar…

Academic Success of Urban African American Elementary Students in Title I Schools

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Anderson, James Sebastian

2017-01-01

The researcher investigated the achievement of third- and fifth-grade urban African American students who attended science, technology, engineering, and mathematics (STEM), Non-STEM, and Theme Title I schools in science and mathematics on the 2015 Georgia Milestones Assessment. The researcher used data from 29 Non-STEM, 14 STEM, and 10 Theme…

Opinion and Special Articles: Neurology education at US osteopathic medical schools.

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Freedman, Daniel A; Albert, Dara V F

2017-12-12

Osteopathic medical schools have a longstanding tradition of training primary care physicians (PCP). Neurologic symptoms are common in the PCP's office and there is an undersupply of neurologists in the United States. It is therefore crucial for osteopathic medical students to have a strong foundation in clinical neurology. Despite the importance, a mere 6% of osteopathic medical schools have required neurology clerkships. Furthermore, exposure to neurology in medical school through required clerkships has been correlated with matching into neurology residency. As osteopathic medical schools continue to expand, it will become increasingly important to emphasize the American Academy Neurology's published guidelines for a core clerkship curriculum. Practicing neurologists should take an active role in encouraging osteopathic medical schools to adopt these guidelines. © 2017 American Academy of Neurology.

Long-term effects of the strong African American families program on youths' alcohol use.

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Brody, Gene H; Chen, Yi-Fu; Kogan, Steven M; Murry, Velma McBride; Brown, Anita C

2010-04-01

This report extends earlier accounts by addressing the effects of the Strong African American Families (SAAF) program across 65 months. Two hypotheses were tested: (a) Rural African American youths randomly assigned to participate in SAAF would demonstrate lower rates of alcohol use than would control youths more than 5 years later, and (b) SAAF's effects on deterring the onset of alcohol use in early adolescence would carry forward to mediate the program's long-term effects. African American youths in rural Georgia (mean age at pretest = 10.8 years) were assigned randomly to the SAAF group (n = 369) or to a control group (n = 298). Past-month alcohol use was assessed at pretest and at 9, 18, 29, 53, and 65 months after pretest. SAAF participants increased their alcohol use at a slower rate than did adolescents in the control condition across the follow-up assessments. At the 65-month assessment, SAAF participants reported having drunk alcohol half as often as did youths in the control group. Consistent with the second hypothesis, SAAF's effects on deterring initiation carried forward to account for its effects on alcohol use across time. Training in protective parenting processes and self-regulatory skills during preadolescence may contribute to a self-sustaining trajectory of disinterest in and avoidance of alcohol use during adolescence when peers begin to model and sanction it. (c) 2010 APA, all rights reserved

Association of diabetes and cancer mortality in American Indians: the Strong Heart Study.

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Best, Lyle G; García-Esquinas, Esther; Yeh, Jeun-Liang; Yeh, Fawn; Zhang, Ying; Lee, Elisa T; Howard, Barbara V; Farley, John H; Welty, Thomas K; Rhoades, Dorothy A; Rhoades, Everett R; Umans, Jason G; Navas-Acien, Ana

2015-11-01

The metabolic abnormalities that accompany diabetes mellitus are associated with an increased risk of many cancers. These associations, however, have not been well studied in American Indian populations, which experience a high prevalence of diabetes. The Strong Heart Study is a population-based, prospective cohort study with extensive characterization of diabetes status. Among a total cohort of 4,419 participants who were followed for up to 20 years, 430 cancer deaths were identified. After adjusting for sex, age, education, smoking status, drinking status, and body mass index, participants with diabetes at baseline showed an increased risk of gastric (HR 4.09; 95% CI 1.42-11.79), hepatocellular (HR 2.94; 95% CI 1.17-7.40), and prostate cancer mortality (HR 3.10; 95% CI 1.22-7.94). Further adjustment for arsenic exposure showed a significantly increased risk of all-cause cancer mortality with diabetes (HR 1.27; 95% CI 1.03-1.58). Insulin resistance among participants without diabetes at baseline was associated with hepatocellular cancer mortality (HR 4.70; 95% CI 1.55-14.26). Diabetes mellitus, and/or insulin resistance among those without diabetes, is a risk factor for gastric, hepatocellular, and prostate cancer in these American Indian communities, although relatively small sample size suggests cautious interpretation. Additional research is needed to evaluate the role of diabetes and obesity on cancer incidence in American Indian communities as well as the importance of diabetes prevention and control in reducing the burden of cancer incidence and mortality in the study population.

Genetic and environmental contributions to cardiovascular disease risk in American Indians: the strong heart family study.

Science.gov (United States)

North, Kari E; Howard, Barbara V; Welty, Thomas K; Best, Lyle G; Lee, Elisa T; Yeh, J L; Fabsitz, Richard R; Roman, Mary J; MacCluer, Jean W

2003-02-15

The aims of the Strong Heart Family Study are to clarify the genetic determinants of cardiovascular disease (CVD) risk in American Indians and to map and identify genes for CVD susceptibility. The authors describe the design of the Strong Heart Family Study (conducted between 1998 and 1999) and evaluate the heritabilities of CVD risk factors in American Indians from this study. In the first phase of the study, approximately 950 individuals, aged 18 years or more, in 32 extended families, were examined. The examination consisted of a personal interview, physical examination, laboratory tests, and an ultrasound examination of the carotid arteries. The phenotypes measured during the physical examination included anthropometry, lipoproteins, blood pressure, glycemic status, and clotting factors. Heritabilities for CVD risk factor phenotypes were estimated using a variance component approach and the program SOLAR. After accounting for the effects of covariates, the authors detected significant heritabilities for many CVD risk factor phenotypes (e.g., high density lipoprotein cholesterol (heritability = 0.50) and diastolic blood pressure (heritability = 0.34)). These results suggest that heredity explains a substantial proportion of the variability of CVD risk factors and that these heritabilities are large enough to warrant a search for major risk factor genes.

Differences in gambling problem severity and gambling and health/functioning characteristics among Asian-American and Caucasian high-school students

OpenAIRE

Kong, Grace; Tsai, Jack; Pilver, Corey E.; Tan, Hwee Sim; Hoff, Rani A.; Cavallo, Dana; Krishnan-Sarin, Suchitra; Steinberg, Marvin A.; Rugle, Loreen; Potenza, Marc N.

2013-01-01

Studies of Asian-American adults have found high estimates of problematic gambling. However, little is known about gambling behaviors and associated measures among Asian-American adolescents. This study examined gambling perceptions and behaviors and health/functioning characteristics stratified by problem-gambling severity and Asian-American and Caucasian race using cross-sectional survey data of 121 Asian-American and 1,659 Caucasian high-school students. Asian-American and Caucasian adoles...

The Influence of Acculturation and Enculturation on Mexican American High School Students' Decision to Apply to College

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Castillo, Linda G.; Lopez-Arenas, Araceli; Saldivar, Isaac M.

2010-01-01

This study examined the influence of acculturation, enculturation, parental education level, financial concerns, and gender on 106 Mexican American high school students' decisions to apply to college. Results indicated that acculturation and female gender were significant predictors. Implications for interventions with Latino high school students…

Book review: Diane Ravitch "The death and life of the great American school system". New York: Basic Books , 2010

Directory of Open Access Journals (Sweden)

Beals K.

2015-09-01

Full Text Available The current paper is a translation of Katharine Beals' review of the book "The death and life of the great American school system" by Diane Ravich. The article analyses the views on the causes of the inefficiency of the American school system expressed by Ravich, as well as the ways of its improvement suggested by her. A change of stance compared to her previous works is also noted. Translator: Vinogradova K.N.

Dissemination of an effective weight management program for Mexican American children in schools

Science.gov (United States)

The rates of child obesity are epidemic in the United States, and Mexican American children are at particular risk. We have found an intensive, multi-component, school-based, weight management intervention to be efficacious at reducing standardized body mass index (zBMI) in overweight children. Our ...

Racism, Schooling, and the Streets: A Critical Analysis of Vietnamese American Youth Gang Formation in Southern California

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Kevin D. Lam

2012-01-01

Full Text Available This paper is an analysis of the relationship between educational experiences, street life, and gang formation for Vietnamese American youth gang members in Southern California. I use critical narrative methodology to center the life and experiences of a Los Angeles area gang member. His narrative substantiates how racism in schools and on the streets works together to impact and inform gang formation. Schools were sites of inter-ethnic conflict and racialized tension, and streets were spaces for contentious interactions with the police. In addition, I place the Vietnamese American youth gang phenomenon in larger historical and political contexts such as California’s anti-youth legislation, representations of Asian American youth, and U.S. geo-politics and imperialism—factors that have serious material and ideological implications and consequences.

The MetLife Survey of the American Teacher: Challenges for School Leadership

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MetLife, Inc., 2013

2013-01-01

"The MetLife Survey of the American Teacher: Challenges for School Leadership" (2012) was conducted by Harris Interactive and is the twenty-ninth in a series sponsored annually by MetLife since 1984 to give voice to those closest to the classroom. This report examines the views of teachers and principals on the responsibilities and challenges…

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

Science.gov (United States)

Bondima, Michelle Harris

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

The Struggle against Separate and Unequal Schools: Middle Class Mexican Americans and the Desegregation Campaign in Texas, 1929-1957.

Science.gov (United States)

San Miguel, Guadalupe, Jr.

1983-01-01

Despite the efforts of Mexican American groups, such as the League of United Latin American Citizens and the G.I. Forum, and court orders to end segregation, schools in Texas continued to segregate Mexican American children. The political liberalism of these groups kept them from developing effective strategies against segregation. (IS)

9th CERN - Latin-American School of High-Energy Physics

CERN Document Server

2017-01-01

The CERN – Latin-American School of High-Energy Physics is targeted particularly at students in experimental HEP who are in the final years of work towards their PhDs. However, it is anticipated that some post-doctoral students in experimental HEP, and some students in phenomenology, including some masters students, will also be accepted. It should be noted that some pre-knowledge of the subjects is necessary in order to be able to profit fully from the lecture courses.

A theory-based dual-focus alcohol intervention for preadolescents: the Strong African American Families Program.

Science.gov (United States)

Gerrard, Meg; Gibbons, Frederick X; Brody, Gene H; Murry, Velma McBride; Cleveland, Michael J; Wills, Thomas A

2006-06-01

This study examined mediators of the Strong African American Families Program, a randomized, dual-focus prevention trial intended to delay the onset of alcohol use and reduce alcohol consumption among rural African American youths. More specifically, it demonstrated that changes in consumption 2 yrs after the intervention were mediated through 2 different paths, a social reaction path and a reasoned/intention path. The social reaction path provided evidence that relative to the control condition, the intervention decreased children's willingness to drink by making their images of drinkers less favorable. The reasoned/intention path provided evidence that the intervention influenced the children's intentions to drink by increasing targeted parenting behaviors related to alcohol. Furthermore, the data demonstrate that these changes in willingness and intentions were independently associated with alcohol consumption at the follow-up, and they suggest that a dual-process model approach that targets both intentions and willingness can be more successful than either approach alone.

White and African American Elementary Aged Student Perspectives of School Climate and the Relationship to Academic Achievement

Science.gov (United States)

Spoor, Jeremy

2017-01-01

The achievement gap between White and African American students on the Missouri Assessment Program (MAP) is an educational phenomenon that has been around for generations and yet to be fully understood or eliminated. This study investigated the difference in school climate perceptions between African American and Caucasian (sic) elementary school…

Intervention effects on kindergarten and first-grade teachers' classroom food practices and food-related beliefs in American Indian reservation schools.

Science.gov (United States)

Arcan, Chrisa; Hannan, Peter J; Himes, John H; Fulkerson, Jayne A; Rock, Bonnie Holy; Smyth, Mary; Story, Mary

2013-08-01

Prevalence of obesity among American Indian children is higher than the general US population. The school environment and teachers play important roles in helping students develop healthy eating habits. The aim of this prospective study was to examine teachers' classroom and school food practices and beliefs and the effect of teacher training on these practices and beliefs. Data were used from the Bright Start study, a group-randomized, school-based trial that took place on the Pine Ridge American Indian reservation (fall 2005 to spring 2008). Kindergarten and first-grade teachers (n=75) from 14 schools completed a survey at the beginning and end of the school year. Thirty-seven survey items were evaluated using mixed-model analysis of variance to examine the intervention effect for each teacher-practice and belief item (adjusting for teacher type and school as random effect). At baseline, some teachers reported classroom and school food practices and beliefs that supported health and some that did not. The intervention was significantly associated with lower classroom use of candy as a treat (P=0.0005) and fast-food rewards (P=0.008); more intervention teachers disagreed that fast food should be offered as school lunch alternatives (P=0.019), that it would be acceptable to sell unhealthy foods as part of school fundraising (P=0.006), and that it would not make sense to limit students' food choices in school (P=0.035). School-based interventions involving teacher training can result in positive changes in teachers' classroom food practices and beliefs about the influence of the school food environment in schools serving American Indian children on reservations. Copyright © 2013 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Examining Factors Influencing Asian American and Latino American Students' College Choice

Science.gov (United States)

Wang-Yeung, Leilani Weichun

2016-01-01

This dissertation examines the gap in college enrollment between Asian Americans and Latino Americans regarding the effects of family and school factors, classifying them into the six ethnic/generational status groups (Asian American first generation, Asian American second generation, Asian American third generation and plus, Latino American first…

Emotion Regulation Strategies in European American and Hong Kong Chinese Middle School Children

Science.gov (United States)

Wan, Kayan Phoebe; Savina, Elena

2016-01-01

This study explored emotion regulation strategies in middle school European American (N = 54) and Hong Kong Chinese (N = 89) children. Children were presented with scenarios describing a fictitious girl/boy who encountered situations eliciting sadness, anger, and fear. Based on Gross' theory (1998), the survey of emotion regulation strategies was…

<strong>Entrepreneurial Action in Shaping Education for Entrepreneurshipstrong>

DEFF Research Database (Denmark)

Christensen, Poul Rind; Kirketerp Linstad, Anne

entrepreneurship training and education. Neutral assessments of the school have indicated that more than 50 percent of the students graduated from the school has started their own business and furthermore that the students exercise a strong entrepreneurial behaviour (Deichman-Sørensen 1997). Seemingly the school...... also started to pay attention to the apparent success of the KaosPilots. What is the secret of their recipe? In this contribution we want to explore how the KaosPilots form their pedagogical concepts of teaching entrepreneurship and enterprise behaviour....

Parental Warmth, Control, and Involvement in Schooling: Predicting Academic Achievement among Korean American Adolescents.

Science.gov (United States)

Kim, Kyoungho; Rohner, Ronald P.

2002-01-01

Explored the relationship between parenting style and academic achievement of Korean American adolescents, investigating the influence of perceived parental warmth and control and improvement in schooling. Survey data indicated that authoritative paternal parenting related to optimal academic achievement. Differences in maternal parenting styles…

6th CERN - Latin-American School of High-Energy Physics

CERN Document Server

Mulders, M; Spiropulu, M; CLASHEP 2011; CLASHEP2011

2013-01-01

The CERN–Latin-American School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on quantum field theory, quantum chromodynamics, flavour physics and CP-violation, physics beyond the Standard Model, neutrino physics, particle cosmology, ultrahigh-energy cosmic rays and heavy-ion physics, as well as a presentation of recent results from the Large Hadron Collider (LHC) and a short introduction to the principles of particle physics instrumentation.

CERN – Latin-American School of High-Energy Physics | Arequipa, Peru | 6-19 March 2013

CERN Multimedia

2012-01-01

The CERN – Latin-American School of High-Energy Physics targets particularly at students in experimental HEP who are in the final years of work towards their PhDs.   However, it is anticipated that some post-doctoral students in experimental HEP, and some students in phenomenology, including some Masters students, will also be accepted. It should be noted that some pre-knowledge of the subjects is necessary in order to be able to profit fully from the lecture courses. Demand for admission to the CERN – Latin-American Schools of High-Energy Physics exceeds the number of available places, so a competitive selection is made based on information provided on the application form and the letter of recommendation from the candidate's professor or supervisor. The application deadline is 16 November 2012 More information here.

Joint association of nicotinic acetylcholine receptor variants with abdominal obesity in American Indians: the Strong Heart Family Study.

Science.gov (United States)

Zhu, Yun; Yang, Jingyun; Yeh, Fawn; Cole, Shelley A; Haack, Karin; Lee, Elisa T; Howard, Barbara V; Zhao, Jinying

2014-01-01

Cigarette smoke is a strong risk factor for obesity and cardiovascular disease. The effect of genetic variants involved in nicotine metabolism on obesity or body composition has not been well studied. Though many genetic variants have previously been associated with adiposity or body fat distribution, a single variant usually confers a minimal individual risk. The goal of this study is to evaluate the joint association of multiple variants involved in cigarette smoke or nicotine dependence with obesity-related phenotypes in American Indians. To achieve this goal, we genotyped 61 tagSNPs in seven genes encoding nicotine acetylcholine receptors (nAChRs) in 3,665 American Indians participating in the Strong Heart Family Study. Single SNP association with obesity-related traits was tested using family-based association, adjusting for traditional risk factors including smoking. Joint association of all SNPs in the seven nAChRs genes were examined by gene-family analysis based on weighted truncated product method (TPM). Multiple testing was controlled by false discovery rate (FDR). Results demonstrate that multiple SNPs showed weak individual association with one or more measures of obesity, but none survived correction for multiple testing. However, gene-family analysis revealed significant associations with waist circumference (p = 0.0001) and waist-to-hip ratio (p = 0.0001), but not body mass index (p = 0.20) and percent body fat (p = 0.29), indicating that genetic variants are jointly associated with abdominal, but not general, obesity among American Indians. The observed combined genetic effect is independent of cigarette smoking per se. In conclusion, multiple variants in the nAChR gene family are jointly associated with abdominal obesity in American Indians, independent of general obesity and cigarette smoking per se.

Ugandan Immigrant Students' Perceptions of Barriers to Academic Achievement in American High Schools

Science.gov (United States)

Ssekannyo, Denis

2010-01-01

In a world that is now a global village, enterprising individuals, especially from Third World countries, who make it to greener pastures do not leave their children behind. But with a long list of barriers to academic achievement associated with immigrant and minority students in American high schools, an understanding of the experiences and…

The Rise of Women: The Growing Gender Gap in Education and What It Means for American Schools

Science.gov (United States)

DiPrete, Thomas A.; Buchmann, Claudia

2013-01-01

While powerful gender inequalities remain in American society, women have made substantial gains and now largely surpass men in one crucial arena: education. Women now outperform men academically at all levels of school, and are more likely to obtain college degrees and enroll in graduate school. What accounts for this enormous reversal in the…

Genetic and other factors determining mannose-binding lectin levels in American Indians: the Strong Heart Study

DEFF Research Database (Denmark)

Best, Lyle G; Ferrell, Robert E; Decroo, Susan

2009-01-01

control of MBL2 expression is complex and genetic background effects in specific populations are largely unknown. METHODS: The Strong Heart Study is a longitudinal, cohort study of cardiovascular disease among American Indians. A subset of individuals genotyped for the above mentioned case-control study...... in Caucasian and other populations, result in markedly reduced expression of functional protein. Prospective epidemiologic studies, including a nested, case-control study from the present population, have demonstrated the ability of MBL2 genotypes to predict complications of atherosclerosis,. The genetic...

Impact of Science Tutoring on African Americans' Science Scores on the High School Students' Graduation Examination

Science.gov (United States)

Davis, Edward

This study investigated the relationship between an after-school tutorial program for African American high school students at a Title I school and scores on the science portion of the High School Graduation Examination (HSGE). Passing the examination was required for graduation. The target high school is 99% African American and the passing rate of the target high school was 42%---lower than the state average of 76%. The purpose of the study was to identify (a) the relationship between a science tutorial program and scores on the science portion of the HSGE, (b) the predictors of tutoring need by analyzing the relationship between biology grades and scores on the science portion of the HSGE, and (c) the findings between biology grades and scores on the science portion of the HSGE by analyzing the relationship between tutorial attendance and HSGE scores. The study was based on Piaget's cognitive constructivism, which implied the potential benefits of tutorials on high-stakes testing. This study used a 1-group pretest-posttest, quantitative methodology. Results showed a significant relationship between tutoring and scores on the biology portion of the HSGE. Results found no significant relationship between the tutorial attendance and the scores on the biology portion of the HSGE or between the biology grades and scores on the biology portion of the HSGE before tutoring. It has implications for positive social change by providing educational stakeholders with empirically-based guidance in determining the potential benefit of tutorial intervention strategies on high school graduation examination scores.

Applying Multiculturalism to a High School American Literature Course: Changing Lenses and Crossing Borders.

Science.gov (United States)

Noskin, David; Marshalek, Angela

1995-01-01

Describes a nine-week, secondary-school, language arts unit on the American dream with an emphasis on multicultural issues, particularly as they concern those students who are apathetic about or resistant to the multicultural program. Reviews specific lesson approaches to "The Great Gatsby,""Baseball in April,""Justin and…

The Perceptions of STEM from Eighth-Grade African-American Girls in a High-Minority Middle School

Science.gov (United States)

Hare, LaChanda N.

Even with the existence of STEM curriculum and STEM programs that target women and minorities, African-American females still lag behind other ethnic groups in STEM fields. Reasons for the underrepresentation of females in STEM fields can be traced back to the early years of schooling. The purpose of this study was to identify the factors that impact African-American females' perspectives of STEM subjects and STEM careers. An explanatory sequential mixed-methods approach was used for data collection with a survey, focus group, and interview. Forty male (N=12) and female (N=28) students from different ethnic groups were surveyed. The focus group and interview sessions consisted of 21 African-American females from two distinct groups: those enrolled in the school's STEM program (STEM) and those who were not enrolled in the STEM program (Non-STEM). The self-efficacy theory and social cognitive career theory served as the theoretical constructs guiding the data analysis. Multiple regression results showed that outcome expectation and personal disposition had the greatest influence on the females' interest in STEM content and STEM careers. Results from the qualitative portion of the study revealed that the learning environment and STEM self-efficacy had a significant impact on African-American females' interest in STEM.

Development and Validation of the Coping with Acculturative Stress in American Schools (Casas-A) Scale on a Latino Adolescent Sample

Science.gov (United States)

Castro-Olivo, Sara M.; Palardy, Gregory J.; Albeg, Loren; Williamson, Ariel A.

2014-01-01

The psychometric properties of the Coping With Acculturative Stress in American Schools (CASAS-A) scale were examined using a sample of 148 Latino middle school students. CASAS-A is a self-report scale designed to identify students in need of culturally responsive social-emotional interventions due to having high levels of school-related…

The state of radiologic teaching practice in preclinical medical education: survey of American medical, osteopathic, and podiatric schools.

Science.gov (United States)

Rubin, Zachary; Blackham, Kristine

2015-04-01

This study describes the state of preclinical radiology curricula in North American allopathic, osteopathic, and podiatric medical schools. An online survey of teaching methods, radiology topics, and future plans was developed. The Associations of American Medical Colleges, Colleges of Osteopathic Medicine, and Colleges of Podiatric Medicine listing for all US, Canadian, and Puerto Rican schools was used for contact information for directors of anatomy and/or radiology courses. Letters were sent via e-mail to 198 schools, with a link to the anonymous survey. Of 198 schools, 98 completed the survey (48%). Radiology curricula were integrated with other topics (91%), and taught by anatomists (42%) and radiologists (43%). The majority of time was spent on the topic of anatomy correlation (35%). Time spent teaching general radiology topics in the curriculum, such as physics (3%), modality differences (6%), radiation safety (2%), and contrast use (2%) was limited. Most schools had plans to implement an innovative teaching method in the near future (62%). The major challenges included limits on: time in the curriculum (73%); resources (32%); and radiology faculty participation (30%). A total of 82% reported that their curriculum did not model the suggestions made by the Alliance of Medical Student Educators in Radiology. This survey describes the current state of preclinical radiology teaching: curricula were nonstandard, integrated into other courses, and predominantly used for anatomy correlation. Other important contextual principles of the practice of radiology were seldom taught. Copyright © 2015 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Parental Attachment, Self-Esteem, and Antisocial Behaviors among African American, European American, and Mexican American Adolescents.

Science.gov (United States)

Arbona, Consuelo; Power, Thomas G.

2003-01-01

Examines the relation of mother and father attachment to self-esteem and self-reported involvement in antisocial behaviors among African American, European American, and Mexican American high school students. Findings indicated that adolescents from the 3 ethnic/racial groups did not differ greatly in their reported attachment. (Contains 70…

The Neglected Genius of American Christianity As a Way Out of the School Mess.

Science.gov (United States)

Gatto, John Taylor

1997-01-01

Modern compulsory schooling ignores the spiritual component of human existence, to the detriment of individual and society. In American Protestant spirituality, everyone counts; a good life's requisites are spelled out: work as salvation, pain as path to self-knowledge, duty, compassion, acceptance of loss, preparation for death. But no teacher…

Heterogeneity in High Math Achievement across Schools: Evidence from the American Mathematics Competitions. NBER Working Paper No. 18277

Science.gov (United States)

Ellison, Glenn; Swanson, Ashley

2012-01-01

This paper explores differences in the frequency with which students from different schools reach high levels of math achievement. Data from the American Mathematics Competitions is used to produce counts of high-scoring students from more than two thousand public, coeducational, non-magnet, non-charter U.S. high schools. High-achieving students…

The Impact of Cyberbullying on the Self-Esteem and Academic Functioning of Arab American Middle and High School Students

Science.gov (United States)

Yousef, Wael Shaher Mohammed; Bellamy, Al

2015-01-01

Introduction: Cyberbullying has received a considerable amount of attention within the academic and public literature. However, very little if any cyberbullying research has been conducted among Arab American students. This current study explored the impact of cyberbullying among middle and high school Arab American students on their self-esteem…

Use of strong opioids for chronic pain in osteoarthritis: an insight into the Latin American reality.

Science.gov (United States)

Ruiz Iban, Miguel Angel; Benavides, Javier; Forero, Juan Pablo; Bittelman, Sacha; Martinez, Rafael; Mite, Miguel Angel; Diaz Heredia, Jorge; Ulloa, Sergio; Lizárraga Ferrand, Mauro Marcelo

2018-01-01

Osteoarthritis is the most common cause of arthritis and one of the main causes of chronic pain. Although opioids are frequently employed for chronic pain treatment, their usage for osteoarthritis pain remains controversial due to the associated adverse effects. Most guidelines reserve their use for refractory pain in patients with hip and knee osteoarthritis. The situation is even more complex in Latin America, where the prevalence of insufficient pain treatment is high because of the limited availability and use of strong opioids. Areas covered: In this article we review the epidemiology of osteoarthritis, its socioeconomic burden, its impact as a chronic pain cause and the pharmacological treatment options, giving emphasis to the role of strong opioids, their safety and efficacy, especially in Latin American countries, where restrictions regulate their usage. Expert commentary: Usage of strong opioids is safe and effective in the short-term management of osteoarthritis with moderate to severe pain, when other pharmacological treatments are inadequate and surgery is contraindicated, provided their use adheres to existing guidelines. Educational programs for patients and physicians and further research on treating chronic pain with opioids should be implemented to reduce adverse effects and improve care quality.

Examining the Underrepresentation of Asian Americans in Special Education: New Trends from California School Districts

Science.gov (United States)

Cooc, North

2018-01-01

Despite decades of research on racial disproportionality in special education, the underrepresentation of Asian Americans in services tends to be overlooked in policy and practice. Underrepresentation, however, raises the possibility of similar concerns about misidentification, bias, and racial inequality within schools as overrepresentation. Yet,…

Cultural and School-Grade Differences in Korean and White American Children's Narrative Skills

Science.gov (United States)

Kim, Meesook

2003-03-01

A great deal of ethnographic research describes different communicative styles in Asian and Western countries. Asian cultures emphasise the listener's role in assuring successful communication, whereas Western cultures place the responsibility primarily on the speaker. This pattern suggests that Asian children may develop higher-level receptive skills and Western children may develop higher-level expressive skills. However, the language of children in formal education may develop in certain ways regardless of cultural influences. The present study quantifies the cultural and school-grade differences in language abilities reflected in middle-class Korean and white American children's story-telling and story-listening activities. Thirty-two Korean first- and fourth-grade children and their American counterparts were individually asked to perform two tasks: one producing a story from a series of pictures, and one involving listening to and then retelling a story. The individual interview was transcribed in their native languages and analysed in terms of ambiguity of reference, the number of causal connectors, the amount of information, and the number of central and peripheral idea units that were included in the story retelling. The data provided some empirical evidence for the effects of culture and school education in children's language acquisition.

Examining science achievement of African American females in suburban middle schools: A mixed methods study

Science.gov (United States)

Topping, Kecia C.

This dissertation examined factors that affected the science achievement of African American females in suburban middle schools. The research literature informed that African American females are facing the barriers of race, gender, socioeconomic status, and cultural learning style preferences. Nationally used measurements of science achievement such as the Standardized Achievement Test, Tenth edition (SAT-10), National Assessment for Educational Progress, and National Center for Educational Statistics showed that African American females are continuing to falter in the areas of science when compared to other ethnic groups. This study used a transformative sequential explanatory mixed methods design. In the first, quantitative, phase, the relationships among the dependent variables, science subscale SAT-10 NCE scores, yearly averages, and the independent variables, attitude toward science scores obtained from the Modified Fennema-Sherman Attitudes toward Science Scale, socioeconomics, and caregiver status were tested. The participants were 150 African American females in grades 6 through 8 in four suburban middle schools located in the Southeastern United States. The results showed a positive, significant linear relationship between the females' attitude and their science subscale SAT-10 NCE scores and a positive, significant linear relationship between the females' attitudes and their yearly averages in science. The results also confirmed that attitude was a significant predictor of science subscale SAT-10 NCE scores for these females and that attitude and socioeconomics were significant predictors of the females' yearly averages in science. In the second, qualitative, phase, nine females purposefully selected from those who had high and low attitude towards science scores on the scale in the quantitative phase were interviewed. The themes that emerged revealed seven additional factors that impacted the females' science achievement. They were usefulness of science

Strong Teams, Strong Schools: Teacher-to-Teacher Collaboration Creates Synergy that Benefits Students

Science.gov (United States)

Sparks, Dennis

2013-01-01

Schools rise and fall based on the quality of the teamwork that occurs within their walls. Well-functioning leadership and teaching teams are essential to the continuous improvement of teaching and learning. That is particularly true when schools have clearly articulated, stretching aspirations for the learning of all their students. Effective…

The First Year Out: Understanding American Teens after High School. Morality and Society Series

Science.gov (United States)

Clydesdale, Tim

2007-01-01

Wild parties, late nights, and lots of sex, drugs, and alcohol. Many assume these are the things that define an American teenager's first year after high school. But the reality is really quite different. As Tim Clydesdale reports in "The First Year Out", teenagers generally manage the increased responsibilities of everyday life immediately after…

The Role of an African American Principal in an Urban Information Technology High School

Science.gov (United States)

Gooden, Mark A.

2005-01-01

The research reported here is the result of an exploration of the challenges and triumphs of an African American secondary principal who used a culture-specific leadership style in his quest to raise the standards at an information technology high school. This case study of the principal explores his combining of the elements of traditional…

Polar Bears, Hot Coffee, Wireless Schools, and Much More: Teaching American Studies in Norway

Science.gov (United States)

Potter, Lee Ann

2010-01-01

In this article, the author shares her experience and her observations as a Roving Scholar of American Studies in Norway through the Norway Fulbright Foundation grant. The author visited upper secondary schools all over Norway, teaching lessons to both students and teachers on topics related to U.S. history, government, culture, and geography. She…

Negotiating the "White Male Math Myth": African American Male Students and Success in School Mathematics

Science.gov (United States)

Stinson, David W.

2013-01-01

This article shows how equity research in mathematics education can be decentered by reporting the "voices" of mathematically successful African American male students as they recount their experiences with school mathematics, illustrating, in essence, how they negotiated the White male math myth. Using post-structural theory, the…

An Exploratory Study of the Implementation of Computer Technology in an American Islamic Private School

Science.gov (United States)

Saleem, Mohammed M.

2009-01-01

This exploratory study of the implementation of computer technology in an American Islamic private school leveraged the case study methodology and ethnographic methods informed by symbolic interactionism and the framework of the Muslim Diaspora. The study focused on describing the implementation of computer technology and identifying the…

The Presence of Spanish and Hispanic American Literature in Slovenian secondary Schools since 1945

Directory of Open Access Journals (Sweden)

Marjana Šifrar Kalan

2017-12-01

Full Text Available Traditionally Slovene secondary schools teach national and international literature as part of the study of Slovene. The article examines the presence and the selection of Spanish and Hispanic American literature in Slovene secondary schools between 1945 and 2017, taking into account sociopolitical, cultural and didactic factors. The analysis is based on all syllabuses for Slovene during this period and all text books for literature used and edited since the end of the second world war in Slovenia. Therefore the role of literature written in Spanish is analysed for two different sociopolitical contexts: Yugoslavia and the independent Republic of Slovenia. The aim of the article is to find out whether the presence and the role of Spanish language literature in Spanish has increased or decreased during this period and which are the authors and literary works which 19-year-old Slovenes who complete grammar school and continue their studies at the university are/were acquainted with. The article enumerates all writers and texts in Spanish from the analysed documents and textbooks, identifies drawbacks in the selection of the literature and concludes that experts from different fields, teachers of Slovene, Spanish, experts in literature and didactics should work on a well-balanced selection of Spanish and Hispanic American literature within the teaching of world literature.

School Politics and Conflict in Racially Isolated Schools.

Science.gov (United States)

Michel, George J.

1991-01-01

Compares areas and levels of political conflict in racially isolated school districts by surveying six superintendents from racially isolated African-American schools and six superintendents from racially isolated white schools. Similar issues arise at every conflict level with small variations among issues between African-American and white…

Exploring How African American Males from an Urban Community Navigate the Interracial and Intra-Racial Dimensions of Their Experiences at an Urban Jesuit High School

Science.gov (United States)

Simmons, Robert W., III

2012-01-01

African American males from urban communities have been attending Jesuit high schools in urban spaces for many years, yet little to no literature exists that explores their experiences while attending these elite private schools. This qualitative study of 10 African American males from an urban community attending a similarly positioned Jesuit…

Native American adolescents' views of fetal alcohol syndrome prevention in schools.

Science.gov (United States)

Ma, G X; Toubbeh, J; Cline, J; Chisholm, A

1998-04-01

Alcohol is the most commonly abused substance among adolescents in the United States. Adolescent females are recognized as one group at risk for giving birth to babies with fetal alcohol syndrome (FAS). Sixth through eighth grade Native Americans were surveyed about their attitudes toward and knowledge of FAS risk factors and prevention strategies. Data revealed that 52% of students drank alcohol prior to the survey. Though sexually active, students lacked knowledge about the relationship between alcohol and FAS. The study revealed 1) limited prevention programs in middle schools and 2) the most influential factor in determining attitudes and decisions about alcohol use was the immediate family. Students felt FAS prevention is an important topic in school health education, noting the important role peers play in teaching and role modeling. Various strategies incorporating music and communication technology such as videotape and computer-assisted interactive tools into prevention materials are discussed.

Mathematical Contributions of the Mayas, Aztecs & Incas: A Native American Curriculum Unit for Middle and High School. NATAM XIX.

Science.gov (United States)

Stodola, Janet

Written to fulfill the requirements for a University of Minnesota College of Education off-campus Indian education course for public school teachers, this Native American curriculum unit for middle and high school reflects the mathematical achievements of the Maya, Aztec, and Inca Indians. The number systems, notation, and calendar techniques of…

Private Schools in American Education: A Small Sector Still Lagging in Diversity. Working Paper

Science.gov (United States)

Ee, Jongyeon; Orfield, Gary; Teitell, Jennifer

2018-01-01

Private schools have a long and important tradition in U.S. education and have been the focus of a great deal of political controversy in recent years. There is deep division among Americans over the desirability of using public funds to finance vouchers for private education--an issue that has become the leading educational goal of the Trump…

Dating-Partner Preferences among a Group of Inner-City African-American High School Students.

Science.gov (United States)

Smith, Sherry P.

1996-01-01

Examines a set of characteristics that African American inner-city high school students may or may not value in a dating partner. A total of 80 students indicated how important they perceived certain qualities to be in a person they would like to date. The results are in contrast to the previous literature regarding dating-partner preferences…

Relations between Perceived Competence, Importance Ratings, and Self-Worth among African American School-Age Children

Science.gov (United States)

Grier, Leslie K.

2013-01-01

The purpose of this research was to investigate how domain-specific importance ratings affect relations between perceived competence and self-worth among African American school-age children. Importance ratings have been found to affect the strength of the relationship between perceived competence and self-worth and have implications for…

Self-Concept in Arab American Adolescents: Implications of Social Support and Experiences in the Schools

Science.gov (United States)

Tabbah, Rhonda; Miranda, Antoinette Halsell; Wheaton, Joe E.

2012-01-01

The purpose of this study was to investigate three domains (Scholastic Competence, Social Acceptance, and Global Self-Worth) of self-concept in Arab American adolescents in relation to their school experiences, including discrimination, self-perceived teacher social support, and self-perceived classmate social support. Half of the sample either…

School Improvement Grants: Selected States Generally Awarded Funds Only to Eligible Schools. American Recovery and Reinvestment Act of 2009. Final Audit Report. ED-OIG/A05L0002

Science.gov (United States)

US Department of Education, 2012

2012-01-01

This final audit report covers the results of the review of five State educational agencies' monitoring plans and awarding processes for American Recovery and Reinvestment Act of 2009 and regular School Improvement Grants funds that the State educational agencies awarded for fiscal year 2009 (for use during school year 2010-2011). The objectives…

Heather Switzer named American Association of University Women American Dissertation Fellow

OpenAIRE

Chadwick, Heather Riley

2008-01-01

Heather Switzer, planning, governance, and globalization doctoral student in the School of Public and International Affairs at Virginia Tech, has been named an American Association of University Women American Dissertation Fellow.

Childhood school segregation and later life sense of control and physical performance in the African American Health cohort.

Science.gov (United States)

Wolinsky, Fredric D; Andresen, Elena M; Malmstrom, Theodore K; Miller, J Philip; Schootman, Mario; Miller, Douglas K

2012-09-27

The association between childhood school desegregation and later life sense of control and physical performance among African Americans is not clear. We hypothesized that childhood school desegregation adversely affected the sense of control of in later life, and that this reduced sense of control accounts in part for reduced physical performance. In-home follow-up assessments were completed in 2010 with 582 of the 58-74 year old men and women participating in the on-going African American Health cohort. We used these data to examine the relationship between (a) retrospective self-reports of attending segregated schools during one's 1st-to-12th grade education and one's current sense of control, as well as (b) the association between current sense of control and physical performance. Multiple linear regression analysis with propensity score re-weighting was used. Attending segregated schools for at least half of one's 1st-to-12th grade education was significantly associated with higher scores on the sense of control. Adjusting for all covariates and potential confounders, those receiving half or more of their 1st-to-12th grade education in segregated schools had sense of control scores that were .886 points higher (p ≤ .01; standardized effect size = .22). Sense of control scores were independently (all p school segregation and physical performance. Childhood school desegregation was adversely associated with the sense of control of African Americans in later life, and this reduced sense of control appears, in part, to account for their poorer physical performance. The etiologic mechanism through which childhood school segregation at the time that this cohort experienced it improved the sense of control in later life, which subsequently led to better physical performance, has not been identified. We suspect, however, that the pathway involves greater exposure to racial solidarity, same-race students as peer role models and same-race teachers and

Changes in Body Mass Index During a 3-Year Elementary School-Based Obesity Prevention Program for American Indian and White Rural Students.

Science.gov (United States)

Vogeltanz-Holm, Nancy; Holm, Jeffrey

2018-04-01

Childhood obesity is a significant but largely modifiable health risk, disproportionately affecting socioeconomically disadvantaged, racial/ethnic minority, and rural children. Elementary school-aged children typically experience the greatest increases in excess weight gain and therefore are important targets for reducing adolescent and adult obesity while improving children's health. Our study evaluated outcomes of a 3-year elementary school-based program for reducing obesity in American Indian and White students attending eight rural schools in the U.S. upper Midwest. Researchers measured body mass indexes (BMI) and other health indicators and behaviors of 308 beginning third-grade students and then again at the end of students' third, fourth, and fifth grades. The primary focus of this study is a mixed multilevel longitudinal model testing changes in age- and gender-adjusted BMI z scores ( zBMI). There was a significant decrease in zBMI across the 3-year study period. Ethnicity analyses showed that White students had overall decreases in zBMI whereas American Indian students' zBMIs remained stable across the program. Comparisons with children from an age- and cohort-matched national sample provided support for the effectiveness of the school program in reducing BMI and obesity during the study period. An elementary school-based health program that addresses a range of students' obesity-related health behaviors, the school health environment, and that involves educators and parents is an effective intervention for reducing or stabilizing BMI in rural White and American Indian students. School health programs for students living in rural communities may be especially effective due to greater school and community cohesiveness, and valuing of the school's primary role in improving community health.

Racialization, Schooling, and Becoming American: Asian American Experiences

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Lee, Stacey J.; Park, Eujin; Wong, Jia-Hui Stefanie

2017-01-01

Racial categories, inequalities, and hierarchies have shaped life in the United States since the formation of the country. For children and youth in the immigrant and second generations, schools are central sites of racialization. In this article, we focus on what the educational research suggests about the role of schooling in the racialization…

Psychiatry in American Medical Education: The Case of Harvard's Medical School, 1900-1945.

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Abraham, Tara H

2018-01-01

As American psychiatrists moved from the asylum to the private clinic during the early twentieth century, psychiatry acquired a growing presence within medical school curricula. This shift in disciplinary status took place at a time when medical education itself was experiencing a period of reform. By examining medical school registers at Harvard University, records from the Dean's office of Harvard's medical school, and oral histories, this paper examines the rise in prominence of psychiatry in medical education. Three builders of Harvard psychiatry - Elmer E. Southard, C. Macfie Campbell, and Harry C. Solomon - simultaneously sought to mark territory for psychiatry and its relevance. In doing so, they capitalized on three related elements: the fluidity that existed between psychiatry and neurology, the new venues whereby medical students gained training in psychiatry, and the broader role of patrons, professional associations, and certification boards, which sought to expand psychiatry's influence in the social and cultural life of twentieth-century America.

Beyond parenting practices: extended kinship support and the academic adjustment of African-American and European-American teens.

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Pallock, Linda L; Lamborn, Susie D

2006-10-01

This study examined adolescents' perceptions of parenting practices and extended kinship support in relation to academic adjustment for 104 African American and 60 European American 9th and 10th graders (14 and 15 year olds). For African-American teens, parental acceptance was associated with school values, teacher bonding, and work orientation. Higher levels of behavioral control and lower levels of psychological control were associated with a stronger work orientation. After accounting for the demographic variables and the three parenting practices, higher levels of extended kinship support related to stronger school values, higher teacher bonding, and a stronger work orientation. For European-American teens, parental acceptance related to academic adjustment, including stronger school values, higher teacher bonding, and a stronger work orientation. European-American adolescents with stronger extended kinship networks reported higher teacher bonding and a stronger work orientation. Results indicate the importance of extended kinship support for both African-American and European-American adolescents.

Prevalence of health-risk behaviors among Asian American and Pacific Islander high school students in the U.S., 2001-2007.

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Lowry, Richard; Eaton, Danice K; Brener, Nancy D; Kann, Laura

2011-01-01

We provided national prevalence estimates for selected health-risk behaviors for Asian American and Pacific Islander high school students separately, and compared those prevalence estimates with those of white, black, and Hispanic students. We analyzed data from the Youth Risk Behavior Surveillance System. To generate a sufficient sample of Asian American and Pacific Islander students, we combined data from four nationally representative surveys of U.S. high school students conducted in 2001, 2003, 2005, and 2007 (total n = 56,773). Asian American students were significantly less likely than Pacific Islander, white, black, or Hispanic students to have drunk alcohol or used marijuana. Asian American students also were the least likely to have carried a weapon, to have been in a physical fight, to have ever had sexual intercourse, or to be currently sexually active. Once sexually active, Asian American students were as likely as most other racial/ethnic groups to have used alcohol or drugs at last sexual intercourse or to have used a condom at last sexual intercourse. Pacific Islander students were significantly more likely than Asian American, white, black, or Hispanic students to have seriously considered or attempted suicide. The prevalence estimates of health-risk behaviors exhibited by Asian American students and Pacific Islander students are very different and should be reported separately whenever feasible. To address the different health-risk behaviors exhibited by Asian American and Pacific Islander students, prevention programs should use culturally sensitive strategies and materials.

Substance Use and Sexual Risk Behaviors among American Indian and Alaska Native High School Students

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de Ravello, Lori; Everett Jones, Sherry; Tulloch, Scott; Taylor, Melanie; Doshi, Sonal

2014-01-01

Background: We describe the prevalence of behaviors that put American Indian and Alaska Native (AI/AN) high school students at risk for teen pregnancy and sexually transmitted infections (STIs) and the relationships among race/ethnicity and these behaviors. Methods: We analyzed merged 2007 and 2009 data from the national Youth Risk Behavior…

Problematizing Diversity Initiatives: Japanese American Youth Identities and the Politics of Representation with/in School Spaces

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Endo, Rachel

2014-01-01

This article reports on a case study that investigated how six Japanese American youth interpreted the effectiveness and relevance of extra-curricular diversity initiatives at their Midwestern middle and secondary public schools. These initiatives were intended to raise cultural awareness, but ultimately promoted cultural fetishism and racially…

Proceedings of the 2011 CERN - Latin American School of High-Energy Physics

International Nuclear Information System (INIS)

Grojean, C.; Mulders, M.; Spiropulu

2011-01-01

The CERN-Latin-American School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on quantum field theory, quantum chromodynamics, flavour physics and CP-violation, physics beyond the Standard Model, neutrino physics, particle cosmology, ultrahigh-energy cosmic rays and heavy-ion physics, as well as a presentation of recent results form the Large Hadron Collider (LHC) and short introduction to the principles of particle physics instrumentation

Proceedings of the 2011 CERN - Latin American School of High-Energy Physics

Energy Technology Data Exchange (ETDEWEB)

Grojean, C.; Mulders, M.; Spiropulu, [eds.

2011-07-01

The CERN-Latin-American School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lectures on quantum field theory, quantum chromodynamics, flavour physics and CP-violation, physics beyond the Standard Model, neutrino physics, particle cosmology, ultrahigh-energy cosmic rays and heavy-ion physics, as well as a presentation of recent results form the Large Hadron Collider (LHC) and short introduction to the principles of particle physics instrumentation.

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

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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.

Student Communities and Individualism in American Cinema

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Warnick, Bryan R.; Dawson, Heather S.; Smith, D. Spencer; Vosburg-Bluem, Bethany

2010-01-01

Hollywood films partially construct how Americans think about education. Recent work on the representation of schools in American cinema has highlighted the role of class difference in shaping school film genres. It has also advanced the idea that a nuanced understanding of American individualism helps to explain why the different class genres are…

Media influence on pre-middle school African Americans' perceptions toward science, mathematics, and technology courses and careers

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Waters, Sharon Campbell

2005-07-01

A variety of previous studies have suggested that inaccurate, stereotypical or missing media depictions of science, engineering, and technology (SET) workers and fields have contributed to a growing shortage of youth interested in pursuing careers within the scientific endeavor. However, studies on the perceptions of African American youth have not usually been the focus of such research. In this exploratory study, in-depth interviews were conducted with 34 fifth grade African American students to determine the relative influence television and film portrayals of SET workers had on these children's perceptions of roles in SET fields and careers and school coursework related to them. Framed within the theoretical perspectives of cultivation analysis and the construction of social reality, results indicated the majority of participants perceived scientists as ambiguous, possessing either mythic characteristics of the fantastic persona or they saw them as altruistically inclined figures that saved the world from disease, destruction, and decay. Television and film portrayals of SET workers were found in varying degrees and ways to shape these African American children's perceptions toward SET careers. While children exhibited self-concepts about SET workers that were sometimes idealistic, distorted, or unrealistic, most had favorable perceptions toward math and science courses in school. However, it was the absence of television and film portrayals of African Americans in SET roles that was problematic for the majority of students. Recommendations for media producers, educators, scientific research foundations, and parents were suggested to dispel some of these commonly found media stereotypes of SET workers and African Americans in these roles and their effects.

Learning Style Preferences of Korean-, Mexican-, Armenian-American, and Anglo Students in Secondary Schools. Research Brief.

Science.gov (United States)

Park, Clara C.

1997-01-01

Investigated the four basic learning style preferences (visual, auditory, kinesthetic, and tactile) of Korean-, Armenian-, and Mexican-American students attending 10 Los Angeles schools and compared them with those of Anglo students. All four ethnic groups, regardless of sex and academic achievement level, indicate a major preference for…

High Standards for All: The Struggle for Equality in the American High School Curriculum, 1890-1990.

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Mirel, Jeffrey; Angus, David

1994-01-01

Close investigation of trends in high school student course taking indicates that curriculum differentiation has had a negative effect on the education of many young people, particularly working-class and black students. It is argued that national goals and standards, wisely developed and applied, can benefit American education. (SLD)

Indian boarding school experience, substance use, and mental health among urban two-spirit American Indian/Alaska natives.

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Evans-Campbell, Teresa; Walters, Karina L; Pearson, Cynthia R; Campbell, Christopher D

2012-09-01

Systematic efforts of assimilation removed many Native children from their tribal communities and placed in non-Indian-run residential schools. To explore substance use and mental health concerns among a community-based sample of 447 urban two-spirit American Indian/Alaska Native adults who had attended boarding school as children and/or who were raised by someone who attended boarding school. Eighty-two respondents who had attended Indian boarding school as children were compared to respondents with no history of boarding school with respect to mental health and substance use. Former boarding school attendees reported higher rates of current illicit drug use and living with alcohol use disorder, and were significantly more likely to have attempted suicide and experienced suicidal thoughts in their lifetime compared to non-attendees. About 39% of the sample had been raised by someone who attended boarding school. People raised by boarding school attendees were significantly more likely to have a general anxiety disorder, experience posttraumatic stress disorder symptoms, and have suicidal thoughts in their lifetime compared to others.

One Step Forward--Half a Step Back: A Status Report on Bias-Based Bullying of Asian American Students in New York City Schools

Science.gov (United States)

Asian American Legal Defense and Education Fund, 2013

2013-01-01

In September 2008, Mayor Michael Bloomberg and former Schools Chancellor, Joel Klein announced Chancellor's Regulation A-832, which established policies and procedures on how New York City schools should respond to bias-based harassment, intimidation, and bullying in schools. The Asian American Legal Defense and Education Fund (AALDEF), the Sikh…

Promoting physical activity through the shared use of school recreational spaces: a policy statement from the American Heart Association.

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Young, Deborah R; Spengler, John O; Frost, Natasha; Evenson, Kelly R; Vincent, Jeffrey M; Whitsel, Laurie

2014-09-01

Most Americans are not sufficiently physically active, even though regular physical activity improves health and reduces the risk of many chronic diseases. Those living in rural, non-White, and lower-income communities often have insufficient access to places to be active, which can contribute to their lower level of physical activity. The shared use of school recreational facilities can provide safe and affordable places for communities. Studies suggest that challenges to shared use include additional cost, liability protection, communication among constituencies interested in sharing space, and decision-making about scheduling and space allocation. This American Heart Association policy statement has provided recommendations for federal, state, and local decision-makers to support and expand opportunities for physical activity in communities through the shared use of school spaces.

A Phenomenological Case Study of the Experiences of African American High School Students

Directory of Open Access Journals (Sweden)

Edna Theresa West

2013-05-01

Full Text Available In a progression of scholarly research on the achievement gap, the results remain the same. The data show that there is a statistically significant difference in the achievement of African American and Hispanic students compared with their Caucasian and Asian academic counterparts. The purpose of this phenomenological study was to describe the implications of the gap in achievement for young urban adults. The participants were five African American students who had dropped out of traditional school. These students described their academic decline through interviews and focus group sessions at two alternative educational sites. The data were collected and the results indicated that the students felt disconnected from their teachers and the process of education. As a result of this disconnection, they became adrift in the educational system and were eventually swallowed by the undertow.

School Segregation, Charter Schools, and Access to Quality Education*

Science.gov (United States)

Logan, John R.; Burdick-Will, Julia

2015-01-01

Race, class, neighborhood, and school quality are all highly inter-related in the American educational system. In the last decade a new factor has come into play, the option of attending a charter school. We offer a comprehensive analysis of the disparities among public schools attended by white, black, Hispanic, Asian, and Native American children in 2010–2011, including all districts in which charter schools existed. We compare schools in terms of poverty concentration, racial composition, and standardized test scores, and we also examine how attending a charter or non-charter school affects these differences. Black and Hispanic (and to a lesser extent Native American and Asian) students attend elementary and high schools with higher rates of poverty than white students. Especially for whites and Asians, attending a charter school means lower exposure to poverty. Children’s own race and the poverty and charter status of their schools affect the test scores and racial isolation of schools that children attend in complex combinations. Most intriguing, attending a charter school means attending a better performing school in high-poverty areas but a lower performing school in low-poverty areas. Yet even in the best case the positive effect of attending a charter school only slightly offsets the disadvantages of black and Hispanic students. PMID:27616813

James Dwight Dana and John Strong Newberry in the US Pacific Northwest: The roots of American fluvialism

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O'Connor, Jim E.

2018-01-01

Recognition of the power of rivers to carve landscapes transformed geology and geomorphology in the late nineteenth century. Wide acceptance of this concept—then known as “fluvialism”—owes to many factors and people, several associated with exploration of western North America. Especially famous are the federal geographic and geologic surveys of the US Southwest with John Wesley Powell and Grove Karl Gilbert, which produced key insights regarding river processes. Yet earlier and less-known surveys also engaged young geologists embarking on tremendously influential careers, particularly the 1838–1842 US Exploring Expedition with James Dwight Dana and the 1853–1855 railroad surveys including John Strong Newberry. Informed but little constrained by European and British perspectives on landscape formation, Dana and Newberry built compelling cases for the erosive power of rivers, largely from observations in the US Pacific Northwest. They seeded the insights of the later southwestern surveys, Dana by his writings and station at Yale and his hugely influential Manual of Geology, published in 1863, and Newberry by becoming the first geologist to explore the dramatic river-carved canyons of the Southwest and then a forceful proponent of the federal surveys spotlighting the erosional landscapes. Newberry also gave Gilbert his start as a geologist. Although Dana and Newberry are renowned early American geologists, their geomorphic contributions were overshadowed by the works of Powell, Gilbert, and William Morris Davis. Yet Dana and Newberry were the first ardent American proponents of fluvialism, providing strong roots that in just a few decades transformed western geology, roots nourished in large measure by the geologically fertile landscapes of the US Pacific Northwest.

Embryology and histology education in North American dental schools: the Basic Science Survey Series.

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Burk, Dorothy T; Lee, Lisa M J; Lambert, H Wayne

2013-06-01

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Anatomical Sciences Section surveyed faculty members teaching embryology and histology courses at North American dental schools. The survey was designed to assess, among other things, curriculum content, utilization of laboratories, use of computer-assisted instruction (CAI), and recent curricular changes. Responses were received from fifty-nine (88.1 percent) of the sixty-seven U.S. and Canadian dental schools. Findings suggest the following: 1) a trend toward combining courses is evident, though the integration was predominantly discipline-based; 2) embryology is rarely taught as a stand-alone course, as content is often covered in gross anatomy, oral histology, and/or in an integrated curriculum; 3) the number of contact hours in histology is decreasing; 4) a trend toward reduction in formal laboratory sessions, particularly in embryology, is ongoing; and 5) use of CAI tools, including virtual microscopy, in both embryology and histology has increased. Additionally, embryology and histology content topic emphasis is identified within this study. Data, derived from this study, may be useful to new instructors, curriculum and test construction committees, and colleagues in the anatomical sciences, especially when determining a foundational knowledge base.

A Comparative Study of Parental Involvement and Its Effect on African-American Male and Overall Student Achievement at Single Gender and Coeducational Middle Schools

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Nellums, Michael W.

2011-01-01

The purpose of this study was to determine if Parental Involvement influenced academic performance at single gender and co-educational schools. This study also compared African American male academic achievement with all students enrolled in two single gender, and one coeducational, middle school programs. Although all three schools reflected a…

Structural and Dialectal Characteristics of the Fictional and Personal Narratives of School-age African American Children

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Mills, Monique T.; Watkins, Ruth V.; Washington, Julie A.

2014-01-01

Purpose To report preliminary comparisons of developing structural characteristics associated with fictional and personal narratives in school-age African American children. Method Forty-three children, grades two through five, generated a fictional and a personal narrative in response to a wordless-book elicitation task and a story-prompt task, respectively. Narratives produced in these two contexts were characterized for macrostructure, microstructure, and dialect density. Differences across narrative type and grade level were examined. Results Statistically significant differences between the two types of narratives were found for both macrostructure and microstructure but not for dialect density. There were no grade-related differences in macrostructure, microstructure, or dialect density. Conclusion The results demonstrate the complementary role of fictional and personal narratives for describing young children's narrative skills. Use of both types of narrative tasks and descriptions of both macrostructure and macrostructure may be particularly useful for characterizing the narrative abilities of young school-age African American children, for whom culture-fair methods are scarce. Further study of additional dialect groups is warranted. PMID:23633645

The relevance of cultural activities in ethnic identity among California Native American youth.

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Schweigman, Kurt; Soto, Claradina; Wright, Serena; Unger, Jennifer

2011-01-01

This study analyzed data from a large statewide sample of Native American adolescents throughout California to determine whether participation in cultural practices was associated with stronger ethnic identity. The Multigroup Ethnic Identity Measure (MEIM) scale was used to measure the ethnic identity of 945 Native American adolescents (416 male, 529 female) aged 13 - 19 across California. Respondents who participated in cultural activities including pow-wows, sweat lodge, drum group and roundhouse dance reported significantly higher Native American ethnic identity than their counterparts who did not take part in cultural activities. The association between cultural activities and ethnic identity was only significant among urban youth and not among reservation youth. Higher grades in school were associated with ethnic identity among females but not among males. Findings from this study show a strong association between cultural activities and traditional practices with tribal enculturation among Native American youth in California. Cultural-based practices to enhance Native identity could be useful to improve mental and behavioral health among Native American youth.

Korean American Social Studies Teachers' Perceptions and Experiences of Teaching Profession in Multicultural Urban High Schools

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Choi, Yoonjung

2018-01-01

This study explores two Korean American social studies teachers' perceptions and experiences of the teaching profession in multicultural, urban public high schools. Drawing upon critical race theory (CRT) and its interconnection to the model minority myth, the most dominant form of racism against Asians as theoretical underpinnings, this study…

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

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

2010-01-01

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

Cultural Models of Education and Academic Performance for Native American and European American Students

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Fryberg, Stephanie A.; Covarrubias, Rebecca; Burack, Jacob A.

2013-01-01

We examined the role of cultural representations of self (i.e., interdependence and independence) and positive relationships (i.e., trust for teachers) in academic performance (i.e., self-reported grades) for Native American ("N"?=?41) and European American ("N"?=?49) high school students. The Native American students endorsed…

Discrimination against Muslim American Adolescents

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Aroian, Karen J.

2012-01-01

Although there is ample evidence of discrimination toward Muslim Americans in general, there is limited information specific to Muslim American adolescents. The few existing studies specific to this age group suggest that Muslim American adolescents encounter much discrimination from teachers, school administrators, and classmates. This…

An Evaluation of Strong Kids in an Urban African American Female Sample: The Need for Gender-Specific and Culturally Focused Interventions

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Ryan, Alison; Graves, Scott, Jr.; Sobalvarro, Adriana; Nichols, Kayla; Schutte, Kerry; Aston, Candice; Griffin, Amanda

2016-01-01

The purpose of this study was to evaluate the effects of a social-emotional learning curriculum, Strong Kids, for children at risk for begin referred for placement in emotional and behavioral support classrooms. Thirty-nine fourth- and fifth-grade students enrolled in an urban elementary school participated in the intervention. The results of this…

Epidemiology of Knee Sprains in Youth, High School, and Collegiate American Football Players.

Science.gov (United States)

Clifton, Daniel R; Onate, James A; Schussler, Eric; Djoko, Aristarque; Dompier, Thomas P; Kerr, Zachary Y

2017-05-01

  Variations in knee-sprain incidence among competition levels are unclear but may help inform prevention strategies in American football players.   To describe the epidemiology of knee sprains in youth, high school, and collegiate football players.   Descriptive epidemiology study.   Injury and athlete-exposure (AE) data were collected from 3 injury-surveillance programs at the youth, high school, and collegiate competition levels.   Data from 310 youth, 184 high school, and 71 collegiate football team-seasons were collected during the 2012 through 2014 seasons.   Knee-sprain rates and risks were calculated for each competition level. Injury rate ratios (IRRs) and risk ratios (RRs) compared knee-sprain rates by competition level. Injury proportion ratios (IPRs) compared differences in surgery needs, recurrence, injury mechanism, and injury activity by competition level.   Knee-sprain rates in youth, high school, and collegiate football were 0.16/1000 AEs, 0.25/1000 AEs, and 0.69/1000 AEs, respectively. Knee-sprain rates increased as the competition level increased (high school versus youth: IRR = 1.60; 95% confidence interval [CI] = 1.12, 2.30; collegiate versus high school: IRR = 2.73; 95% CI = 2.38, 3.96). Knee-sprain risk was highest in collegiate (4.3%), followed by high school (2.0%) and youth (0.5%) athletes. Knee-sprain risk increased as the competition level increased (high school versus youth: RR = 3.73; 95% CI = 2.60, 5.34; collegiate versus high school: RR = 2.14; 95% CI = 1.83, 2.51). Collegiate football had the lowest proportion of knee sprains that were noncontact injuries (collegiate versus youth: IPR = 0.54; 95% CI = 0.31, 0.95; collegiate versus high school: IPR = 0.59; 95% CI = 0.44, 0.79) and the lowest proportion that occurred while being tackled (collegiate versus youth: IPR = 0.44; 95% CI = 0.26, 0.76; collegiate versus high school: IPR = 0.71; 95% CI = 0.51, 0.98).   Knee-sprain incidence was highest in collegiate football

Intervention effects on kindergarten and 1st grade teachers’ classroom food practices and food-related beliefs in American Indian reservation schools

OpenAIRE

Arcan, Chrisa; Hannan, Peter J.; Himes, John H.; Fulkerson, Jayne A.; Rock, Bonnie Holy; Smyth, Mary; Story, Mary

2013-01-01

Prevalence of obesity among American Indian (AI) children is higher than the general US population. The school environment and teachers play important roles in helping students develop healthy eating habits. The aim of this prospective study was to examine teachers’ classroom and school food practices and beliefs and the effect of teacher training on these practices and beliefs. Data were used from the Bright Start study, a group-randomized, school-based trial on the Pine Ri...

Playing fair: the contribution of high-functioning recess to overall school climate in low-income elementary schools.

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London, Rebecca A; Westrich, Lisa; Stokes-Guinan, Katie; McLaughlin, Milbrey

2015-01-01

Recess is a part of the elementary school day with strong implications for school climate. Positive school climate has been linked to a host of favorable student outcomes, from attendance to achievement. We examine 6 low-income elementary schools' experiences implementing a recess-based program designed to provide safe, healthy, and inclusive play to study how improving recess functioning can affect school climate. Data from teacher, principal, and recess coach interviews; student focus groups; recess observations; and a teacher survey are triangulated to understand the ways that recess changed during implementation. Comparing schools that achieved higher- and lower-functioning recesses, we link recess functioning with school climate. Recess improved in all schools, but 4 of the 6 achieved a higher-functioning recess. In these schools, teachers and principals agreed that by the end of the year, recess offered opportunities for student engagement, conflict resolution, pro-social skill development, and emotional and physical safety. Respondents in these four schools linked these changes to improved overall school climate. Recess is an important part of the school day for contributing to school climate. Creating a positive recess climate helps students to be engaged in meaningful play and return to class ready to learn. © 2014, American School Health Association.

Evaluation of the Life Satisfaction and Subjective Happiness Scales with Mexican American High School and College Students

Science.gov (United States)

Vela, Javier C.; Lerma, Eunice; Ikonomopoulos, James

2017-01-01

In the current study, we investigated the psychometric properties of two meaningful measures of subjective well-being among Mexican American high school and college students. Participants completed the Satisfaction With Life Scale (SWLS) or Subjective Happiness Scale (SHS) as measures of subjective well-being. A confirmatory factor analysis (CFA)…

A case study of the effects of social experiences on the science identity formation of Mexican American females in high school chemistry

Science.gov (United States)

Beeton, Renee P.

Mexican Americans are a rapidly growing ethnic group in the United States. However, they are noticeably absent from physical science fields. Little research has explored the experiences of Mexican American girls in high school chemistry. The theories of identity based on communities of practice and multicultural feminism framed this year-long case study of nine Mexican American girls in a high school chemistry course. This study explored the social encounters and experiences that shaped the participants' identities and how their views of themselves affected their attitudes towards high school chemistry and future science careers. Data collection included a focus group and in-depth interviews with the participants, classroom observations, and teacher interviews. Five main identities influenced the participants' potential to become a scientist: ethnic, gender, science, student, and college. Mexican ethnic identity was the overarching identity; however gender also influenced the participants' other identities. The participants were aware of ethnic gender stereotypes that might hinder them from being successful in science. Also, ethnic factors, such as citizenship and abilities to receive financial aid limited their views of themselves as chemists. Participatory science, student, and school identities were all needed in order for the participants to be potential scientists. Family expectations, authentic relationships with teachers, and personal connections were important factors in the development of these participatory identities.

Healthy Children, Strong Families 2: A randomized controlled trial of a healthy lifestyle intervention for American Indian families designed using community-based approaches.

Science.gov (United States)

Tomayko, Emily J; Prince, Ronald J; Cronin, Kate A; Parker, Tassy; Kim, Kyungmann; Grant, Vernon M; Sheche, Judith N; Adams, Alexandra K

2017-04-01

Background/Aims Few obesity prevention trials have focused on young children and their families in the home environment, particularly in underserved communities. Healthy Children, Strong Families 2 is a randomized controlled trial of a healthy lifestyle intervention for American Indian children and their families, a group at very high risk of obesity. The study design resulted from our long-standing engagement with American Indian communities, and few collaborations of this type resulting in the development and implementation of a randomized clinical trial have been described. Methods Healthy Children, Strong Families 2 is a lifestyle intervention targeting increased fruit and vegetable intake, decreased sugar intake, increased physical activity, decreased TV/screen time, and two less-studied risk factors: stress and sleep. Families with young children from five American Indian communities nationwide were randomly assigned to a healthy lifestyle intervention ( Wellness Journey) augmented with social support (Facebook and text messaging) or a child safety control group ( Safety Journey) for 1 year. After Year 1, families in the Safety Journey receive the Wellness Journey, and families in the Wellness Journey start the Safety Journey with continued wellness-focused social support based on communities' request that all families receive the intervention. Primary (adult body mass index and child body mass index z-score) and secondary (health behaviors) outcomes are assessed after Year 1 with additional analyses planned after Year 2. Results To date, 450 adult/child dyads have been enrolled (100% target enrollment). Statistical analyses await trial completion in 2017. Lessons learned Conducting a community-partnered randomized controlled trial requires significant formative work, relationship building, and ongoing flexibility. At the communities' request, the study involved minimal exclusion criteria, focused on wellness rather than obesity, and included an active

Experiences of African American Young Women in Science, Technology, Engineering, and Mathematics (STEM) Education

Science.gov (United States)

Kolo, Yovonda Ingram

African American women are underrepresented in science, technology, engineering, and mathematics (STEM) fields throughout the United States. As the need for STEM professionals in the United States increases, it is important to ensure that African American women are among those professionals making valuable contributions to society. The purpose of this phenomenological study was to describe the experiences of African American young women in relation to STEM education. The research question for this study examined how experiences with STEM in K-10 education influenced African American young women's academic choices in their final years in high school. The theory of multicontextuality was used to provide the conceptual framework. The primary data source was interviews. The sample was composed of 11 African American young women in their junior or senior year in high school. Data were analyzed through the process of open coding, categorizing, and identifying emerging themes. Ten themes emerged from the answers to research questions. The themes were (a) high teacher expectations, (b) participation in extra-curricular activities, (c) engagement in group-work, (d) learning from lectures, (e) strong parental involvement, (f) helping others, (g) self-efficacy, (h) gender empowerment, (i) race empowerment, and (j) strategic recruitment practices. This study may lead to positive social change by adding to the understanding of the experiences of African American young women in STEM. By doing so, these findings might motivate other African American young women to pursue advanced STEM classes. These findings may also provide guidance to parents and educators to help increase the number of African American women in STEM.

Transmission of Work Ethic in African-American Families and Its Links with Adolescent Adjustment.

Science.gov (United States)

Lee, Bora; Padilla, Jenny; McHale, Susan M

2016-11-01

A strong work ethic generally has positive implications for achievements in work and school settings, but we know little about how it develops. This study aimed to describe the intra-familial transmission of work ethic and the associations between work ethic and adjustment in African American youth. Mothers, fathers, and two adolescent siblings (M age  = 14.1 years) in 158 families were interviewed on two occasions. Path models revealed that fathers' work ethic was positively linked with older siblings' work ethic, which in turn was linked with more positive youth adjustment in the domains of school functioning and externalizing and internalizing problems. Moreover, the results indicated that the work ethics of older siblings, but not parents, was linked to those of younger siblings. The discussion focuses on the importance of African American fathers and siblings in youth adjustment and how work ethic may promote positive development.

Strong School-Community Partnerships in Inclusive Schools Are "Part of the Fabric of the School... We Count on Them"

Science.gov (United States)

Gross, Judith M. S.; Haines, Shana J.; Hill, Cokethea; Francis, Grace L.; Blue-Banning, Martha; Turnbull, Ann P.

2015-01-01

School-community partnerships play an essential role in successful schools, often providing supports and resources to meet staff, family, and student needs that go beyond what is typically available through school. Reciprocally, community partners benefit from their relationships with schools, including learning about schools' inclusive culture.…

News Quantum physics: German Physical Society spring meeting Journal access: American Physical Society's online journals will be available for free in all US high schools Award: High-school physics teacher receives American award for excellence Teacher training: Fobinet offers coordination of teacher-training activities Astronomy: Astronomy fans see stars at Astrofest Conference: Delegates enjoy the workshops and activities at CPD conference Forthcoming events

Science.gov (United States)

2011-05-01

Quantum physics: German Physical Society spring meeting Journal access: American Physical Society's online journals will be available for free in all US high schools Award: High-school physics teacher receives American award for excellence Teacher training: Fobinet offers coordination of teacher-training activities Astronomy: Astronomy fans see stars at Astrofest Conference: Delegates enjoy the workshops and activities at CPD conference Forthcoming events

PATTERNS OF PHYSICAL ACTIVITY AMONG AMERICAN INDIAN CHILDREN: AN ASSESSMENT OF BARRIERS AND SUPPORT

Science.gov (United States)

Thompson, Janice L.; Davis, Sally M.; Gittelsohn, Joel; Going, Scott; Becenti, Alberta; Metcalfe, Lauve; Stone, Elaine; Harnack, Lisa; Ring, Kim

2016-01-01

Estimates indicate that 10% to 50% of American Indian and non-Indian children in the U.S. are obese, defined as a body mass index ≥ 95th percentile of the NHANES II reference data. Pathways is a two-phase, multi-site study to develop and test a school-based obesity prevention program in American Indian schoolchildren in grades three through five. During Phase I feasibility prior to initiation of the Pathways trial, data were collected related to physical activity patterns, and the supports of, and barriers to, physical activity. Nine schools from communities representing six different tribal groups participated in this study. Multiple measures were used for data collection including direct observation, paired child interviews, and in-depth interviews and focus groups with adults. Students completed the self-administered Knowledge, Attitudes, and Behaviors (KAB) survey, and a Physical Activity Questionnaire (PAQ). Barriers to physical activity at schools included a lack of facilities, equipment, and trained staff persons for PE. Adults were not consistently active with their children, but they were highly supportive of their children’s activity level. Children reported a strong enjoyment of physical activity and strong peer support to be physically active. Weather conditions, safety concerns, and homework/chores were common barriers to physical activity reported by children and adult caregivers. The information was used to design culturally and age-appropriate, practical interventions including the five physical activity programs for schoolchildren in the Pathways study. PMID:11759094

Anthropometric and Athletic Performance Combine Test Results Among Positions Within Grade Levels of High School-Aged American Football Players.

Science.gov (United States)

Leutzinger, Todd J; Gillen, Zachary M; Miramonti, Amelia M; McKay, Brianna D; Mendez, Alegra I; Cramer, Joel T

2018-05-01

Leutzinger, TJ, Gillen, ZM, Miramonti, AM, McKay, BD, Mendez, AI, and Cramer, JT. Anthropometric and athletic performance combine test results among positions within grade levels of high school-aged American football players. J Strength Cond Res 32(5): 1288-1296, 2018-The purpose of this study was to investigate differences among player positions at 3 grade levels in elite, collegiate-prospective American football players. Participants' data (n = 7,160) were analyzed for this study (mean height [Ht] ± SD = 178 ± 7 cm, mass [Bm] = 86 ± 19 kg). Data were obtained from 12 different high school American football recruiting combines hosted by Zybek Sports (Boulder, Colorado). Eight 2-way (9 × 3) mixed factorial analysis of variances {position (defensive back [DB], defensive end, defensive lineman, linebacker, offensive lineman [OL], quarterback, running back, tight end, and wide receiver [WR]) × grade (freshmen, sophomores, and juniors)} were used to test for differences among the mean test scores for each combine measure (Ht, Bm, 40-yard [40 yd] dash, proagility [PA] drill, L-cone [LC] drill, vertical jump [VJ], and broad jump [BJ]). There were position-related differences (p ≤ 0.05) for Ht, 40 yd dash, and BJ, within each grade level and for Bm, PA, LC, and VJ independent of grade level. Generally, the results showed that OL were the tallest, weighed the most, and exhibited the lowest performance scores among positions. Running backs were the shortest, whereas DBs and WRs weighed the least and exhibited the highest performance scores among positions. These results demonstrate the value of classifying high school-aged American football players according to their specific position rather than categorical groupings such as "line" vs. "skill" vs. "big skill" when evaluating anthropometric and athletic performance combine test results.

Cadmium body burden and increased blood pressure in middle-aged American Indians: the Strong Heart Study.

Science.gov (United States)

Franceschini, N; Fry, R C; Balakrishnan, P; Navas-Acien, A; Oliver-Williams, C; Howard, A G; Cole, S A; Haack, K; Lange, E M; Howard, B V; Best, L G; Francesconi, K A; Goessler, W; Umans, J G; Tellez-Plaza, M

2017-03-01

Cadmium (Cd) is an environmental pollutant that has been associated with cardiovascular disease in populations, but the relationship of Cd with hypertension has been inconsistent. We studied the association between urinary Cd concentrations, a measure of total body burden, and blood pressure in American Indians, a US population with above national average Cd burden. Urinary Cd was measured using inductively coupled plasma mass spectrometry, and adjusted for urinary creatinine concentration. Among 3714 middle-aged American Indian participants of the Strong Heart Study (mean age 56 years, 41% male, 67% ever-smokers, 23% taking antihypertensive medications), urinary Cd ranged from 0.01 to 78.48 μg g -1 creatinine (geometric mean=0.94 μg g -1 ) and it was correlated with smoking pack-year among ever-smokers (r 2 =0.16, Pyears), and urinary Cd was similarly elevated in light- and never-smokers (geometric means of 0.88 μg g -1 creatinine for both categories). Log-transformed urinary Cd was significantly associated with higher systolic blood pressure in models adjusted for age, sex, geographic area, body mass index, smoking (ever vs never, and cumulative pack-years) and kidney function (mean blood pressure difference by lnCd concentration (β)=1.64, P=0.002). These associations were present among light- and never-smokers (β=2.03, P=0.002, n=2627), although not significant among never-smokers (β=1.22, P=0.18, n=1260). Cd was also associated with diastolic blood pressure among light- and never-smokers (β=0.94, P=0.004). These findings suggest that there is a relationship between Cd body burden and increased blood pressure in American Indians, a population with increased cardiovascular disease risk.

Parenting and feeding behaviors associated with school-aged African American and White children.

Science.gov (United States)

Polfuss, Michele Lynn; Frenn, Marilyn

2012-08-01

Pediatric obesity is multifactorial and difficult to treat. Parenting and feeding behaviors have been shown to influence a child's weight status. Most prior studies have focused on preschool-aged White children. Additional complicating factors include parents' inability to accurately identify their child's abnormal weight status. Parenting and feeding behaviors used by 176 African American and White parents of school-age children were examined. Assessment included (a) identifying what behaviors were reported when parent expressed concern with child's weight and (b) the relationship of these behaviors on child's body mass index percentile (BMI%), considering ethnicity, socioeconomic status (SES), and parent's body mass index (BMI). Findings included African American parents and parents concerned about their child's weight exhibited increased controlling/authoritarian parenting and feeding behaviors. Parents were able to accurately identify their child's weight status. Parenting and feeding behaviors played a significant role in the children's BMI% even when controlling for ethnicity, SES, and parent's BMI.

School Segregation and Disparities in Urban, Suburban, and Rural Areas

Science.gov (United States)

Logan, John R.; Burdick-Will, Julia

2018-01-01

Much of the literature on racial and ethnic educational inequality focuses on the contrast between Black and Hispanic students in urban areas and white suburban students. This study extends past research on school segregation and racial/ethnic disparities by highlighting the importance of rural areas and regional variation. Although schools in rural America are disproportionately white, they nevertheless are like urban schools, and disadvantaged relative to suburban schools, in terms of poverty and test performance. The group most affected by rural school disadvantage is Native Americans, who are a small share of students nationally but much more prominent and highly disadvantaged in rural areas, particularly in some parts of the country. These figures suggest a strong case for including rural schools in the continuing conversation about how to deal with unfairness in public education. PMID:29430018

Parenting within Cultural Context: Comparisons between African-American and Asian-American Parents

Science.gov (United States)

Wu, Fang; Qi, Sen

2005-01-01

Using the sub-samples drawn from the National Early Childhood Longitudinal Study: Kindergarten (ECLS-K) database, this study examines similarities and differences between African-American and Asian-American parents in their parenting practice (i.e., parental involvement at home, expectations of child, emotional expressiveness, school involvement,…

Japanese Families' Educational Challenges in the US: Strategies and Attitudes for Language and Cultural Maintenance While in American and Hosuko Schools

Science.gov (United States)

Hamada, Hideki

2008-01-01

Many Japanese families come to the US because the fathers are dispatched to work at Japanese companies in the US, and they return to Japan after a 3-4 year stay. Many children attend an American local school as well as a supplementary Saturday school, hoshuko, in order to keep up academically after they return to Japan. However, balancing an…

African American Educational Leadership in the School Superintendency

Science.gov (United States)

Smith, Eva C.

2013-01-01

African American educational leadership has long been part of American education and African American activism to resist oppression. However, the field of educational leadership has rarely included the contributions of African American leaders, particularly women leaders, into mainstream leadership theory and practices. This omission is difficult…

Socialization into a Civilization: The Dewey-Kaplan Synthesis in American Jewish Schooling in the Early 20th Century

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Jacobs, Benjamin M.

2009-01-01

This historical study focuses on how John Dewey's theory of education as socialization and Mordecai Kaplan's theory of Judaism as a civilization together served as an ideological base and pedagogical framework for the creation of "progressive," "reconstructed" American Jewish school programs in the early 20th century…

School-based sports participation and its effects on weight maintenance in Mexican American adolescents: A two-year analysis

Science.gov (United States)

Participation in sports has been shown to decrease standardized body mass index (zBMI), especially in school settings. Few studies have examined the impact of sports participation in a Mexican American sample. The purpose of this investigation was to examine the effect of sports participation on wei...

The Rural Special Education Project: A School-Based Program That Prepares Special Educators to Teach Native American Students.

Science.gov (United States)

Prater, Greg; And Others

1996-01-01

A Northern Arizona University program prepares preservice special education teachers to work with Native American children and families. University students live on the Navajo reservation and receive practical classroom experience at Kayenta Unified School District (Arizona). Anglo students are paired with Navajo students who act as "cultural…

Building a Mien-American house: A case study in school-community relations

Science.gov (United States)

Hammond, Lorie A.

2000-10-01

Researchers and policymakers agree that schools and parents must work together if they are to provide the sustenance, services, and support which children need to be successful in our increasingly complex society. (Clark, 1983; Comer, 1980, 1996; Clinton, 1995; Epstein, 1995, 1996). Unfortunately, the social and academic success of language minority students is often adversely affected by the alienation of parents from school culture and by the "deficit" view which teachers hold of language minority parents' academic and parenting skills (Boggs, 1985; Delgado-Gaitan, 1990; Heath, 1983; Lareau, 1987, 1989; Philips, 1983). This case study describes the attempts of one school site to build academic and social bridges between immigrant families from a Southeast Asian Hill Tribe, the Iu Mien, and a mainstream elementary school. This effort is facilitated by a constructivist approach to curriculum in which parents, teachers, and children create an intercultural space---a school community garden---as a context in which academic dialogue can occur. Various strategies which enable inter-cultural learning are described, including the use of students as ethnographers, of parents as expert teachers, and of teachers as cultural brokers. The study also considers the cultural conflicts and understandings which occurred when American teachers and Mien parents built a Mien field-house together: a structure which became symbolic of their blended lives. Through both a descriptive narration and interviews with various participants, the study analyzes (a) community-based curriculum development, led by practitioner reformers, as a way to enable language minority students to be academically successful within their own life worlds, as well as (b) the political and bureaucratic forces which make community-based reforms difficult to sustain. This study employs qualitative research strategies within an action-research context in which the author plays the dual role of practitioner reformer

Successfully Educating Our African-American Students

Science.gov (United States)

Moncree-Moffett, Kareem

2013-01-01

The purpose of this empirical study was to explore the lived experiences of African American retired female teachers who have prior experience with educating urban African American students in public schools. Also explored are the experiences of active African American female teachers of urban African American students and comparisons are…

Effect of Middle School Interventions on Alcohol Misuse and Abuse in Mexican American High School Adolescents: Five-Year Follow-up of a Randomized Clinical Trial.

Science.gov (United States)

Gonzales, Nancy A; Jensen, Michaeline; Tein, Jenn Yun; Wong, Jessie J; Dumka, Larry E; Mauricio, Anne Marie

2018-03-21

Substance abuse preventive interventions frequently target middle school students and demonstrate efficacy to prevent early onset and use of alcohol and illicit drugs. However, evidence of sustained results to prevent later patterns of alcohol misuse and more serious alcohol abuse disorders has been lacking, particularly for US Latino populations. To test whether a universal middle school prevention program can reduce the frequency of alcohol misuse and rates of alcohol use disorder 5 years after implementation with a Mexican American sample. A previous randomized clinical trial was conducted with 516 Mexican American 7th graders and at least 1 parent who identified as having Mexican origin. Three annual cohorts of families were recruited from rosters of 4 middle schools and randomized to the 9-session Bridges/Puentes family-focused group intervention or a workshop control condition. Recruitment, screening, pretest, and randomization occurred in the same academic year for each cohort: 2003-2004, 2004-2005, and 2005-2006. Data acquisition for the follow-up assessments of late-adolescent alcohol misuse and abuse, which were not included in the initial randomized clinical trial, was conducted from September 2009 to September 2014; analysis was conducted between August 2016 and July 2017. In this assessment, 420 children (81.4%) of the sample were included, when the majority were in their final year of high school. The 9-session Bridges/Puentes intervention integrated youth, parent, and family intervention sessions that were delivered in the spring semester at each school, with separate groups for English-dominant vs Spanish-dominant families. The control workshop was offered during the same semester at each school, also in English and Spanish. Primary outcomes were diagnostic assessment of lifetime alcohol use disorder in the 12th grade, 5 years after the intervention, based on the Diagnostic Interview Schedule for Children and past-year frequency of alcohol use

College Access and Success among High School Graduates Taking the SAT®: Asian American Students. Research Note 2013-8

Science.gov (United States)

McKillip, Mary E. M.; Mackey, Philip E.

2013-01-01

This report shows college enrollment and graduation trends among Asian American SAT® takers who finished high school in 2004 and 2010 by student characteristics, including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories (high aspirations, high-perceived ability, high-assessed ability)…

Predicting the admission into medical school of African American college students who have participated in summer academic enrichment programs.

Science.gov (United States)

Hesser, A; Cregler, L L; Lewis, L

1998-02-01

To identify cognitive and noncognitive variables as predictors of the admission into medical school of African American college students who have participated in summer academic enrichment programs (SAEPs). The study sample comprised 309 African American college students who participated in SAEPs at the Medical College of Georgia School of Medicine from 1980 to 1989 and whose educational and occupational statuses were determined by follow-up tracking. A three-step logistic regression was used to analyze the data (with alpha = .05); the criterion variable was admission to medical school. The 17 predictor variables studied were one of two types, cognitive and noncognitive. The cognitive variables were (1) Scholastic Aptitude Test mathematics (SAT-M) score, (2) SAT verbal score, (3) college grade-point average (GPA), (4) college science GPA, (5) SAEP GPA, and (6) SAEP basic science GPA (BSGPA). The noncognitive variables were (1) gender, (2) highest college level at the time of the last SAEP application, (3) type of college attended (historically African American or predominately white), (4) number of SAEPs attended, (5) career aspiration (physician or another health science option) (6) parents who were professionals, (7) parents who were health care role models, (8) evidence of leadership, (9) evidence of community service, (10) evidence of special motivation, and (11) strength of letter of recommendation in the SAEP application. For each student the rating scores for the last four noncognitive variables were determined by averaging the ratings of two judges who reviewed relevant information in each student's file. In step 1, which explained 20% of the admission decision variance, SAT-M score, SAEP BSGPA, and college GPA were the three significant cognitive predictors identified. In step 2, which explained 31% of the variance, the three cognitive predictors identified in step 1 were joined by three noncognitive predictors: career aspiration, type of college, and

Teachers' Perceptions of Effective Teaching: A Comparative Study of Elementary School Teachers from China and the USA

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Meng, Lingqi; Muñoz, Marco

2016-01-01

This international study investigated Chinese and American elementary school teachers' perceptions of effective teaching. The sample comprised Chinese (n = 108) and US (n = 110) participating teachers. The Effective Teaching Quality Survey (ETQS) was adopted for this comparative education research, an instrument that operationalized Stronge's…

American education: the challenge of change.

Science.gov (United States)

Griffith, J E; Frase, M J; Ralph, J H

1989-12-01

The American education system is being challenged to raise the academic achievement of students to prepare them for the jobs of the future. Yet many demographic, as well as economic and social factors, are making the task more difficult. Low birth rates, especially among non-Hispanic whites, along with high immigration rates, have increased the share of minority and non-English students in public schools. The rise in single-parent families has increased the number of poor students and migration from the cities to the suburbs has concentrated poor and minority students in inner city schools. These same children will make up a greater share of the future labor force. At the same time, the aging of the general population may lessen the commitment of homeowners- -whose taxes pay between 1/3 and 1/2 of education costs. The aging labor force may bring a shortage of qualified teachers, particularly in specialized subject areas. Poor and minority students generally have below average academic skills and are more likely to drop out of high school than non-minority students. However, the skills of American students rank below those of most other industrialized nations, calling into question the ability of Americans to succeed in an increasingly international economic system. How can schools be improved and minority student achievement be enhanced? Reforms of education finance systems, court-ordered integration, and stiffer requirements for teachers and for graduation from high school are among many attempts to meet the immense challenges faced by American schools.

The American Indian Summer Institute in Earth System Science (AISESS) at UC Irvine: A Two-Week Residential Summer Program for High School Students

Science.gov (United States)

Johnson, K. R.; Polequaptewa, N.; Leon, Y.

2012-12-01

Native Americans remain severely underrepresented in the geosciences, despite a clear need for qualified geoscience professionals within Tribal communities to address critical issues such as natural resource and land management, water and air pollution, and climate change. In addition to the need for geoscience professionals within Tribal communities, increased participation of Native Americans in the geosciences would enhance the overall diversity of perspectives represented within the Earth science community and lead to improved Earth science literacy within Native communities. To address this need, the Department of Earth System Science and the American Indian Resource Program at the University California have organized a two-week residential American Indian Summer Institute in Earth System Science (AISESS) for high-school students (grades 9-12) from throughout the nation. The format of the AISESS program is based on the highly-successful framework of a previous NSF Funded American Indian Summer Institute in Computer Science (AISICS) at UC Irvine and involves key senior personnel from the AISICS program. The AISESS program, however, incorporates a week of camping on the La Jolla Band of Luiseño Indians reservation in Northern San Diego County, California. Following the week of camping and field projects, the students spend a week on the campus of UC Irvine participating in Earth System Science lectures, laboratory activities, and tours. The science curriculum is closely woven together with cultural activities, native studies, and communication skills programs The program culminates with a closing ceremony during which students present poster projects on environmental issues relevant to their tribal communities. The inaugural AISESS program took place from July 15th-28th, 2012. We received over 100 applications from Native American high school students from across the nation. We accepted 40 students for the first year, of which 34 attended the program. The

A Study of the Curriculum and Contents in American Progressive Education : Focusing on Castle Kindergarten and Nursery School in Hawaii

OpenAIRE

塩路, 晶子

2010-01-01

This study aims to show the features of American progressive kindergarten in the early 20th century, through analyzing the curriculum and contents of Henry and Dorothy Castle Memorial Kindergarten and Nursery School in Hawaii. This kindergarten was established by Mary Castle at Honolulu in 1899 and influenced from John Dewey. And in 1927, the nursery school was established because educating younger children was important. Children could select the subject matter based on their own interest. A...

Bilingual Language Assessment: Contemporary Versus Recommended Practice in American Schools.

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Arias, Graciela; Friberg, Jennifer

2017-01-01

The purpose of this study was to identify current practices of school-based speech-language pathologists (SLPs) in the United States for bilingual language assessment and compare them to American Speech-Language-Hearing Association (ASHA) best practice guidelines and mandates of the Individuals with Disabilities Education Act (IDEA, 2004). The study was modeled to replicate portions of Caesar and Kohler's (2007) study and expanded to include a nationally representative sample. A total of 166 respondents completed an electronic survey. Results indicated that the majority of respondents have performed bilingual language assessments. Furthermore, the most frequently used informal and standardized assessments were identified. SLPs identified supports, and barriers to assessment, as well as their perceptions of graduate preparation. The findings of this study demonstrated that although SLPs have become more compliant to ASHA and IDEA guidelines, there is room for improvement in terms of adequate training in bilingual language assessment.

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

Science.gov (United States)

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

2016-10-01

Written local wellness policies (LWPs) are mandated in school systems to enhance opportunities for healthy eating/activity. LWP effectiveness relies on school-level implementation. We examined factors associated with school-level LWP implementation. Hypothesized associations included system support for school-level implementation and having a school-level wellness team/school health council (SHC), with stronger associations among schools without disparity enrollment (majority African-American/Hispanic or low-income students). Online surveys were administered: 24 systems (support), 1349 schools (LWP implementation, perceived system support, SHC). The state provided school demographics. Analyses included multilevel multinomial logistic regression. Response rates were 100% (systems)/55.2% (schools). Among schools, 44.0% had SHCs, 22.6% majority (≥75%) African-American/Hispanic students, and 25.5% majority (≥75%) low-income (receiving free/reduced-price meals). LWP implementation (17-items) categorized as none = 36.3%, low (1-5 items) = 36.3%, high (6+ items) = 27.4%. In adjusted models, greater likelihood of LWP implementation was observed among schools with perceived system support (high versus none relative risk ratio, RRR = 1.63, CI: 1.49, 1.78; low versus none RRR = 1.26, CI: 1.18, 1.36) and SHCs (high versus none RRR = 6.8, CI: 4.07, 11.37; low versus none RRR = 2.24, CI: 1.48, 3.39). Disparity enrollment did not moderate associations (p > .05). Schools with perceived system support and SHCs had greater likelihood of LWP implementation, with no moderating effect of disparity enrollment. SHCs/support may overcome LWP implementation obstacles related to disparities. © 2016, American School Health Association.

Narrative performance of gifted African American school-aged children from low-income backgrounds.

Science.gov (United States)

Mills, Monique T

2015-02-01

This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. Forty-three children, Grades 2-5, each generated fictional narratives in response to the book Frog, Where Are You? (Mayer, 1969). Differences in performance on traditional narrative measures (total number of communication units [C-units], number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted and general education classrooms were examined. There were no classroom-based differences in total number of C-units, number of different words, and mean length of utterance in words. Children in gifted education classrooms produced narratives with lower dialect density than did children in general educated classrooms. Direct logistic regression assessed whether narrative dialect density measure scores offered additional information about giftedness beyond scores on the Peabody Picture Vocabulary Test-Fourth Edition (Dunn & Dunn, 2007), a standard measure of language ability. Results indicated that a model with only Peabody Picture Vocabulary Test-Fourth Edition scores best discriminated children in the 2 classrooms. African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than those in general education classrooms.

Diabetes-specific genetic effects on obesity traits in American Indian populations: the Strong Heart Family Study

Directory of Open Access Journals (Sweden)

Howard Barbara V

2008-10-01

Full Text Available Abstract Background Body fat mass distribution and deposition are determined by multiple environmental and genetic factors. Obesity is associated with insulin resistance, hyperinsulinemia, and type 2 diabetes. We previously identified evidence for genotype-by-diabetes interaction on obesity traits in Strong Heart Family Study (SHFS participants. To localize these genetic effects, we conducted genome-wide linkage scans of obesity traits in individuals with and without type 2 diabetes, and in the combined sample while modeling interaction with diabetes using maximum likelihood methods (SOLAR 2.1.4. Methods SHFS recruited American Indians from Arizona, North and South Dakota, and Oklahoma. Anthropometric measures and diabetes status were obtained during a clinic visit. Marker allele frequencies were derived using maximum likelihood methods estimated from all individuals and multipoint identity by descent sharing was estimated using Loki. We used variance component linkage analysis to localize quantitative trait loci (QTLs influencing obesity traits. We tested for evidence of additive and QTL-specific genotype-by-diabetes interactions using the regions identified in the diabetes-stratified analyses. Results Among 245 diabetic and 704 non-diabetic American Indian individuals, we detected significant additive gene-by-diabetes interaction for weight and BMI (P P Conclusion These results suggest distinct genetic effects on body mass in individuals with diabetes compared to those without diabetes, and a possible role for one or more genes on chromosome 1 in the pathogenesis of obesity.

School-Based Racial and Gender Discrimination among African American Adolescents: Exploring Gender Variation in Frequency and Implications for Adjustment.

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Cogburn, Courtney D; Chavous, Tabbye M; Griffin, Tiffany M

2011-01-03

The present study examined school-based racial and gender discrimination experiences among African American adolescents in Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple regression analyses within gender groups indicated that among girls and boys, racial discrimination and gender discrimination predicted higher depressive symptoms and school importance and racial discrimination predicted self-esteem. Racial and gender discrimination were also negatively associated with grade point average among boys but were not significantly associated in girls' analyses. Significant gender discrimination X racial discrimination interactions resulted in the girls' models predicting psychological outcomes and in boys' models predicting academic achievement. Taken together, findings suggest the importance of considering gender- and race-related experiences in understanding academic and psychological adjustment among African American adolescents.

Racial Differences in the Transactional Relationship Between Depression and Alcohol Use From Elementary School to Middle School.

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Birkley, Erica L; Zapolski, Tamika C B; Smith, Gregory T

2015-09-01

The aim of this investigation was to test hypothesized reverse prospective relationships between alcohol consumption and depressive symptomatology as a function of race among youth. In a two-wave prospective study, 328 European American, 328 African American, and 144 Hispanic American youth were studied at the end of fifth grade (last year of elementary school) and the end of sixth grade (first year of middle school). A positive correlation was observed between alcohol consumption and depressive symptoms among all youth. However, the predictive relationship differed based on race. For European American and Hispanic American youth, depressive symptom levels at the end of elementary school predicted alcohol consumption at the end of the first year of middle school, but the converse relationship was not observed. For African American youth, the opposite pattern was found. Alcohol consumption at the end of elementary school predicted depressive symptom levels at the end of the first year of middle school, and the converse relationship was not observed. These findings suggest the possibility that etiological relationships between depression and alcohol use vary by race, thus highlighting the importance of considering race when studying the risk process.

Oral Hygiene and Handwashing Practices among Middle School Students in 15 Latin American and Caribbean Countries.

Science.gov (United States)

McKittrick, T R; Jacobsen, K H

2015-06-01

To examine the relationship between infrequent toothbrushing and infrequent handwashing among middle school students from 15 Latin American and Caribbean countries (Antigua and Barbuda, Argentina, British Virgin Islands, Cayman Islands, Costa Rica, Grenada, Guatemala, Guyana, Peru, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and Grenadines, Suriname, Trinidad and Tobago, and Uruguay). A secondary analysis was done of nationally-representative data from 33 174 middle school students who participated in the Global School-based Student Health Survey (GSHS) between 2006 and 2011. In all 15 countries, the association between rarely brushing or cleaning teeth and rarely handwashing after using the toilet was significant for both boys and girls. The pooled odds ratio for this association was 6.7 (5.8, 7.7). Healthcare providers who notice signs of poor dental hygiene or infrequent bathing in adolescents should consider providing comprehensive hygiene education to their patients, since infrequent oral and body hygiene behaviours tend to co-exist and both are threats to health.

Vocabulary Instruction and Mexican-American Bilingual Students: How Two High School Teachers Integrate Multiple Strategies to Build Word Consciousness in English Language Arts Classrooms

Science.gov (United States)

Ajayi, Lasisi

2015-01-01

Despite the significance of vocabulary knowledge to student learning, limited studies have examined English language arts (ELA) teachers' skills and practices that may be effective for building word consciousness in high school Mexican-American bilingual students. The research objective of the present study is to examine how two high school ELA…

Hispanic-American Students' Attitudes toward Enrolling in High School Chemistry: A Study of Planned Behavior and Belief-Based Change.

Science.gov (United States)

Crawley, Frank E.; Koballa, Thomas R., Jr.

The study sought to: (1) identify the determinants that motivate Hispanic-American students to enroll in high school chemistry; and (2) determine if providing belief-based information to students and their parents/guardians increases chemistry registration. The Theory of Planned Behavior (TPB) and Elaboration Likelihood Model (ELM) guided the…

American Association of Dental Schools Annual Session and Exposition. Poster Presentation Abstracts (78th, Chicago, IL, March 3-8, 2001).

Science.gov (United States)

Journal of Dental Education, 2001

2001-01-01

This issue introduces the poster presentations for the American Association of Dental Schools annual conference. The issue contains a list of poster presentations, poster abstracts for each of four time blocks, a list of poster session authors, and a keyword index. (EV)

Promoting School Engagement: Attitudes toward School among American and Japanese Youth

Science.gov (United States)

Smith, Douglas C.; Ito, Ayako; Gruenewald, John; Yeh, Hsiu-Ling

2010-01-01

Students from the United States and Japan were surveyed with regard to their levels of satisfaction with school and factors that might facilitate or impede school satisfaction. Results indicated that females and younger students from both countries expressed greater satisfaction with school, with overall satisfaction declining in a linear fashion…

A Comparison of African American Students' Self-Perceptions of School Competence with Their Performance on State-Mandated Achievement Tests and Normed Tests of Oral and Written Language and Reading

Science.gov (United States)

Gordon Pershey, Monica

2011-01-01

This study measured self-perceptions of school competence among 263 4th- and 6th-grade African American students who attended an academically challenged school district. Self-perceptions of school competence are defined as self-perceptions of ability, confidence, and school satisfaction. Results indicated that 4th-grade students had lesser…

Experiences and Perspectives of African-American, Latina/o, Asian-American and European-American Psychology Graduate Students: A National Study

Science.gov (United States)

Maton, Kenneth I.; Wimms, Harriette E.; Grant, Sheila K.; Wittig, Michele A.; Rogers, Margaret R.; Vasquez, Melba J. T.

2013-01-01

A national, web-based survey of 1,222 African-American, Latina/o, Asian-American and European-American psychology graduate students revealed both similarities and differences in experiences and perspectives. Mentoring was found to be the strongest predictor of satisfaction across groups. Academic supports and barriers, along with perceptions of diversity were also important predictors of satisfaction. Students of color differed from European-American students in perceptions of fairness of representation of their ethnic group within psychology, and in aspects of the graduate school experience perceived as linked to ethnicity. Limitations of the study and implications for future research and action are discussed. PMID:21341899

Experiences and perspectives of African American, Latina/o, Asian American, and European American psychology graduate students: A national study.

Science.gov (United States)

Maton, Kenneth I; Wimms, Harriette E; Grant, Sheila K; Wittig, Michele A; Rogers, Margaret R; Vasquez, Melba J T

2011-01-01

A national, Web-based survey of 1,219 African American, Latina/o, Asian American, and European American psychology graduate students revealed both similarities and differences in experiences and perspectives. Mentoring was found to be the strongest predictor of satisfaction across groups. Academic supports and barriers, along with perceptions of diversity within the academic environment, were also important predictors of satisfaction. Students of color perceived less fairness of representation of their ethnic group within psychology than European American students, and a greater linkage between aspects of the graduate school experience and their ethnicity. Limitations of the study and implications for future research and action are discussed.

Differences in gambling problem severity and gambling and health/functioning characteristics among Asian-American and Caucasian high-school students.

Science.gov (United States)

Kong, Grace; Tsai, Jack; Pilver, Corey E; Tan, Hwee Sim; Hoff, Rani A; Cavallo, Dana A; Krishnan-Sarin, Suchitra; Steinberg, Marvin A; Rugle, Loreen; Potenza, Marc N

2013-12-30

Studies of Asian-American adults have found high estimates of problematic gambling. However, little is known about gambling behaviors and associated measures among Asian-American adolescents. This study examined gambling perceptions and behaviors and health/functioning characteristics stratified by problem-gambling severity and Asian-American and Caucasian race using cross-sectional survey data of 121 Asian-American and 1659 Caucasian high-school students. Asian-American and Caucasian adolescents significantly differed on problem-gambling severity, with Asian-American adolescents more often reporting not gambling (24.8% vs. 16.4%), but when they did report gambling, they showed higher levels of at-risk/problem gambling (30.6% vs. 26.4%). Parental approval or disapproval of adolescent gambling also significantly differed between races, with Asian-American adolescents more likely to perceive both parental disapproval (50.0% vs. 38.2%) and approval (19.3% vs. 9.6%) of gambling. Asian-American adolescents were also more likely to express concern about gambling among close family members (25.2% vs. 11.6%). Among Asian-American adolescents, stronger associations were observed between at-risk/problem gambling and smoking cigarettes (interaction odds ratio=12.6). In summary, differences in problem-gambling severity and gambling perceptions indicate possible cultural differences in familial attitudes towards gambling. Stronger links between cigarette smoking and risky/problematic gambling amongst Asian-American adolescents suggest that prevention and treatment efforts targeting youth addictions consider cultural differences. © 2013 Published by Elsevier Ireland Ltd.

Differences in gambling problem severity and gambling and health/functioning characteristics among Asian-American and Caucasian high-school students

Science.gov (United States)

Kong, Grace; Tsai, Jack; Pilver, Corey E.; Tan, Hwee Sim; Hoff, Rani A.; Cavallo, Dana; Krishnan-Sarin, Suchitra; Steinberg, Marvin A.; Rugle, Loreen; Potenza, Marc N.

2013-01-01

Studies of Asian-American adults have found high estimates of problematic gambling. However, little is known about gambling behaviors and associated measures among Asian-American adolescents. This study examined gambling perceptions and behaviors and health/functioning characteristics stratified by problem-gambling severity and Asian-American and Caucasian race using cross-sectional survey data of 121 Asian-American and 1,659 Caucasian high-school students. Asian-American and Caucasian adolescents significantly differed on problem-gambling severity, with Asian-American adolescents more often reporting not gambling (24.8% vs. 16.4%), but when they did report gambling, they showed higher levels of at-risk/problem gambling (30.6% vs. 26.4%). Parental approval or disapproval of adolescent gambling also significantly differed between races, with Asian-American adolescents more likely to perceive both parental disapproval (50.0% vs. 38.2%) and approval (19.3% vs. 9.6%) of gambling. Asian-American adolescents were also more likely to express concern about gambling among close family members (25.2% vs. 11.6%). Among Asian-American adolescents, stronger associations were observed between at-risk/problem gambling and smoking cigarettes (interaction odds ratio=12.6). In summary, differences in problem-gambling severity and gambling perceptions indicate possible cultural differences in familial attitudes towards gambling. Stronger links between cigarette smoking and risky/problematic gambling amongst Asian-American adolescents suggest that prevention and treatment efforts targeting youth addictions consider cultural differences. PMID:24183532

Cradle to third life: An autobiography of an African-American science educator

Science.gov (United States)

Caruthers-Jackson, Sarah

This inquiry used reflective autobiographical research to reveal my beliefs, values, and practices of science teaching by using participatory action research with two students of my science tutoring organization. Also, I conducted an ethnographic inquiry using African-American teachers to understand how my early schooling experiences influenced my beliefs, values, and science practices. I collected data for this inquiry from three African-American teachers through interview-conversation that were videotaped and audiotaped. In addition, I audiotaped two African-American students' tutoring practices along with students' and researcher's journals. The findings indicate that African-American teachers during the school years 1942-1954 used families, churches, and communities to secure teaching resources to provide equal education for their African-American students who received limited resources from the board of education. Also indicated was how African-American teachers instilled in their African-American students a level of motivation that remained with some African-American students for their future endeavors. This researcher's beliefs/values similar to those of her segregated teachers emerged from this action research. Researcher's additional beliefs/values arose out of emerging technologies in teaching science. However, I, as the researcher, believe that the origin of my beliefs/values occurred during those segregated, public school experiences at Monitor Schools during the school years 1942-1954.

Educational Resilience in African American Adolescents

Science.gov (United States)

Cunningham, Michael; Swanson, Dena Phillips

2010-01-01

The purpose of this article was to examine factors within the school context that facilitates educational resilience among African American high school students. The authors expected academic self-esteem to be positively associated with future expectations (academic and general). They expected perceptions of school-based social support to have…

Virtual School Startups: Founder Processes in American K-12 Public Virtual Schools

Science.gov (United States)

Taylor, Brett D.; McNair, Delores E.

2018-01-01

Traditional school districts do not have a lot of experience with virtual schools and have lost students to state and charter virtual schools. To retain students and offer alternative learning opportunities, more public districts are starting their own virtual schools. This study was an examination of foundational processes at three California…

Domestic violence shelter partnerships and veterinary student attitudes at North American veterinary schools and colleges.

Science.gov (United States)

Creevy, Kate E; Shaver, Stephanie L; Cornell, Karen K

2013-01-01

Animal abuse and domestic violence are linked issues, and pet ownership is reported to play a crucial role in the choice to leave an abusive situation. Although veterinarians witness the effects of abuse and violence over the course of their careers, they have limited training regarding these issues. One mechanism for educating veterinary students while providing a service for victims of domestic violence is the creation of partnerships between domestic violence shelters and veterinary schools. These extracurricular programs can provide both care for pets belonging to victims of domestic violence and an educational platform for student participants. The goals of this study were to determine the prevalence and characteristics of domestic violence shelter partnerships (DVSPs) at North American veterinary teaching hospitals and to determine whether the presence of a DVSP was associated with increased awareness among veterinary students regarding animal abuse and domestic violence. Nine of 33 veterinary schools surveyed described a DVSP program. Students at schools with DVSPs associated with their veterinary teaching hospitals were significantly more likely to indicate that their awareness of the link between animal abuse and domestic violence had increased during veterinary school. Most veterinary students reported that they felt poorly prepared to handle domestic violence and animal abuse issues in the workplace. This study indicates that extracurricular DVSPs are a viable means of educating veterinary students regarding domestic violence and animal abuse. A need for improved education on these topics in veterinary schools across North America is identified.

Accountability and Control in American Schools

Science.gov (United States)

Ingersoll, Richard M.; Collins, Gregory J.

2017-01-01

One of the most controversial and significant of contemporary education reforms has been the teacher accountability movement. From this perspective, low-quality teachers and teaching are a major factor behind inadequate school performance, and a lack of accountability and control in schools is a major factor behind the problem of low-quality…

Framing an Urban School Library with the "National School Library Standards"

Science.gov (United States)

Keeling, Mary

2018-01-01

What is the future of urban school libraries? The American Association of School Librarians (AASL) "National School Library Standards" offer a framework for school librarians to reflect on how they can tailor their professional practice to serve their specific school communities. Through the lens of the standards, school librarians can…

Strategies to Improve Teacher Retention in American Overseas Schools in the Near East South Asia Region: A Qualitative Analysis

Science.gov (United States)

Mancuso, Steven V.; Roberts, Laura; White, George P.; Yoshida, Roland K.; Weston, David

2011-01-01

Using a qualitative analysis and drawing from sociological theory, this study examined reasons for teacher turnover and retention from a representative sample of 248 teachers in American overseas schools in the Near East South Asia region. Results suggested that the most important reasons to stay or move pertained to supportive leadership,…

Narrative Performance of Gifted African American School-Aged Children From Low-Income Backgrounds

Science.gov (United States)

2015-01-01

Purpose This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. Method Forty-three children, Grades 2–5, each generated fictional narratives in response to the book Frog, Where Are You? (Mayer, 1969). Differences in performance on traditional narrative measures (total number of communication units [C-units], number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted and general education classrooms were examined. Results There were no classroom-based differences in total number of C-units, number of different words, and mean length of utterance in words. Children in gifted education classrooms produced narratives with lower dialect density than did children in general educated classrooms. Direct logistic regression assessed whether narrative dialect density measure scores offered additional information about giftedness beyond scores on the Peabody Picture Vocabulary Test–Fourth Edition (Dunn & Dunn, 2007), a standard measure of language ability. Results indicated that a model with only Peabody Picture Vocabulary Test–Fourth Edition scores best discriminated children in the 2 classrooms. Conclusion African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than those in general education classrooms. PMID:25409770

American Legacy Foundation, First Look Report 18. Character Smoking in Top Box Office Movies

OpenAIRE

Worth, PhD, Keilah A.; Jennifer Duke, PhD; Molly Green, MPH; Sargent, MD, James D.

2007-01-01

A strong body of evidence now links exposure to smoking in movies with adolescent smoking, identifying it as a key risk factor. Given this link, it is important to examine the way movies portray smoking and to monitor how often smoking occurs in movies over time. With support from the National Cancer Institute and the American Legacy Foundation, researchers at Dartmouth Medical School have conducted an extensive content analysis of 1000 movies, the top 100 box office hits each year from 1996-...

The Black Man in American Society.

Science.gov (United States)

Framingham Public Schools, MA.

GRADE OR AGES: Junior high school. SUBJECT MATTER: The black man in American society. ORGANIZATION AND PHYSICAL APPEARANCE: There are four major parts each with an overview. The four parts concern a) the African heritage of the black man, b) the American exploitation of the black man, c) the black man's contribution to American society, d) the…

Perceived school safety is strongly associated with adolescent mental health problems.

Science.gov (United States)

Nijs, Miesje M; Bun, Clothilde J E; Tempelaar, Wanda M; de Wit, Niek J; Burger, Huibert; Plevier, Carolien M; Boks, Marco P M

2014-02-01

School environment is an important determinant of psychosocial function and may also be related to mental health. We therefore investigated whether perceived school safety, a simple measure of this environment, is related to mental health problems. In a population-based sample of 11,130 secondary school students, we analysed the relationship of perceived school safety with mental health problems using multiple logistic regression analyses to adjust for potential confounders. Mental health problems were defined using the clinical cut-off of the self-reported Strengths and Difficulties Questionnaire. School safety showed an exposure-response relationship with mental health problems after adjustment for confounders. Odds ratios increased from 2.48 ("sometimes unsafe") to 8.05 ("very often unsafe"). The association was strongest in girls and young and middle-aged adolescents. Irrespective of the causal background of this association, school safety deserves attention either as a risk factor or as an indicator of mental health problems.

School Counseling Faculty Perceptions and Experiences Preparing Elementary School Counselors

Science.gov (United States)

Goodman-Scott, Emily; Watkinson, Jennifer Scaturo; Martin, Ian; Biles, Kathy

2016-01-01

School counselors' job roles and preferences reportedly vary by educational level (i.e., elementary, middle and high school); however, several organizations, such as the American School Counselor Association, conceptualize and recommend school counseling practice and preparation through a K-12 lens. Little is known about how or if school…

The Healthy Children, Strong Families intervention promotes improvements in nutrition, activity and body weight in American Indian families with young children.

Science.gov (United States)

Tomayko, Emily J; Prince, Ronald J; Cronin, Kate A; Adams, Alexandra K

2016-10-01

American Indian children of pre-school age have disproportionally high obesity rates and consequent risk for related diseases. Healthy Children, Strong Families was a family-based randomized trial assessing the efficacy of an obesity prevention toolkit delivered by a mentor v. mailed delivery that was designed and administered using community-based participatory research approaches. During Year 1, twelve healthy behaviour toolkit lessons were delivered by either a community-based home mentor or monthly mailings. Primary outcomes were child BMI percentile, child BMI Z-score and adult BMI. Secondary outcomes included fruit/vegetable consumption, sugar consumption, television watching, physical activity, adult health-related self-efficacy and perceived health status. During a maintenance year, home-mentored families had access to monthly support groups and all families received monthly newsletters. Family homes in four tribal communities, Wisconsin, USA. Adult and child (2-5-year-olds) dyads (n 150). No significant effect of the mentored v. mailed intervention delivery was found; however, significant improvements were noted in both groups exposed to the toolkit. Obese child participants showed a reduction in BMI percentile at Year 1 that continued through Year 2 (PChild fruit/vegetable consumption increased (P=0·006) and mean television watching decreased for children (P=0·05) and adults (P=0·002). Reported adult self-efficacy for health-related behaviour changes (P=0·006) and quality of life increased (P=0·02). Although no effect of delivery method was demonstrated, toolkit exposure positively affected adult and child health. The intervention was well received by community partners; a more comprehensive intervention is currently underway based on these findings.

School-Based Racial and Gender Discrimination among African American Adolescents: Exploring Gender Variation in Frequency and Implications for Adjustment

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Chavous, Tabbye M.; Griffin, Tiffany M.

2012-01-01

The present study examined school-based racial and gender discrimination experiences among African American adolescents in Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple regression analyses within gender groups indicated that among girls and boys, racial discrimination and gender discrimination predicted higher depressive symptoms and school importance and racial discrimination predicted self-esteem. Racial and gender discrimination were also negatively associated with grade point average among boys but were not significantly associated in girls’ analyses. Significant gender discrimination X racial discrimination interactions resulted in the girls’ models predicting psychological outcomes and in boys’ models predicting academic achievement. Taken together, findings suggest the importance of considering gender- and race-related experiences in understanding academic and psychological adjustment among African American adolescents. PMID:22837794

Arab American Women Negotiating Identities

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Mango, Oraib

2012-01-01

Compared to the literature available on other ethnic groups in the United States, there is very little information about school experiences of Arab Americans (Nieto, 2003). This study examines the ways that Arab American women reported positioning themselves when faced with difficult situations related to stereotypical images of Arabs and Arab…

Declining loneliness over time: evidence from american colleges and high schools.

Science.gov (United States)

Clark, D Matthew T; Loxton, Natalie J; Tobin, Stephanie J

2015-01-01

We examined changes in loneliness over time. Study 1 was a cross-temporal meta-analysis of 48 samples of American college students who completed the Revised UCLA Loneliness Scale (total N = 13,041). In Study 1, loneliness declined from 1978 to 2009 (d = -0.26). Study 2 used a representative sample of high school students from the Monitoring the Future project (total N = 385,153). In Study 2, loneliness declined from 1991 to 2012. Declines were similar among White students (d = -0.14), Black students (d = -0.17), male students (d = -0.11), and female students (d = -0.11). Different loneliness factors showed diverging trends. Subjective isolation declined (d = -0.20), whereas social network isolation increased (d = 0.06). We discuss the declines in loneliness within the context of other cultural changes, including changes to group membership and personality. © 2014 by the Society for Personality and Social Psychology, Inc.

75 FR 23559 - Older Americans Month, 2010

Science.gov (United States)

2010-05-04

... have contributed so much to our Nation. This year's theme for Older Americans Month, ``Age Strong, Live... Senior Corps. My Administration is committed to ensuring older Americans can age strong and live long. By.... Many of our Nation's older men and women have worked tirelessly and sacrificed so their children could...

Building Bridges in a Third Space: A Phenomenological Study of the Lived Experiences of Teaching Chinese in American Chinese Schools

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Weng, Xuan; Lin, Jing

2013-01-01

This study explores the lived experiences of Chinese teachers in American Chinese Schools. Max van Manen's methodology for hermeneutic phenomenological research provides a framework for the study, and the philosophical writings of Heidegger, Gadamer, and Derrida guide the textual interpretations. Pedagogical voices of Aoki, Pinar, and Greene,…

The Relationship of Career Decision-Making Self-Efficacy, Vocational Identity, and Career Exploration Behavior in African American High School Students

Science.gov (United States)

Gushue, George V.; Scanlan, Kolone R. L.; Pantzer, Karen M.; Clarke, Christine P.

2006-01-01

This study explores the relationship between the social cognitive construct of career decision-making self-efficacy and the outcome variables of vocational identity and career exploration behaviors in a sample of 72 urban African American high school students. The results indicate that higher levels of career decision-making self-efficacy are…

Ideas That Shaped American Schools.

Science.gov (United States)

Parker, Franklin

1981-01-01

Briefly discusses 10 books, or series of books, that represent major turning points in American education in the last 75 years. The authors include William H. McGuffey, Abraham Flexner, Lewis M. Terman, John Dewey, George S. Counts, Jerome S. Bruner, James S. Coleman, Michael B. Katz, and B. F. Skinner. (IRT)

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

Science.gov (United States)

Sun, Letao; Royal, Kenneth

2017-01-01

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

Racial, Ethnic, and Gender Differences in School Discipline among U.S. High School Students: 1991-2005

OpenAIRE

Wallace, John M.; Goodkind, Sara; Wallace, Cynthia M.; Bachman, Jerald G.

2008-01-01

The present study uses large nationally representative samples of White, Black, Hispanic, Asian American, and American Indian students to examine current patterns and recent trends (1991 to 2005) in racial, ethnic, and gender differences in school discipline. We found that Black, Hispanic, and American Indian youth are slightly more likely than White and Asian American youth to be sent to the office and substantially (two to five times) more likely to be suspended or expelled. Although school...

Nostalgia and Educational History: An American Image

Science.gov (United States)

Rousmaniere, Kate

2017-01-01

This essay examines the way in which nostalgia informs the 1953 painting of a school setting by the popular American artist Norman Rockwell. "The Girl with Black Eye", the cover image of the American popular magazine "The Saturday Evening Post" on 23 May 1953, draws on traditional American iconography of the disciplining of…

Pittsburgh American Community Survey 2015, School Enrollment

Data.gov (United States)

Allegheny County / City of Pittsburgh / Western PA Regional Data Center — School enrollment data are used to assess the socioeconomic condition of school-age children. Government agencies also require these data for funding allocations...

The relationship between momentary emotions and well-being across European Americans, Hispanic Americans, and Asian Americans.

Science.gov (United States)

Choi, Eunsoo; Chentsova-Dutton, Yulia E

2017-09-01

Cultural differences in the emphasis on positive and negative emotions suggest that the impact of these emotions on well-being may differ across cultural contexts. The present study utilised a momentary sampling method to capture average momentary emotional experiences. We found that for participants from cultural contexts that foster positive emotions (European Americans and Hispanic Americans), average momentary positive emotions predicted well-being better than average momentary negative emotions. In contrast, average momentary negative emotions were more strongly associated with well-being measures for Asian Americans, the group from a cultural context that emphasises monitoring of negative emotions. Furthermore, we found that acculturation to American culture moderated the association between average momentary positive emotions and well-being for Asian Americans. These findings suggest the importance of culture in studying the impact of daily emotional experiences on well-being.

Expecting the Unexpected: a Comparative Study of African-American Women's Experiences in Science during the High School Years

Science.gov (United States)

Hanson, Sandra L.; Johnson, Elizabeth Palmer

Data from the National Educational Longitudinal Study (NELS) for the years 1988 to 1992 are used to explore the science experiences of young African-American women during the high school years. The comparison groups we use in trying to understand these experiences involve White women (for a race contrast) and African-American men (for a gender contrast). Within the context of a critical feminist perspective, it is argued that gender is constructed in a different way in White and African-American communities. Instead of expecting a disadvantage for young African-American women because of their gender and minority statuses, it is suggested that unique gender ideologies and work-family arrangements in the African-American community give these young women the resources and agency that allow them to compete with their White female counterparts and their African-American male counterparts in the science domain. Results from our analyses of the NELS data confirm these expectations. We find that on a majority of science measures, African-American women do as well as - and sometimes better than - White women and African-American men. For example, there are no differences between African-American women and men on attitudes toward science. And when compared with White women, African-American women tend to have more positive attitudes. When disadvantages appear for these young African-American women, they are more likely to be race effects then gender effects. The minimal gender effects in the science experiences of young African-Americans is in contrast to the more frequent male advantage in the White sample. A careful examination of family and individual resources shows that African-American families compensate for disadvantages on some resources (e.g., family socioeconomic status) by providing young women with an excess of other resources (e.g., unique gender ideologies, work expectations, and maternal expectations and involvement). And, unlike White parents, they sometimes

Handbook for Teaching Korean-American Students.

Science.gov (United States)

California State Dept. of Education, Sacramento. Bilingual Education Office.

This handbook is designed for teachers, administrators, and other school personnel. It provides an explanation of the sociocultural and linguistic characteristics of Korean-Americans so educators can address their needs more effectively and orchestrate a better teaching environment by understanding and supporting the Korean-American cultural…

A Native American Theatre Ensemble

Science.gov (United States)

Brown, Kent R.

1973-01-01

The ceremonial rituals American Indians have practiced for centuries are uncontestable testimony to how strongly they respond to theatre. These rituals, a pure and functional form of dramatic art, are practiced today by a Native American theater group. (FF)

Statement of Dr. Marilyn L. Miller, Immediate Past President, American Association of School Librarians, a Division of the American Library Association, before the Subcommittee on Education, Arts, and Humanities, Senate Labor and Human Resources Committee on Reauthorization of Chapter 2, Education Consolidation and Improvement Act, July 16, 1987.

Science.gov (United States)

Miller, Marilyn L.

1988-01-01

This statement in support of Education Consolidation Improvement Act reauthorization discusses six topics related to school libraries: (1) purpose of school libraries; (2) research supporting need for school libraries; (3) current status; (4) funding realities; (5) deteriorating book collections; and (6) impact of federal aid. An American Library…

Strong interactions at high energy

International Nuclear Information System (INIS)

Anselmino, M.

1995-01-01

Spin effects in strong interaction high energy processes are subtle phenomena which involve both short and long distance physics and test perturbative and non perturbative aspects of QCD. Moreover, depending on quantities like interferences between different amplitudes and relative phases, spin observables always test a theory at a fundamental quantum mechanical level; it is then no surprise that spin data are often difficult to accommodate within the existing models. A report is made on the main issues and contributions discussed in the parallel Session on the open-quote open-quote Strong interactions at high energy close-quote close-quote in this Conference. copyright 1995 American Institute of Physics

Trump's electoral speeches and his appeal to the American white working class.

Science.gov (United States)

Lamont, Michèle; Park, Bo Yun; Ayala-Hurtado, Elena

2017-11-01

This paper contributes to the study of social change by considering boundary work as a dimension of cultural change. Drawing on the computer-assisted qualitative analysis of 73 formal speeches made by Donald Trump during the 2016 electoral campaign, we argue that his political rhetoric, which led to his presidential victory, addressed the white working class's concern with their declining position in the national pecking order. He addressed this group's concern by raising their moral status, that is, by (1) emphatically describing them as hard-working Americans who are victims of globalization; (2) voicing their concerns about 'people above' (professionals, the rich, and politicians); (3) drawing strong moral boundaries toward undocumented immigrants, refugees, and Muslims; (4) presenting African Americans and (legal) Hispanic Americans as workers who also deserve jobs; (5) stressing the role of working-class men as protectors of women and LGBTQ people. This particular case study of the role of boundary work in political rhetoric provides a novel, distinctively sociological approach for capturing dynamics of social change. © London School of Economics and Political Science 2017.

Informal learning in SME majors for African American female undergraduates

Directory of Open Access Journals (Sweden)

Ezella McPherson

2014-11-01

Full Text Available This research investigates how eight undergraduate African American women in science, math, and engineering (SME majors accessed cultural capital and informal science learning opportunities from preschool to college. It uses the multiple case study methodological approach and cultural capital as the framework to better understand their opportunities to engage in free-choice science learning. The article demonstrates that African American women have access to cultural capital and informal science learning inside and outside of home and school environments in P-16 settings. In primary and secondary schools, African American girls acquire cultural capital and access to free-choice science learning in the home environment, museums, science fairs, student organizations and clubs. However, in high school African American female teenagers have fewer informal science learning opportunities like those such as those provided in primary school settings. In college, cultural capital is transmitted through informal science learning that consisted of involvement in student organizations, research projects, seminars, and conferences. These experiences contributed to their engagement and persistence in SME fields in K-16 settings. This research adds to cultural capital and informal science learning research by allowing scholars to better understand how African American women have opportunities to learn about the hidden curriculum of science through informal science settings throughout the educational pipeline.

Resisting Official Knowledge: The Incorporation and Abjection of Race and Poverty in High School American History Textbooks, 1960s-2000s

Science.gov (United States)

Kearl, Benjamin Kelsey

2014-01-01

Through an interpretive analysis of how high school American history textbooks depict the urban-riots of the late-1960s, in this article the author discusses how textbooks incorporate and abject official knowledge related to the intersections of race and poverty. Incorporation is related with Raymond Williams' theory of the selective tradition and…

Creating a virtual community of practice to investigate legitimate peripheral participation by African American middle school girls in science activities

Science.gov (United States)

Edwards, Leslie D.

How do teenage girls develop an interest in science? What kinds of opportunities can science teachers present to female students that support their engagement with learning science? I studied one aspect of this issue by focusing on ways students could use science to enhance or gain identities that they (probably) already valued. To do that I created technology-rich activities and experiences for an after school class in science and technology for middle school girls who lived in a low socio-economic urban neighborhood. These activities and experiences were designed to create a virtual community of practice whose members used science in diverse ways. Student interest was made evident in their responses to the activities. Four conclusions emerged. (1) Opportunities to learn about the lives and work of admired African American business women interested students in learning by linking it to their middle-class aspirations and their interest in things that money and status can buy. (2) Opportunities to learn about the lives and work of African American women experts in science in a classroom context where students then practiced similar kinds of actual scientific tasks engaged students in relations of legitimate peripheral participation in a virtual and diverse community of practice focused on science which was created in the after-school classes. (3) Opportunities where students used science to show off for family, friends, and supporters of the after-school program, identities they valued, interested them enough that they engaged in long-term science and technology projects that required lots of revisions. (4) In response to the opportunities presented, new and enhanced identities developed around becoming a better student or becoming some kind of scientist.

Effect of the Strong4Life School Nutrition Program on Cafeterias and on Manager and Staff Member Knowledge and Practice, Georgia, 2015.

Science.gov (United States)

Rajbhandari-Thapa, Janani; Bennett, Ashley; Keong, Farrah; Palmer, Wendy; Hardy, Trisha; Welsh, Jean

The goal of the Strong4Life School Nutrition Program is to promote healthy eating in school cafeterias in Georgia by training school nutrition managers and staff members to implement changes in the cafeteria to nudge children to make healthier choices. The objective of our study was to evaluate program effect on (1) school nutrition manager and staff member knowledge of evidence-based strategies and their self-efficacy to make positive changes, (2) the school cafeteria environment, and (3) National School Lunch Program participation. We assessed changes in participant knowledge, beliefs, and self-efficacy by administering a survey before and after training (February-July 2015); a follow-up survey (3 school months posttraining) assessed changes in the cafeteria. A total of 842 school nutrition managers and staff members were trained and completed pre- and posttraining surveys; 325 managers completed the follow-up survey. We used cafeteria records from a subsample of the first schools trained (40 intervention and 40 control) to assess National School Lunch Program participation. From pretraining to posttraining, we found a significant increase in manager and staff member (n = 842) knowledge of strategies for enhancing taste perception through the use of creative menu item names (from 78% to 95%, P managers (n = 325) reported increased use of evidence-based serving strategies: visibility (from 84% to 96% for placing healthy options in >2 locations, P managers and staff members in Smarter Lunchrooms Movement techniques may be an effective way to make changes in the school cafeteria environment to encourage healthier choices among students. Additional studies allowing time for more complex changes to be implemented are needed to assess the full effect of the program.

An experimental test of the Bridges to High School intervention on harsh parenting and early age intercourse among Mexican American adolescents.

Science.gov (United States)

Germán, Miguelina; Gonzales, Nancy A; West, Stephen G; Wheeler, Lorey A

2017-07-01

Can an intervention that contained no content on sex or contraception reduce rates of early-age intercourse among Mexican American adolescents? The current study examined whether the Bridges to High School intervention designed, in part, to decrease harsh parenting, had a longitudinal effect on decreasing rates of early-age intercourse in the treatment versus control groups, as well as the moderating role of gender and linguistic acculturation. The sample consisted of 516 Mexican American adolescents (Mage = 12.31 years; 50.8% female) and their mothers who participated in a randomized, intervention trial. A series of longitudinal, meditational path models were used to examine the effects of the intervention on harsh parenting practices and early-age intercourse. Our findings revealed that participation in the treatment versus control group was indirectly linked to a lower likelihood of early-age intercourse through decreased maternal harsh parenting. Tests of mediation were significant. These findings did not vary across gender and linguistic acculturation. Results suggest that the Bridges to High School intervention successfully decreased early-age intercourse among Mexican American adolescents through reduced harsh parenting among mothers. This finding is consistent with positive youth development programs that have been found to have broad, and sometimes nontargeted, effects on adolescent sexual behaviors. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Adherence treatment factors in hypertensive African American women

Directory of Open Access Journals (Sweden)

Marie N Fongwa

2008-02-01

Full Text Available Marie N Fongwa1, Lorraines S Evangelista1, Ron D Hays2, David S Martins3, David Elashoff4, Marie J Cowan1, Donald E Morisky51University of California Los Angeles School of Nursing, Los Angeles, CA, USA; 2University of California Los Angeles School of Medicine, Division of General Internal Medicine and Health Services Research, Los Angeles, CA, USA; 3To Help Everyone Clinic Inc. Los Angeles, CA, USA; 4University of California Los Angeles Public Health, Los Angeles, CA, USA; 5University of California Los Angeles School of Public Health, CA, USABackground: Hypertension among African American women is of epidemic proportions. Nonadherence to treatment contributes to uncontrolled blood pressure in this population. Factors associated with adherence to treatment in African American women are unknown. The purpose of this study was to identify factors associated with adherence to hypertension treatment in African American women.Methods: Five audio-taped focus groups were conducted with hypertensive African American women, 35 years and older receiving treatment for hypertension from an inner-city free clinic. All transcripts from the tapes were analyzed for content describing adherence to treatment factors.Findings: Factors associated with adherence to treatment in hypertensive African American women were in three main categories including: beliefs about hypertension, facilitators of adherence to treatment, and barriers to adherence to treatment.Implications: The study supports the need for education on managing hypertension and medication side effects, early screening for depression in hypertensive African Americans, development of culturally sensitive hypertension educational material, and formation of support groups for promoting adherence to treatment among African American women with hypertension.Keywords: adherence, African American, hypertension treatment factors

Association of Demanding Kin Relations With Psychological Distress and School Achievement Among Low-Income, African American Mothers and Adolescents: Moderating Effects of Family Routine.

Science.gov (United States)

Taylor, Ronald D

2016-12-01

Association of demanding kin relations and family routine with adolescents' psychological distress and school achievement was assessed among 200 low-income, African American mothers and adolescents. Demanding kin relations were significantly associated with adolescents' psychological distress. Family routine was significantly related to adolescents' school achievement. Demanding kin relations were negatively associated with school achievement for adolescents from families low in routine, but unrelated to achievement for adolescents in families high in routine. Additional research is needed on poor families and their social networks. © 2015 The Author. Journal of Research on Adolescence © 2015 Society for Research on Adolescence.

Young, Gifted, and Black: Promoting High Achievement among African-American Students.

Science.gov (United States)

Perry, Theresa; Steele, Claude; Hilliard, Asa G., III

In three linked but separate essays, this book explores how African-American students experience school in a society that has historically devalued their intellectual abilities. It calls for a new understanding of the unique obstacles black students face in American schools and points to a variety of educational practices that can mitigate those…

African-American Female Students and STEM: Principals' Leadership Perspectives

Science.gov (United States)

Sampson, Kristin Morgan

As the U.S. becomes more diverse, school leaders, major corporations, and areas of national defense continue to investigate science, technology, engineering and math (STEM) education issues. African-American female students have historically been underrepresented in STEM fields, yet educational leadership research, examining this population is limited. The purpose of this qualitative study was to explore how principals support African-American female students in schools with a STEM program. The Critical Race Theory (CRT)was used as a theoretical framework to highlight the inadequacies to support educational inequalities. The application of the CRT in this study is due to the embedded inequality practices within the educational system, that have resulted in the underrepresentation of African-American female students in STEM. To complement CRT, the transformative leadership model was also utilized to examine the emancipatory leadership practices principals utilized. These theories framed the context of this study by recognizing the need to address how support is actualized to African-American female students in STEM by their principals. A case study approach was an appropriate method to answer the two research questions, 1) How do principals feel they support African-American female students in their STEM programs? and 2) What practices do principals engage in that support underrepresented students in STEM? This approach intended to uncover how a principal leads a multifaceted population of underrepresented students in STEM programs. Two principals of STEM schools, where more than 50% of the population were African-American, were interviewed and observed completing daily operations at community-wide events. The STEM Coordinators and a teacher were also interviewed, and test scores were examined to provide further information about the STEM program, and public records were obtained to analyze the principals' means of communication. I found that principals supported

Fun & Fit, Phase I: A Program for Overweight African American and Hispanic American Children from Low-Income Families

Science.gov (United States)

Meaney, Karen S.; Hart, Melanie A.; Griffin, L. Kent

2009-01-01

Fun & Fit is a program designed to create positive physical activity experiences and to promote healthy lifestyle choices among overweight children from low-income African American and Hispanic American families. The program is a collaborative project between Texas Tech University and the Lubbock Independent School District funded through a…

Perceived School Safety is Strongly Associated with Adolescent Mental Health Problems

NARCIS (Netherlands)

Nijs, Miesje M.; Bun, Clothilde J. E.; Tempelaar, Wanda M.; de Wit, Niek J.; Burger, Huibert; Plevier, Carolien M.; Boks, Marco P. M.

School environment is an important determinant of psychosocial function and may also be related to mental health. We therefore investigated whether perceived school safety, a simple measure of this environment, is related to mental health problems. In a population-based sample of 11,130 secondary

Schooling in American Sign Language: A Paradigm Shift from a Deficit Model to a Bilingual Model in Deaf Education

Science.gov (United States)

Humphries, Tom

2013-01-01

Deaf people have long held the belief that American Sign Language (ASL) plays a significant role in the academic development of deaf children. Despite this, the education of deaf children has historically been exclusive of ASL and constructed as an English-only, deficit-based pedagogy. Newer research, however, finds a strong correlation between…

Social accountability of medical schools and academic primary care training in Latin America: principles but not practice.

Science.gov (United States)

Puschel, Klaus; Rojas, Paulina; Erazo, Alvaro; Thompson, Beti; Lopez, Jorge; Barros, Jorge

2014-08-01

Latin America has one of the highest rates of health disparities in the world and is experiencing a steep increase in its number of medical schools. It is not clear if medical school authorities consider social responsibility, defined as the institutional commitment to contribute to the improvement of community well-being, as a priority and if there are any organizational strategies that could reduce health disparities. To study the significance and relevance of social responsibility in the academic training of medical schools in Latin America. The study combined a qualitative thematic literature review of three databases with a quantitative design based on a sample of nine Latin American and non-Latin American countries. The thematic analysis showed high agreement among academic groups on considering medical schools as 'moral agents', part of a 'social contract' and with an institutional responsibility to reduce health disparities mainly through the implementation of strong academic primary care programs. The quantitative analysis showed a significant association between higher development of academic primary care programs and lower level of health disparities by country (P = 0.028). However, the data showed that most Latin American medical schools did not prioritize graduate primary care training. The study shows a discrepancy between the importance given to social responsibility and academic primary care training in Latin America and the practices implemented by medical schools. It highlights the need to refocus medical education policies in the region. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

School-Based Racial and Gender Discrimination among African American Adolescents: Exploring Gender Variation in Frequency and Implications for Adjustment

OpenAIRE

Cogburn, Courtney D.; Chavous, Tabbye M.; Griffin, Tiffany M.

2011-01-01

The present study examined school-based racial and gender discrimination experiences among African American adolescents in Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple reg...

Comparison of QRS Duration and Associated Cardiovascular Events in American Indian Men Versus Women (The Strong Heart Study).

Science.gov (United States)

Deen, Jason F; Rhoades, Dorothy A; Noonan, Carolyn; Best, Lyle G; Okin, Peter M; Devereux, Richard B; Umans, Jason G

2017-06-01

Electrocardiographic QRS duration at rest is associated with sudden cardiac death and death from coronary heart disease in the general population. However, its relation to cardiovascular events in American Indians, a population with persistently high cardiovascular disease mortality, is unknown. The relation of QRS duration to incident cardiovascular disease during 17.2 years of follow-up was assessed in 1,851 male and female Strong Heart Study participants aged 45 to 74 years without known cardiovascular disease at baseline. Cox regression with robust standard error estimates was used to determine the association between quintiles of QRS duration and incident cardiovascular disease in gender-stratified analyses, adjusted for age, systolic blood pressure, hypertension, antihypertensive medication use, body mass index, current smoking, diabetes, total cholesterol, high-density lipoprotein cholesterol, and albuminuria. In women only, QRS duration in the highest quintile (≥105 ms) conferred significantly higher risk of cardiovascular disease than QRS duration in the lowest quintile (64 to 84 ms) (hazard ratio 1.6, 95% CI 1.1 to 2.4) likely because of higher risks of coronary heart disease (hazard ratio 1.8, 95% CI 1.1 to 3.1) and myocardial infarction (hazard ratio 2.1, 95% CI 1.0 to 4.7). Furthermore, when added to the Strong Heart Study Coronary Heart Disease Risk Calculator, QRS duration significantly improved prediction of future coronary heart disease events in women (Net Reclassification Index 0.17, 95% CI 0.06 to 0.47). In conclusion, QRS duration is an independent predictor of cardiovascular disease in women in the Strong Heart Study cohort and may have value in estimating risk in populations with similar risk profiles and a high lifetime incidence of cardiovascular disease. Copyright © 2017 Elsevier Inc. All rights reserved.

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…

African-American Literature and "Post-Racial" America. Or, You Know, Not.

Science.gov (United States)

Blackwell, Jacqueline A.

2011-01-01

In 1983, when the author began graduate school at the University of Virginia in Charlottesville as the only black student in the Graduate English School, it offered no graduate-level African-American Literature course. Today an undergraduate student at the University of Virginia can major in African-American and African Studies and take courses…

The Multidimensionality of Prosocial Behaviors and Evidence of Measurement Equivalence in Mexican American and European American Early Adolescents

Science.gov (United States)

Carlo, Gustavo; Knight, George P.; McGinley, Meredith; Zamboanga, Byron L.; Jarvis, Lorna Hernandez

2010-01-01

There is growing recognition of the need to examine distinct forms of prosocial behaviors and to conduct research on prosocial behaviors among ethnic minorities. Middle school students (mean age = 12.67 years; 54% girls; European American, n = 290; Mexican American, n = 152) completed a multidimensional measure of prosocial behavior and measures…

Moving from Separate, to Equal, to Equitable Schooling: Revisiting School Desegregation Policies

Science.gov (United States)

McPherson, Ezella

2011-01-01

For over a century after the 1896 "Plessy v. Ferguson" decision, researchers have been grappling with how to effectively implement educational reform policies to provide students with an equal education in American schools. This literature review examines previous school desegregation cases and school desegregation plans to investigate…

Gender matters, too: the influences of school racial discrimination and racial identity on academic engagement outcomes among African American adolescents.

Science.gov (United States)

Chavous, Tabbye M; Rivas-Drake, Deborah; Smalls, Ciara; Griffin, Tiffany; Cogburn, Courtney

2008-05-01

The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and school importance attitudes for boys. Also, centrality moderated the relationship between discrimination and academic outcomes in ways that differed across gender. For boys, higher racial centrality related to diminished risk for lower school importance attitudes and grades from experiencing classroom discrimination relative to boys lower in centrality, and girls with higher centrality were protected against the negative impact of peer discrimination on school importance and academic self-concept. However, among lower race-central girls, peer discrimination related positively to academic self-concept. Finally, socioeconomic background moderated the relationship of discrimination with academic outcomes differently for girls and boys. The authors discuss the need to consider interactions of individual- and contextual-level factors in better understanding African American youths' academic and social development. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

Short leukocyte telomere length is associated with obesity in American Indians: the Strong Heart Family study.

Science.gov (United States)

Chen, Shufeng; Yeh, Fawn; Lin, Jue; Matsuguchi, Tet; Blackburn, Elizabeth; Lee, Elisa T; Howard, Barbara V; Zhao, Jinying

2014-05-01

Shorter leukocyte telomere length (LTL) has been associated with a wide range of age-related disorders including cardiovascular disease (CVD) and diabetes. Obesity is an important risk factor for CVD and diabetes. The association of LTL with obesity is not well understood. This study for the first time examines the association of LTL with obesity indices including body mass index, waist circumference, percent body fat, waist-to-hip ratio, and waist-to-height ratio in 3,256 American Indians (14-93 years old, 60% women) participating in the Strong Heart Family Study. Association of LTL with each adiposity index was examined using multivariate generalized linear mixed model, adjusting for chronological age, sex, study center, education, lifestyle (smoking, alcohol consumption, and total energy intake), high-sensitivity C-reactive protein, hypertension and diabetes. Results show that obese participants had significantly shorter LTL than non-obese individuals (age-adjusted P=0.0002). Multivariate analyses demonstrate that LTL was significantly and inversely associated with all of the studied obesity parameters. Our results may shed light on the potential role of biological aging in pathogenesis of obesity and its comorbidities.

A Case Study: The Impact of an Immersion Experience on the Vocation of Lay Teacher-Leaders in American Jesuit High Schools

Science.gov (United States)

Schreiber, Martin J.

2012-01-01

The purpose of this case study explores the impact of an immersion experience to a least developed country on the vocation of lay teacher leaders in American Jesuit High Schools. Nine lay teacher leaders engaged in a four stage process of immersion from November 2009 to August 2010. The study employed the conceptual framework of Edward…

Age and Cultural Differences in Self-Perceptions of Mastery Motivation and Competence in American, Chinese, and Hungarian School Age Children

Directory of Open Access Journals (Sweden)

Krisztian Jozsa

2014-01-01

Full Text Available We examined age differences in self-perceptions of five dimensions of mastery motivation and also of competence in American, Chinese, and Hungarian children and teens. Participants included 200 Americans, 1,465 Chinese, and 8,175 Hungarians from 7 to 19 years of age. The Dimensions of Mastery Questionnaire provides comparable data across these different cultures as indicated by very similar factor structures and reasonably good internal consistency reliabilities for the scales. Across all three cultures, there was the expected decline from primary to secondary school in total persistence and the four instrumental mastery motivation scales, except for social persistence with adults in the American sample. Mastery pleasure did not decline in the American and Chinese samples but declined in the Hungarian sample. Self-perceived competence did not decline significantly in the American sample or in the Hungarian sample from age 11 to 17; however, competence self-ratings declined in the Chinese sample. The three cultures were compared at 11 and 16. Although there were some significant differences, small effect sizes indicated that the level of motivation was similar for each culture at each age. The other literature provides clues about why the declines occur in all three cultures and why there are some differences among cultures.

Earthquakes Threaten Many American Schools

Science.gov (United States)

Bailey, Nancy E.

2010-01-01

Millions of U.S. children attend schools that are not safe from earthquakes, even though they are in earthquake-prone zones. Several cities and states have worked to identify and repair unsafe buildings, but many others have done little or nothing to fix the problem. The reasons for ignoring the problem include political and financial ones, but…

Necessary but Not Sufficient: The Continuing Inequality between Men and Women in Educational Leadership, Findings from the American Association of School Administrators Mid-Decade Survey

OpenAIRE

Robinson, Kerry; Shakeshaft, Charol; Grogan, Margaret; Newcomb, Whitney Sherman

2017-01-01

The gender of school leaders makes a difference in career paths, personal life, and characteristics of workplace. There is additional evidence that men and women are appointed or elected to lead different kinds of educational jurisdictions. Even if those differences did not exist, equitable access to leadership positions for people of different backgrounds would make this an important issue. This article reports gender-related findings from the American Association of School Administrators 20...

Working with Spanish-Speaking Latin American Students in Toronto

Science.gov (United States)

Duran, Marcela S.

1978-01-01

The problems affecting the reception, adjustment, and placement of Spanish-speaking students into the Toronto school system are discussed, and include immigration patterns, Spanish values, and the Latin American school. (Author/HP)

Proceedings, 8th CERN–Latin-American School of High-Energy Physics (CLASHEP2015) Ibarra, Ecuador, March 05-17, 2015

CERN Document Server

Mulders, M.; CLASHEP 2015; CLASHEP2015

2016-01-01

The CERN–Latin-American School of High-Energy Physics is intended to give young physicists an introduction to the theoretical aspects of recent advances in elementary particle physics. These proceedings contain lecture notes on the Standard Model of electroweak interactions, flavour physics, neutrino physics, Higgs physics, new physics beyond the standard model, quantum chromodynamics under extreme conditions, cosmology, an introduction to experimental facilities at the high-energy frontier, and practical statistics for particle physicists.

Standing Strong: Maloney Interdistrict Magnet School Japanese Language and Culture Program

Science.gov (United States)

Haxhi, Jessica; Yamashita-Iverson, Kazumi

2009-01-01

Maloney Interdistrict Magnet School (MIMS) is the only elementary school in Waterbury that has a world language program and is one of only two elementary Japanese programs in Connecticut. In the past 15 years, more than 1500 students have participated in its Japanese Language and Culture (JLC) Program in grades Prekindergarten through 5th. The JLC…

Argumentative Strategies in American and Japanese English.

Science.gov (United States)

Kamimura, Taeko; Oi, Kyoko

1998-01-01

A study examined differences in argumentative strategies in Japanese and American English by analyzing English essays on capital punishment written by 22 American high school seniors and 30 Japanese college sophomores. Differences were found in the organizational patterns, content and use of rational appeals, preference for type of diction, and…

Asthma & Physical Activity in the School

Science.gov (United States)

Asthma & Physical Activity in the School MAKING A DIFFERENCE Asthma & Physical Activity in the School MAKING A DIFFERENCE Min: 5/ ... D. Chair, NAEPP School Subcommittee Working Group on Physical Activity and School American Medical Association Karen Huss, Ph. ...

Intervention effects on kindergarten and 1st grade teachers’ classroom food practices and food-related beliefs in American Indian reservation schools

Science.gov (United States)

Arcan, Chrisa; Hannan, Peter J.; Himes, John H.; Fulkerson, Jayne A.; Rock, Bonnie Holy; Smyth, Mary; Story, Mary

2013-01-01

Prevalence of obesity among American Indian (AI) children is higher than the general US population. The school environment and teachers play important roles in helping students develop healthy eating habits. The aim of this prospective study was to examine teachers’ classroom and school food practices and beliefs and the effect of teacher training on these practices and beliefs. Data were used from the Bright Start study, a group-randomized, school-based trial on the Pine Ridge AI reservation (Fall 2005 to Spring 2008). Kindergarten and first grade teachers (n=75) from 14 schools completed a survey at the beginning and end of the school year. Thirty-seven survey items were evaluated using mixed-model analysis of variance to examine the intervention effect for each teacher-practice and belief item (adjusting for teacher type and school as random effect). At baseline, some teachers reported classroom and school food practices and beliefs that supported health and some that did not. The intervention was significantly associated with lower classroom use of candy as a treat (p=0.0005) and fast food rewards (p=0.008); more intervention teachers disagreed that fast food should be offered as school lunch alternatives (p=0.019), that it would be acceptable to sell unhealthy foods as part of school fund-raising (p=0.006), and that it would not make sense to limit students’ food choices in school (p=0.035). School-based interventions involving teacher training can result in positive changes in teachers’ classroom food practices and beliefs about the influence of the school food environment in schools serving AI children on reservations. PMID:23885704

Making Schools Safe and Inclusive: Gay-Straight Alliances and School Climate in Ontario

Science.gov (United States)

Kitchen, Julian; Bellini, Christine

2013-01-01

Gay-straight alliances (GSAs) have become widespread in Ontario schools and, starting in 2012, all schools are required to permit students to form GSAs. While American research suggests that GSAs have a positive impact on school safety and inclusion, there is little research on the impact of GSAs in Canadian schools. This study, based on a survey…

The relationship between racial identity and self-esteem in African American college and high school students.

Science.gov (United States)

Rowley, S J; Sellers, R M; Chavous, T M; Smith, M A

1998-03-01

The Multidimensional Model of Racial Identity was used to examine the relationship between racial identity and personal self-esteem (PSE) in a sample of African American college students (n = 173) and a sample of African American high school students (n = 72). Racial identity was assessed using the Centrality and Regard scales of the Multidimensional Inventory of Black Identity, whereas the Rosenberg Self-Esteem Scale was used to assess PSE. Four predictions were tested: (a) racial centrality is weakly but positively related to PSE; (b) private regard is moderately related to PSE; (c) public regard is unrelated to PSE; and (d) racial centrality moderates the relationship between private regard and PSE. Multiple regression analysis found that racial centrality and public racial regard were unrelated to PSE in both samples. Private regard was positively related to PSE in the college sample. Racial centrality moderated the relationship between private regard and PSE in both samples, such that the relationship was significant for those with high levels of centrality but nonsignificant for those with low levels.

European-American Children's and Adolescents' Evaluations of Interracial Exclusion.

Science.gov (United States)

Killen, M; Kelly, M; Richardson, C; Crystal, D; Ruck, M

2010-05-01

No research, to date, has investigated the role of ethnic school composition (and intergroup contact) on European-American youth's use of stereotypes to explain interracial discomfort in the context of peer exclusion. In this study European-American 4 th , 7 th and 10 th grade students ( N = 414), attending low and high ethnically diverse public schools (with low and high self-reports of cross-race/ethnic friendships, respectively) evaluated three contexts of interracial exclusion (at lunch time, at a school dance, and at a sleepover). In addition to age and context effects, participants enrolled in high diversity schools were less likely to use stereotypes to explain racial discomfort, more likely to view racial exclusion as wrong, and more likely to estimate that racial exclusion occurs, than were participants enrolled in low diversity schools. These findings have implications for the role of social experience on racial attitudes and judgments about exclusion.

Lincoln’s Image in the American Schoolbook

Directory of Open Access Journals (Sweden)

David Goldfield

2009-09-01

Full Text Available Abraham Lincoln's image in American school books has reflected the shifting political and social landscape of American society. Following Lincoln's assassination in 1865, textbooks for the next half century portrayed him as a martyr for a mostly evangelical Protestant nation and as a role model for African Americans. The centennial of Lincoln's birth in 1909 and the massive immigration during the first two decades of the twentieth century broadened the image of Lincoln in textbooks as a common man and an inspiration for American diversity.

Guide to Financial Aid for American Indian Students.

Science.gov (United States)

Thurber, Hanna J., Ed.; Thomason, Timothy C., Ed.

This directory compiles information on college financial aid for American Indian and Alaska Native students. Information is provided on approximately 175 programs exclusively for American Indian and Alaska Native students, including private scholarships and fellowships, school-specific programs and scholarships, state financial aid, tribal…

School-Based Management. School Management Digest, Series 1, No. 23.

Science.gov (United States)

Lindelow, John

Many educators advocate school-based management, a method of decentralization wherein the school, instead of the district office, becomes the primary unit of educational decision-making. This shift is part of American education's long-term oscillation between administrative centralization and decentralization. Centralization, say its critics, has…

The Impact of CHAMPS on the Exclusionary Discipline Incidents of African-American Boys

Science.gov (United States)

Russell-Smith, Saundra

2018-01-01

African-American boys who receive exclusionary discipline (i.e. in- or out-of-school suspensions) are overrepresented at the elementary (kindergarten through fifth grade) level. Although African-American boys comprised only 15% of the population of this school, they accounted for 70% of the exclusionary discipline incidents. This…

Not all Americans are creationists. Not all creationists are American (Italian original version)

OpenAIRE

Marco Ferrari

2006-01-01

In addition to their intrusive presence in American schools, creationists - or more modern epigones thereof, known as “intelligent designers” - are also and unexpectedly to be found in other countries. Take the United Kingdom as an example. Over the past few years, Darwin’s homeland has actually been witnessing attempts to introduce literal faith in the Bible into school programmes in a way which does not significantly differ from the one adopted in the United States. It is multi-billionaire ...

From Higher Aims to Hired Hands: The Social Transformation of American Business Schools and the Unfulfilled Promise of Management as a Profession

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Khurana, Rakesh

2010-01-01

Is management a profession? Should it be? Can it be? This major work of social and intellectual history reveals how such questions have driven business education and shaped American management and society for more than a century. The book is also a call for reform. Rakesh Khurana shows that university-based business schools were founded to train a…

The American Indian: Tradition and Transition through Art.

Science.gov (United States)

Zastrow, Leona M.

The purpose of this teaching guide is to educate middle school students about American Indian culture reflected through Indian art forms. Ten contemporary Native American artists are featured with works representing both traditional and transitional techniques and materials. Represented art forms include beadwork, carvings, basketry, jewelry,…

The American Oyster.

Science.gov (United States)

Thompson, Nancy E.

The Maryland Marine Science Education Project has produced a series of mini-units in marine science education for the junior high/middle school classroom. This unit focuses on the American oyster. Although the unit specifically treats the Chesapeake Bay, it may be adapted for use with similar estuarine systems. In addition, the unit may be…

African American Accounting Majors and the 150-hr Requirement

Science.gov (United States)

Booker, Quinton; Hill, Cecil L.; Wright, Carl

2010-01-01

The study provides information on African American accounting majors' views regarding 150-hr issues. The authors collected data from 152 students at two schools. Students at one school supported the requirement while those at the other school did not. However, students believed that the 150-hr requirement enhances the quality of certified public…

Inez Beverly Prosser and the education of African Americans.

Science.gov (United States)

Benjamin, Ludy T; Henry, Keisha D; McMahon, Lance R

2005-01-01

Inez Beverly Prosser (ca. 1895-1934) was arguably the first African American woman to earn a doctorate in psychology. Her dissertation, completed in 1933, examined personality differences in black children attending either voluntarily segregated or integrated schools and concluded that black children were better served in segregated schools. This research was one of several studies in the 1920s and 1930s that was part of the debate on segregated schools as maintained in the United States under the "separate but equal" doctrine of Plessy v. Ferguson (1896). This article examines the life and career of Prosser in the context of educational barriers and opportunities for African Americans in the early part of the twentieth century and explores the arguments that pitted African Americans against one another in determining how best to educate black children, arguments that eventually led to the desegregation decision of Brown v. Board of Education (1954). Copyright 2005 Wiley Periodicals, Inc.

Changing societies and four tasks of schooling: Challenges for strongly differentiated educational systems

Science.gov (United States)

van de Werfhorst, Herman G.

2014-05-01

Changing labour markets, increased calls for selection and excellence, and increased diversity and individualisation have repercussions on how educational systems can prepare youth for work, optimise knowledge production, achieve equality of opportunity, and socialise students into active civic engagement. This paper discusses four central tasks of schooling and examines to what extent societal developments challenge education policy to deliver on the tasks at hand. Particular attention is given to the challenges Europe's strongly diversified educational systems are currently facing. Both the Netherlands and Germany, for example, have been offering vocationally-oriented pathways alongside traditional academic higher education for some time. But today's ongoing changes in job descriptions, mainly due to ever-accelerating technological developments, are causing a risk of skills obsolescence which can only be avoided by continuous upskilling and/or reskilling of a sufficiently flexible workforce. Overcoming differences of intelligence as well as differences of diverse socioeconomic, ethnic and linguistic backgrounds by way of education is another challenge, as is fostering "soft" skills and political awareness. This paper investigates the effectiveness of current education systems in preparing citizens for a functioning modern society.

Psychological trauma symptoms and Type 2 diabetes prevalence, glucose control, and treatment modality among American Indians in the Strong Heart Family Study.

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Jacob, Michelle M; Gonzales, Kelly L; Calhoun, Darren; Beals, Janette; Muller, Clemma Jacobsen; Goldberg, Jack; Nelson, Lonnie; Welty, Thomas K; Howard, Barbara V

2013-01-01

The aims of this paper are to examine the relationship between psychological trauma symptoms and Type 2 diabetes prevalence, glucose control, and treatment modality among 3776 American Indians in Phase V of the Strong Heart Family Study. This cross-sectional analysis measured psychological trauma symptoms using the National Anxiety Disorder Screening Day instrument, diabetes by American Diabetes Association criteria, and treatment modality by four categories: no medication, oral medication only, insulin only, or both oral medication and insulin. We used binary logistic regression to evaluate the association between psychological trauma symptoms and diabetes prevalence. We used ordinary least squares regression to evaluate the association between psychological trauma symptoms and glucose control. We used binary logistic regression to model the association of psychological trauma symptoms with treatment modality. Neither diabetes prevalence (22%-31%; p=0.19) nor control (8.0-8.6; p=0.25) varied significantly by psychological trauma symptoms categories. However, diabetes treatment modality was associated with psychological trauma symptoms categories, as people with greater burden used either no medication, or both oral and insulin medications (odds ratio=3.1, ppsychological trauma symptoms suggests future research investigate patient and provider treatment decision making. © 2013.

From Civic Conservation to the Age of Ecology: The Rise and Synthesis of Ecological Ideas in the American High School Science Curriculum, 1900-1980

Science.gov (United States)

Laubach, Stephen A.

2013-01-01

Ecological ideas have been manifested in diverse ways in American high schools since the early twentieth century. Core scientific concepts in ecology--the study of the relationship between organisms and their environment--include adaptations, plant succession, ecosystem ecology, and population ecology. This dissertation argues, however, that there…

Integrating geoscience and Native American experiences through a multi-state geoscience field trip for high school students

Science.gov (United States)

Kelso, P. R.; Brown, L. M.; Spencer, M.; Sabatine, S.; Goetz, E. R.

2012-12-01

Lake Superior State University (LSSU) developed the GRANITE (Geological Reasoning And Natives Investigating The Earth) to engage high school students in the geosciences. The GRANITE program's target audience is Native American high school students and other populations underrepresented in the geosciences. Through the GRANITE program students undertake a variety of field and laboratory geosciences activities that culminates in a two week summer geoscience field experience during which they travel from Michigan to Wyoming. The sites students visit were selected because of their interesting and diverse geologic features and because in many cases they have special significance to Native American communities. Examples of the processes and localities studied by GRANITE students include igneous processes at Bear Butte, SD (Mato Paha) and Devil's Tower, WY (Mato Tipila); sedimentary processes in the Badlands, SD (Mako Sica) and Black Hills, SD (Paha Sapa); karst processes at Wind Cave, SD (Wasun Niye) and Vore Buffalo Jump; structural processes at Van Hise rock, WI and Dillon normal fault Badlands, SD; hydrologic and laucustrine processes along the Great Lakes and at the Fond du Lac Reservation, MN; fluvial processes along the Mississippi and Missouri rivers; geologic resources at the Homestake Mine, SD and Champion Mine, MI; and metamorphic processes at Pipestone, MN and Baraboo, WI. Through the GRANITE experience students develop an understanding of how geoscience is an important part of their lives, their communities and the world around them. The GRANITE program also promotes each student's growth and confidence to attend college and stresses the importance of taking challenging math and science courses in high school. Geoscience career opportunities are discussed at specific geologic localities and through general discussions. GRANITE students learn geosciences concepts and their application to Native communities and society in general through activities and

The Effect of Social Problem Solving Skills in the Relationship between Traumatic Stress and Moral Disengagement among Inner-City African American High School Students

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Coker, Kendell L.; Ikpe, Uduakobong N.; Brooks, Jeannie S.; Page, Brian; Sobell, Mark B.

2014-01-01

This study examined the relationship between traumatic stress, social problem solving, and moral disengagement among African American inner-city high school students. Participants consisted of 45 (25 males and 20 females) African American students enrolled in grades 10 through 12. Mediation was assessed by testing for the indirect effect using the confidence interval derived from 10,000 bootstrapped resamples. The results revealed that social problem-solving skills have an indirect effect on the relationship between traumatic stress and moral disengagement. The findings suggest that African American youth that are negatively impacted by trauma evidence deficits in their social problem solving skills and are likely to be at an increased risk to morally disengage. Implications for culturally sensitive and trauma-based intervention programs are also provided. PMID:25071874

The Effect of Social Problem Solving Skills in the Relationship between Traumatic Stress and Moral Disengagement among Inner-City African American High School Students.

Science.gov (United States)

Coker, Kendell L; Ikpe, Uduakobong N; Brooks, Jeannie S; Page, Brian; Sobell, Mark B

2014-06-01

This study examined the relationship between traumatic stress, social problem solving, and moral disengagement among African American inner-city high school students. Participants consisted of 45 (25 males and 20 females) African American students enrolled in grades 10 through 12. Mediation was assessed by testing for the indirect effect using the confidence interval derived from 10,000 bootstrapped resamples. The results revealed that social problem-solving skills have an indirect effect on the relationship between traumatic stress and moral disengagement. The findings suggest that African American youth that are negatively impacted by trauma evidence deficits in their social problem solving skills and are likely to be at an increased risk to morally disengage. Implications for culturally sensitive and trauma-based intervention programs are also provided.

Gay Youth in American Public High Schools: Invisible Diversity.

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Reed, Donald B.

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

Established Independent School Collaborates with Social Service Agency to Launch New School: Community Partnership School, Pennsylvania

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Stewart, Sarah

2016-01-01

Community Partnership School (CPS) serves 90 to 95 students annually in preK-5th grade. Of these, 100 percent are African American or multiracial, and all qualify for free or reduced-price lunch. Community Partnership School began as a collaboration between Germantown Academy, which had trouble recruiting low-income students to its suburban…

Nonlinear wave collapse and strong turbulence

International Nuclear Information System (INIS)

Robinson, P.A.

1997-01-01

The theory and applications of wave self-focusing, collapse, and strongly nonlinear wave turbulence are reviewed. In the last decade, the theory of these phenomena and experimental realizations have progressed rapidly. Various nonlinear wave systems are discussed, but the simplest case of collapse and strong turbulence of Langmuir waves in an unmagnetized plasma is primarily used in explaining the theory and illustrating the main ideas. First, an overview of the basic physics of linear waves and nonlinear wave-wave interactions is given from an introductory perspective. Wave-wave processes are then considered in more detail. Next, an introductory overview of the physics of wave collapse and strong turbulence is provided, followed by a more detailed theoretical treatment. Later sections cover numerical simulations of Langmuir collapse and strong turbulence and experimental applications to space, ionospheric, and laboratory plasmas, including laser-plasma and beam-plasma interactions. Generalizations to self-focusing, collapse, and strong turbulence of waves in other systems are also discussed, including nonlinear optics, solid-state systems, magnetized auroral and astrophysical plasmas, and deep-water waves. The review ends with a summary of the main ideas of wave collapse and strong-turbulence theory, a collection of open questions in the field, and a brief discussion of possible future research directions. copyright 1997 The American Physical Society

The Department of Energy/American Chemical Society Summer School in Nuclear and Radiochemistry at San Jose State University

International Nuclear Information System (INIS)

Kinard, W.F.; Silber, H.B.

2005-01-01

A Summer School in Nuclear Chemistry sponsored by the U. S. Department of Energy and the American Chemical Society has been held at San Jose State University for the past 20 years. The intent of the program is to introduce outstanding college students to the field of nuclear and radiochemistry with the goal that some of these students will consider careers on nuclear science. The program features radiochemistry experiments along with radiation safety training, guest lectures by well known nuclear scientists and field trips to nuclear chemistry facilities in the San Francisco area. (author)

Boarding Schools and Capital Benefits: Implications for Urban School Reform

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Bass, Lisa R.

2014-01-01

The author discusses the boarding school model as a schooling alternative to improve life chances for disadvantaged youth, particularly African American youth, by positively meeting their social and educational needs. Bourdieu, Coleman, and other social scientists purported that these needs can be better met by exposing students to social and…

How do american students measure up? Making sense of international comparisons.

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Koretz, Daniel

2009-01-01

In response to frequent news media reports about how poorly American students fare compared with their peers abroad, Daniel Koretz takes a close look at what these comparisons say, and do not say, about the achievement of U.S. high school students. He stresses that the comparisons do not provide what many observers of education would like: unambiguous information about the effectiveness of American high schools compared with those in other nations. Koretz begins by describing the. two principal international student comparisons-the Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA). Both assessments, he stresses, reflect the performance of students several years before they complete high school. PISA, which targets fifteen-year-old students, measures students' abilities to apply what they have learned in school to real-world problems. By contrast, TIMSS tests fourth and eighth graders. Unlike PISA, TIMSS follows the school curriculum closely. Because the findings of the two tests are sometimes inconsistent, Koretz stresses the importance of considering data from both sources. He cautions against comparing U.S. students with an "international average," which varies widely from survey to survey depending on which countries participate, and recommends instead comparing them with students in other nations that are similar to the United States or that are particularly high-achieving. Many observers, says Koretz, speculate that the lackluster average performance of American students in international comparisons arises because many, especially minority and low-income U.S. students, attend low-performing schools. But both TIMSS and PISA, he says, show that the performance of American students on the exams is not much more variable than that of students in countries that are socially more homogeneous or that have more equitable educational systems. Koretz emphasizes that the international comparisons

School of Optometry at Inter American University.

Science.gov (United States)

Hofstetter, Henry W.

1981-01-01

The optometry program at the Inter American University in Puerto Rico is profiled, with highlights of admission criteria, temporary and permanent facilities, faculty, governance structure, curriculum, research opportunities, and relationship with the university as a whole. (MSE)

Comparison of asthma prevalence among African American teenage youth attending public high schools in rural Georgia and urban Detroit.

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Ownby, Dennis R; Tingen, Martha S; Havstad, Suzanne; Waller, Jennifer L; Johnson, Christine C; Joseph, Christine L M

2015-09-01

The high prevalence of asthma among urban African American (AA) populations has attracted research attention, whereas the prevalence among rural AA populations is poorly documented. We sought to compare the prevalence of asthma among AA youth in rural Georgia and urban Detroit, Michigan. The prevalence of asthma was compared in population-based samples of 7297 youth attending Detroit public high schools and in 2523 youth attending public high schools in rural Georgia. Current asthma was defined as a physician diagnosis and symptoms in the previous 12 months. Undiagnosed asthma was defined as multiple respiratory symptoms in the previous 12 months without a physician diagnosis. In Detroit, 6994 (95.8%) youth were AA compared with 1514 (60.0%) in Georgia. Average population density in high school postal codes was 5628 people/mile(2) in Detroit and 45.1 people/mile(2) in Georgia. The percentages of poverty and of students qualifying for free or reduced lunches were similar in both areas. The prevalence of current diagnosed asthma among AA youth in Detroit and Georgia was similar: 15.0% (95% CI, 14.1-15.8) and 13.7% (95% CI, 12.0-17.1) (P = .22), respectively. The prevalence of undiagnosed asthma in AA youth was 8.0% in Detroit and 7.5% in Georgia (P = .56). Asthma symptoms were reported more frequently among those with diagnosed asthma in Detroit, whereas those with undiagnosed asthma in Georgia reported more symptoms. Among AA youth living in similar socioeconomic circumstances, asthma prevalence is as high in rural Georgia as it is in urban Detroit, suggesting that urban residence is not an asthma risk factor. Copyright © 2015 American Academy of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.

African American Physical Education Folklore Surrounding School Transition

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Woodruff, Elizabeth A.; Curtner-Smith, Matthew D.

2015-01-01

Transferring from elementary to secondary school can be difficult for many children, and students making this transition often suffer from anxiety and stress. One source of stress can be found in the scary stories transitioning pupils hear about their new schools, particularly those about physical education and sport. The purpose of this study was…

Transforming High School Counseling: Counselors' Roles, Practices, and Expectations for Students' Success

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Mau, Wei-Cheng J.; Li, Jiaqi; Hoetmer, Kimberly

2016-01-01

This study examined the current roles and practices of American high school counselors in relation to the ASCA [American School Counselor Association] National Model. Expectations for student success by high school counselors were also examined and compared to those of teachers' and school administrators'. A nationally representative sample of 852…

Transactional Process of African American Adolescents' Family Conflict and Violent Behavior.

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Choe, Daniel Ewon; Zimmerman, Marc A

2014-12-01

This is the first longitudinal study of urban African American adolescents that has examined bidirectional effects between their family conflict and violent behavior across all of high school. Structured interviews were administered to 681 students each year in high school at ages 15, 16 17, and 18 years. We used structural equation modeling to test a transactional model and found bidirectional effects between family conflict and violent behavior across the middle years of high school, while accounting for sex and socioeconomic status. Findings suggest a reciprocal process involving interpersonal conflict in African American families and adolescent engagement in youth violence.

Teaching about Asian Pacific Americans: Effectiveness Activities, Strategies, and Assignments for Classrooms and Communities. Critical Perspectives on Asian Pacific Americans #15

Science.gov (United States)

Chen, Edith Wen-Chu, Ed.; Omatsu, Glenn, Ed.

2006-01-01

The legitimization of Asian American Studies as an academic discipline has led to the publication of new research, policy reports, and creative writing. Despite the plethora of new scholarship, many significant findings and critical ideas have failed to effectively reach college and high school students or the general American public. "Teaching…

It Is Time to Rethink Central Auditory Processing Disorder Protocols for School-Aged Children.

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DeBonis, David A

2015-06-01

The purpose of this article is to review the literature that pertains to ongoing concerns regarding the central auditory processing construct among school-aged children and to assess whether the degree of uncertainty surrounding central auditory processing disorder (CAPD) warrants a change in current protocols. Methodology on this topic included a review of relevant and recent literature through electronic search tools (e.g., ComDisDome, PsycINFO, Medline, and Cochrane databases); published texts; as well as published articles from the Journal of the American Academy of Audiology; the American Journal of Audiology; the Journal of Speech, Language, and Hearing Research; and Language, Speech, and Hearing Services in Schools. This review revealed strong support for the following: (a) Current testing of CAPD is highly influenced by nonauditory factors, including memory, attention, language, and executive function; (b) the lack of agreement regarding the performance criteria for diagnosis is concerning; (c) the contribution of auditory processing abilities to language, reading, and academic and listening abilities, as assessed by current measures, is not significant; and (d) the effectiveness of auditory interventions for improving communication abilities has not been established. Routine use of CAPD test protocols cannot be supported, and strong consideration should be given to redirecting focus on assessing overall listening abilities. Also, intervention needs to be contextualized and functional. A suggested protocol is provided for consideration. All of these issues warrant ongoing research.

The Educationally Challenged American School District.

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Clinchy, Evans

1998-01-01

Two national reform movements--one focused on creating small, autonomous schools, the other fixated on a standardization agenda--are basically in conflict. The standards movement is touting the traditional, top-down, centralized, bureaucratic system modeled after Frederick Taylor and his efficiency experts. Progressive, decentralized initiatives…

Indian Education in the American Colonies, 1607-1783.

Science.gov (United States)

Szasz, Margaret Connell

Indian schooling in colonial America was continuously immersed in the exchange between cultures that involved religion, land ownership, disease, alcohol, and warfare, and was molded by trade in furs and hides, and Indian slaves. In the past two decades American scholars have begun to reinterpret colonial North American Indian history and the…

Sport-Related Structural Brain Injury: 3 Cases of Subdural Hemorrhage in American High School Football.

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Yengo-Kahn, Aaron M; Gardner, Ryan M; Kuhn, Andrew W; Solomon, Gary S; Bonfield, Christopher M; Zuckerman, Scott L

2017-10-01

The risk of sport-related concussion (SRC) has emerged as a major public health concern. In rare instances, sport-related head injuries can be even more severe, such as subdural hemorrhage, epidural hemorrhage, or malignant cerebral edema. Unlike SRCs, sport-related structural brain injury (SRSBI) is rare, may require neurosurgical intervention, and can lead to permanent neurologic deficit or death. Data characterizing SRSBI are limited, and many have recognized the need to better understand these catastrophic brain injuries. The goal of the current series is to describe, in detail, the presentation, management, and outcomes of examples of these rare injuries. During the fall of 2015, three high school football players presented with acute subdural hemorrhages following in-game collisions and were treated at our institution within a span of 2 months. For the 2 athletes who required surgical intervention, a previous SRC was sustained within 4 weeks before the catastrophic event. One year after injury, 2 players have returned to school, though with persistent deficits. One patient remains nonverbal and wheelchair bound. None of the athletes has returned to sports. Acute subdural hemorrhage resultant from an in-game football collision is rare. The temporal proximity of the reported SRSBIs to recent SRCs emphasizes the importance of return-to-play protocols and raises questions regarding the possibility of second impact syndrome. Although epidemiologic conclusions cannot be drawn from this small sample, these cases provide a unique opportunity to demonstrate the presentation, management, and long-term outcomes of SRSBI in American high school football. Copyright © 2017 Elsevier Inc. All rights reserved.

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

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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.

Americans with Disabilities Act.

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Kaesberg, Mary Ann; Murray, Kenneth T.

1994-01-01

Presents a 35-item checklist of practical activities for school district compliance with the Americans with Disabilities Act (ADA). The checklist is based on ADA statutes, other civil rights legislation and litigation, as well as pertinent regulations and the legislative history of the act contained in the Congressional Record. (MLF)

Perception of tobacco use prevention and cessation among faculty members in Latin American and Caribbean dental schools.

Science.gov (United States)

Tamí-Maury, Irene; Aigner, Carrie J; Hong, Judy; Strom, Sara; Chambers, Mark S; Gritz, Ellen R

2014-12-01

Rates of tobacco use are increasing in the regions of Latin America and the Caribbean (LAC). Unfortunately, tobacco cessation education is not a standard component of the dental curriculum in LAC dental schools. The objective of this study was to identify the perceptions of LAC dental faculty members regarding the tobacco use prevention and cessation (TUPAC) competencies that should be addressed in the dental curricula. Dental deans and faculty completed a web-based questionnaire in Spanish, Portuguese, French, or English. The questionnaire contained 32 competencies grouped into the five A's (Ask, Advise, Assess, Assist, and Arrange) of tobacco cessation and six supplementary questions for identifying barriers to providing TUPAC education to dental students. Respondents indicated the degree to which they believed each competency should be incorporated into the dental curricula using a five-point Likert scale ("1" = strongly disagree to "5" = strongly agree). Responses were obtained from 390 faculty members (66 % South America, 18 % Mexico/Central America, 16 % the Caribbean). Of the respondents, 2, 12, and 83 % reported that smoking was allowed in clinical environments, other indoor environments, and outdoor environments of their dental schools, respectively. Mean importance ratings for each of the competencies were as follows: Ask (4.71), Advise (4.54), Assess (4.41), Assist (4.07), and Arrange (4.01). Overall, LAC dental educators agree that TUPAC training should be incorporated into the dental curricula. Assist and Arrange competencies were rated lower, relative to other competencies. Tobacco use among dental educators and high rates of on-campus smoking could potentially pose barriers to promoting cessation interventions in the LAC dental schools.

Bringing Psychological Science to the Forefront of Educational Policy: Collaborative Efforts of the American Psychological Association's Coalition for Psychology in the Schools and Education

Science.gov (United States)

Rollin, Stephen A.; Subotnik, Rena F.; Bassford, Maya; Smulson, Jennifer

2008-01-01

The following article details the work of the American Psychological Association's (APA's) Coalition for Psychology in the Schools and Education (CPSE). First, a brief history of the background and creation of the coalition is described. The article then details the projects, completed and ongoing, of the CPSE. Those projects include a Teacher…

Preparing for Beslan: Anti-Terrorism Recommendations for an American School

Science.gov (United States)

2008-06-13

confronting school -shooter situations. Columbine , Jonesboro, and Virginia Tech are not just places of profound sorrow but rallying cries for those advocating...installed physical security mechanisms to protect students during a school shooting incident. However, to secure students from a concerted terrorist...Strategy Forum 2004, 6). Some Manhattan schools were forced to evacuate to sites miles away. Two high schools ’ evacuation plans called for students to

Huelga Schools in Houston: Community-Based Education in the Struggle for Legal Recognition, 1970

Science.gov (United States)

San Miguel, Guadalupe, Jr.

2016-01-01

This essay provides an overview of the huelga schools established in Houston, Texas, in 1970. For 2 years, from 1970 to 1972, the Mexican American community opposed the Houston Independent School District's plan to integrate the schools by pairing so-called White Mexican Americans with African American students. While they protested this decision,…

Overcoming Adversity: High-Achieving African American Youth's Perspectives on Educational Resilience

Science.gov (United States)

Williams, Joseph M.; Bryan, Julia

2013-01-01

This qualitative multicase research study identified the home, school, and community factors and processes that contributed to the academic success of 8 urban, African American high school graduates from low-income, single-parent families. Ten main themes emerged: school-related parenting practices, personal stories of hardship, positive…

European-American Children’s and Adolescents’ Evaluations of Interracial Exclusion

Science.gov (United States)

Killen, M.; Kelly, M.; Richardson, C.; Crystal, D.; Ruck, M.

2014-01-01

No research, to date, has investigated the role of ethnic school composition (and intergroup contact) on European-American youth’s use of stereotypes to explain interracial discomfort in the context of peer exclusion. In this study European-American 4th, 7th and 10th grade students (N = 414), attending low and high ethnically diverse public schools (with low and high self-reports of cross-race/ethnic friendships, respectively) evaluated three contexts of interracial exclusion (at lunch time, at a school dance, and at a sleepover). In addition to age and context effects, participants enrolled in high diversity schools were less likely to use stereotypes to explain racial discomfort, more likely to view racial exclusion as wrong, and more likely to estimate that racial exclusion occurs, than were participants enrolled in low diversity schools. These findings have implications for the role of social experience on racial attitudes and judgments about exclusion. PMID:25328425

Testing strong factorial invariance using three-level structural equation modeling

Directory of Open Access Journals (Sweden)

Suzanne eJak

2014-07-01

Full Text Available Within structural equation modeling, the most prevalent model to investigate measurement bias is the multigroup model. Equal factor loadings and intercepts across groups in a multigroup model represent strong factorial invariance (absence of measurement bias across groups. Although this approach is possible in principle, it is hardly practical when the number of groups is large or when the group size is relatively small. Jak, Oort and Dolan (2013 showed how strong factorial invariance across large numbers of groups can be tested in a multilevel structural equation modeling framework, by treating group as a random instead of a fixed variable. In the present study, this model is extended for use with three-level data. The proposed method is illustrated with an investigation of strong factorial invariance across 156 school classes and 50 schools in a Dutch dyscalculia test, using three-level structural equation modeling.

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

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Lovett, Andrew, Jr.

2014-01-01

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

Racial, Ethnic, and Gender Differences in School Discipline among U.S. High School Students: 1991-2005

Science.gov (United States)

Wallace, John M., Jr.; Goodkind, Sara; Wallace, Cynthia M.; Bachman, Jerald G.

2008-01-01

Large nationally representative samples of White, Black, Hispanic, Asian American, and American Indian students were used in this study to examine current patterns and recent trends in racial, ethnic, and gender differences in school discipline from 1991 to 2005. Findings revealed that Black, Hispanic, and American Indian youth are slightly more…

Opposition to the American leadership by Brazilian nurses (1934-1938).

Science.gov (United States)

Santos, Tânia Cristina Franco; Lopes, Gertrudes Teixeira; Porto, Fernando; da Fonte, Aline Silva

2008-01-01

A historical social descriptive study whose objective is to describe the circumstances where Bertha Pullen assumes as the dean of Anna Nery Nursing School, to assess the strategies undertaken by Pullen to assure her position of power and prestige in the space of the school and Brazilian nursing; and to discuss about the resistance to the presence and authority of the American dean for the nurses and students, in the struggle for a national identity. Corpus analysis was made by putting photographs into context based on written documents and secondary sources. The second management of Pullen was the reiteration of the American presence in the leadership of the School, despite the resistance of the nurses and students. Thus, we may assume that the second tenure of Pullen did not represent a real need that was felt by the school.

Striving toward Equitable Biliteracy Assessments in Hegemonic School Contexts

Science.gov (United States)

Babino, Alexandra; González-Carriedo, Ricardo

2017-01-01

American schools today display unprecedented levels of diversity in regard to the linguistic, socioeconomic, and cultural backgrounds of their student population. Increasingly, more American students are also emergent bilingual learners. Despite this fact, most of the standardized assessments used by schools have been designed and normed for…

Effects of obesity and body fat distribution on lipids and lipoproteins in nondiabetic American Indians: The Strong Heart Study.

Science.gov (United States)

Hu, D; Hannah, J; Gray, R S; Jablonski, K A; Henderson, J A; Robbins, D C; Lee, E T; Welty, T K; Howard, B V

2000-09-01

To examine the relationship between obesity and lipoprotein profiles and compare the effects of total obesity and central adiposity on lipids/lipoproteins in American Indians. Participants were 773 nondiabetic American Indian women and 739 men aged 45 to 74 years participating in the Strong Heart Study. Total obesity was estimated using body mass index (BMI). Central obesity was measured as waist circumference. Lipoprotein measures included triglycerides, high-density lipoprotein (HDL) cholesterol, low-density lipoprotein (LDL) cholesterol, apolipoprotein AI (apoAI), and apolipoprotein B (apoB). Partial and canonical correlation analyses were used to examine the associations between obesity and lipids/ lipoproteins. Women were more obese than men in Arizona (median BMI 32.1 vs. 29.2 kg/m2) and South Dakota and North Dakota (28.3 vs. 28.0 kg/m2), but there was no sex difference in waist circumference. Men had higher apoB and lower apoAI levels than did women. In women, when adjusted for center, gender, and age, BMI was significantly related to HDL cholesterol (r = -0.24, p HDL cholesterol (r = -0.23, p correlated with triglycerides (r = 0.30, p correlated with HDL cholesterol (r = -0.35, p HDL cholesterol decreased with waist circumference (r = -0.36, p correlation analysis, waist circumference received a greater weight (0.86) than did BMI (0.17) in women. However, the canonical weights were similar for waist (0.46) and BMI (0.56) in men. Only HDL cholesterol (-1.02) carried greater weight in women, whereas in men, triglycerides (0.50), and HDL cholesterol (-0.64) carried a large amount of weight. All the correlation coefficients between BMI, waist circumference, and the first canonical variable of lipids/lipoproteins or between the individual lipid/lipoprotein variables and the first canonical variable of obesity were smaller in women than in men. Triglycerides and HDL cholesterol showed clinically meaningful changes with BMI and waist circumference in men. All

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

Science.gov (United States)

Schlechty, Phillip C.

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

Making American Literatures in High School.

Science.gov (United States)

Shaheen, Peter

1999-01-01

Describes how a Martin Luther King Program Series developed from a school-wide effort to "cherish differences and honor common humanity." Provides a brief description of three events from that series: (1) a coffee house poetry night; (2) a Martin Luther King day program; and (3) a Harlem Dance Company program, "Dancing Through…

Cultural competency education in American nursing programs and the approach of one school of nursing.

Science.gov (United States)

Sloand, Elizabeth; Groves, Sara; Brager, Rosemarie

2004-01-01

The importance of cultural competency in all areas of American society is well accepted. Indeed, the evolving demographics of the country make it imperative. A wide range of educational and work settings has addressed the concept, from business and government to education and health. Cultural competency is particularly critical in the realm of healthcare, as the potential impact on quality of health and life is at stake. Nursing is a leader in this field, with a long theoretical and practice history of attention to, and respect for, individual differences. This article reviews cultural competency education in nursing and its respective educational settings. Common threads and different models are discussed. The program components of cultural competency education in one School of Nursing are highlighted. Future directions towards refining cultural competency education are presented.

Downsizing our Schools Corporate Style?

Science.gov (United States)

Burton, Gary

2005-01-01

In this article, the author offers his views on downsizing the public schools in the US. To be efficient, American industries are redesigning themselves to stay competitive. Likewise, America's public schools are being prompted to do the same. The author contends that downsizing public schools may only cause adverse impact. Since education is…

Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards

Science.gov (United States)

Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin

2012-11-01

Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a profile of professional competence, required for effective inquiry-based science teaching in primary schools in the Netherlands. This article reviews literature and compares the outcomes to the American National Science Education Standards (NSES). In so doing, it seeks to answer the following research questions: What elements of competencies required by primary school teachers who teach inquiry-based science are mentioned, discussed and researched in recent literature? To what extent are the American NSES (introduced 15 years ago) consistent with elements of competencies found in recent literature? A comprehensive literature review was conducted using Educational Resources Information Centre and Google Scholar databases. Fifty-seven peer-reviewed scientific journal articles from 2004 to 2011 were found using keyword combinations. Analysis of these articles resulted in the identification and classification of 22 elements of competencies. This outcome was compared to the American NSES, revealing gaps in the standards with respect to a lack of focus on how teachers view science teaching and themselves as teachers. We also found that elements of competencies are connected and poor mastery of one may affect a teacher's mastery of another. Therefore, we propose that standards for the Netherlands should be presented in a non-linear, holistic, competence-based model.

Tobacco Smoking and Antisocial Deviance among Vietnamese, Vietnamese-American, and European-American Adolescents.

Science.gov (United States)

Weiss, Bahr; Nguyen, Tam; Trung, Lam; Ngo, Victoria; Lau, Anna

2018-03-21

Tobacco smoking is one of the most significant modifiable behavioral health risk factors worldwide. Although smoking rates in some high-income countries (HIC) have declined, rates in many low-and-middle-income countries (LMIC) remain high. Adolescence is a key developmental risk period for smoking initiation. Research indicates that a major adolescent risk factor for tobacco smoking is antisocial deviance, which includes such behaviors as aggression, risk-taking, and rule-breaking. The linkages between antisocial deviance and smoking suggest that these behaviors and their underlying attitudes can be important targets for smoking prevention programs, but for public health efficiency it is important to target the components of antisocial deviance most closely linked smoking. However, although 80% of smokers live in LMIC, most relevant research has been conducted in HIC and its applicability to LMIC is unclear, given cultural differences between many HIC and LMIC. The purpose of the present study was to assess cross-cultural variations in relations among components of antisocial deviance and self-reported tobacco smoking among 2,724 10th and 11th grade Vietnamese, Vietnamese-American, and European-American students. Within the combined sample the relation between self-reported smoking and overall antisocial deviance was β = 0.33. However, the component of antisocial deviance most strongly related to smoking varied across groups, with Risk-taking most strongly related to smoking for Vietnamese-American (β = 0.37) and Vietnamese (β = 0.36) adolescents, and Rule-breaking Behavior most strongly related to smoking for European-American (β = 0.51) adolescents. These and other findings suggest the possible importance of culturally-tailored foci for smoking prevention programs emphasizing different aspects of antisocial deviance.

Asian Americans and Education

Science.gov (United States)

Chang, Benjamin

2017-01-01

The communities that constitute the racialized category of Asian Americans consist of approximately 20 million people in the United States, or about 5% of the total population. About 20% or 4 million are of primary or secondary school age, and over 1.1 million are in higher education. Both in popular and academic discourse, "Asian…

"I am Not a Statistic": Identities of African American Males in Advanced Science Courses

Science.gov (United States)

Johnson, Diane Wynn

African American males' interest, motivation, and enjoyment for science. They also focused on the personal importance they placed on doing well on a task (attainment value), or how useful the students believe the course relates to their current or future goals (utility value). Students who strongly or moderately identified with science were more likely to stress the value of the advanced science course(s), in terms of enjoyment, utility for their futures, and personal importance, and to downplay the work involved. Students who had low or no identification with science were more likely to stress the social enjoyment of the course they were enrolled in, relating to the other students, the fun activities, the teacher, and more likely to address the difficulty of the course. However, all of the students stressed the value of the course for their future as college students. Regardless of the level of identification with science, students were effusive in their respect for and praise of their science teacher(s) and the role he and/or she played in their interest in the subject matter, providing interesting and engaging work in class. The teacher as a role model, especially the Black male teacher, was critical to the learning of science for these students. Parents of all of these African American males conveyed the importance of academic achievement, and participated in school events as well as monitored their students' activities outside of school. All of the parents of the students in this study were supportive of their sons and had high expectations for academic success, regardless of whether they had attended college or completed a degree. In contrast to the literature on African American males, these students had a sense of academic excellence, high self-esteem, and their families and science teachers had high academic expectations for them. This study addresses a group often missing from the literature: successful African American male high school students. The study

Making Americans: UNO Charter Schools and Civic Education. Policy Brief 6

Science.gov (United States)

Feith, David

2013-01-01

This policy brief is the third in a series of in-depth case studies exploring how top-performing charter schools have incorporated civic learning in their school curriculum and school culture. The UNO Charter School Network includes 13 schools serving some 6,500 students across Chicago. Located in predominantly Hispanic neighborhoods, the…

The "Business" of Reforming American Schools.

Science.gov (United States)

Gelberg, Denise

This book's central thesis is that the relationship between school managers and teachers predicts the type of education offered children. That is, education can be seen as a handing down of information, or it can be viewed as a cooperative affair. The text is divided into two parts: 1895-1925 and 1961-1995. Chapter 1, which discusses America's…

Making Schools the Model for Healthier Environments Toolkit: General School Nutrition Resources

Science.gov (United States)

Robert Wood Johnson Foundation, 2012

2012-01-01

The federal school nutrition programs are the keystones to the diets of millions of American children. Schools have the opportunity to support healthy nutrition habits early in life by creating environments that encourage the consumption of healthy foods and beverages. This paper provides resources which offer general information about the…

Is the Ed School the Dead School? Premature Obituaries for an Institution.

Science.gov (United States)

Thelin, John R.

1989-01-01

Geraldine Clifford and James Guthrie's book "Ed School: A Brief for Professional Education" is reviewed. They concluded that no school of education has been able to maintain a central place within a distinguished American university. Their recommendation that education faculty ought to de-emphasize the social science research model is…

School Leadership Retention: A Study of Servant Leadership and School Leader Satisfaction

Science.gov (United States)

Bovee, Jeffery A.

2012-01-01

The purpose of this quantitative correlation study was to find the relationship between the level of perceived servant leadership and the school leader job satisfaction in the North American Division (NAD) of Seventh-day Adventists P-12 schools. This quantitative correlation study utilized Laub's (1999) Organizational Leadership Assessment…

Historical Links between Latin American Psychology and Pedagogy in Experimentation

Science.gov (United States)

Arias, Walter L.

2014-01-01

This work sets out historical information about the development of Latin American psychology over the base of education. It reviews the contribution from education to Latin American psychology, and especially, the creation of experimental psychology laboratories in schools and educational and psychopedagogical institutions, where experimental…

The High Citadel: The Influence of Harvard Law School.

Science.gov (United States)

Seligman, Joel

The history of Harvard Law School, a modern critique, and a proposed new model for American legal education are covered in this book by a Harvard Law graduate. Harvard Law School is called the "high citadel" of American legal education. Its admissions procedures, faculty selection, curriculum, teaching methods, and placement practices…

The Appropriateness of Using Three Measures of Self-Beliefs with European American, Latino/a, and Native American College Freshmen

Science.gov (United States)

Kurpius, Sharon E. Robinson; Payakkakom, Anusorn; Rayle, Andrea Dixon; Chee, Christine; Arredondo, Patricia

2008-01-01

The authors investigated the psychometric appropriateness of the Valuing/ Commitment to Education scale (A. M. Gloria, 1993), the Rosenberg Self-Esteem Scale (M. Rosenberg, 1965), and the Educational Self-Efficacy Scale (A. M. Gloria, 1993) for use with European American, Latina/o, and Native American college freshmen. Strong to moderate…

Assessing School Wellness Policies and Identifying Priorities for Action: Results of a Bi-State Evaluation.

Science.gov (United States)

Harvey, Susan P; Markenson, Deborah; Gibson, Cheryl A

2018-05-01

Obesity is a complex health problem affecting more than one-third of school-aged youth. The increasing obesity rates in Kansas and Missouri has been particularly concerning, with efforts being made to improve student health through the implementation of school wellness policies (SWPs). The primary purpose of this study was to conduct a rigorous assessment of SWPs in the bi-state region. SWPs were collected from 46 school districts. The Wellness School Assessment Tool (WellSAT) was used to assess comprehensiveness and strength. Additionally, focus group discussions and an online survey were conducted with school personnel to identify barriers and supports needed. Assessment of the SWPs indicated that most school districts failed to provide strong and specific language. Due to these deficiencies, districts reported lack of enforcement of policies. Several barriers to implementing the policies were reported by school personnel; supports needed for effective implementation were identified. To promote a healthful school environment, significant improvements are warranted in the strength and comprehensiveness of the SWPs. The focus group discussions provided insight as to where we need to bridge the gap between the current state of policies and the desired beneficial practices to support a healthy school environment. © 2018, American School Health Association.

Predicting Adolescent Self-Esteem from Participation in School Sports among Latino Subgroups.

Science.gov (United States)

Erkut, Sumru; Tracy, Allison J.

2002-01-01

Data from a national longitudinal survey of secondary school students showed that participation in a school sport was associated with self-esteem among Mexican American boys and girls, Puerto Rican girls, and Cuban American boys. School attachment and physical well-being mediated the relationship between sports participation and self-esteem.…

Helmholtz international Summer school quantum field theory at the limits. From strong fields to heavy quarks (HQ 2016). Proceedings

International Nuclear Information System (INIS)

Ali, Ahmed; Blaschke, David; Issadykov, Aidos; Ivanov, Mikhail

2017-04-01

The Helmholtz International Summer School (HISS) entitled ''Quantum Field Theory at the Limits: from Strong Fields to Heavy Quarks (SF→HQ)'', was held in the period July 18-30, 2016 at the Bogolyubov Laboratory of Theoretical Physics (BLTP) of the Joint Institute for Nuclear Research (JINR) in Dubna, Russia, as part of the activities of the Dubna International Advanced School of Theoretical Physics (DIAS-TH). It was co-organized by Ahmed Ali (DESY Hamburg), David Blaschke (JINR Dubna, MEPhI and Univ. Wroclaw), Holger Gies (HI Jena), and Mikhail Ivanov (JINR Dubna), and was attended by 82 participants (faculty+students), not counting the JINR physicists who attended some lectures as non-registered participants. The school (SF→HQ) continued the workshops and schools of the HISS series held earlier in Dubna (1993, 1996, 2000, 2005, 2008, 2013), Bad Honnef (1994) and Rostock (1997). The scientific program of the school consisted of five regular (one-hour long) lectures in the morning and afternoon sessions, with typically two contributed talks given by younger participants (students and postdocs), each half-hour long, in the late afternoons. Altogether, we had sixty lectures by the faculty and participants. In addition, black-board exercises were held in the post-lunch periods on selected aspects of strong fields and field theory. The HISS series of schools has played an important role in bringing together an international faculty and young physicists (Ph.D. and postdocs), mostly from Russia and Germany, but increasingly also from other countries, including those affiliated to JINR Dubna. They participate in two-week long intense scientific discourse, mainly dedicated lectures on selected topics covering the foundation and the frontiers of high energy physics and cosmology. The novelty of this year's school was its bifocal interest, which brought together two different physical science communities - particle and laser physicists. There were

Helmholtz international Summer school quantum field theory at the limits. From strong fields to heavy quarks (HQ 2016). Proceedings

Energy Technology Data Exchange (ETDEWEB)

Ali, Ahmed; Blaschke, David; Issadykov, Aidos; Ivanov, Mikhail (eds.)

2017-04-15

The Helmholtz International Summer School (HISS) entitled ''Quantum Field Theory at the Limits: from Strong Fields to Heavy Quarks (SF→HQ)'', was held in the period July 18-30, 2016 at the Bogolyubov Laboratory of Theoretical Physics (BLTP) of the Joint Institute for Nuclear Research (JINR) in Dubna, Russia, as part of the activities of the Dubna International Advanced School of Theoretical Physics (DIAS-TH). It was co-organized by Ahmed Ali (DESY Hamburg), David Blaschke (JINR Dubna, MEPhI and Univ. Wroclaw), Holger Gies (HI Jena), and Mikhail Ivanov (JINR Dubna), and was attended by 82 participants (faculty+students), not counting the JINR physicists who attended some lectures as non-registered participants. The school (SF→HQ) continued the workshops and schools of the HISS series held earlier in Dubna (1993, 1996, 2000, 2005, 2008, 2013), Bad Honnef (1994) and Rostock (1997). The scientific program of the school consisted of five regular (one-hour long) lectures in the morning and afternoon sessions, with typically two contributed talks given by younger participants (students and postdocs), each half-hour long, in the late afternoons. Altogether, we had sixty lectures by the faculty and participants. In addition, black-board exercises were held in the post-lunch periods on selected aspects of strong fields and field theory. The HISS series of schools has played an important role in bringing together an international faculty and young physicists (Ph.D. and postdocs), mostly from Russia and Germany, but increasingly also from other countries, including those affiliated to JINR Dubna. They participate in two-week long intense scientific discourse, mainly dedicated lectures on selected topics covering the foundation and the frontiers of high energy physics and cosmology. The novelty of this year's school was its bifocal interest, which brought together two different physical science communities - particle and laser physicists. There were

Strong One Lasting One: An Elementary School Principal's Ability to Establish a Positive School Culture by Building Trust

Science.gov (United States)

Brown, Goldy, III.

2015-01-01

Trust is a key element in improving learning and teaching. Reviewing research on the topic of establishing trust by school leaders illuminates actions needed to make a positive difference in the culture of a school. Using the concept of mindfulness, the instructional leader was able to regain the trust of the community, parents, faculty, and…

Native American Culture: An Interdisciplinary Approach.

Science.gov (United States)

Troisi, Andrea

1995-01-01

Provides suggestions for a literature-based approach when integrating Native American culture into the middle school curriculum. Recommends resources in the following subjects: language arts, mathematics, physical education, health, home and career skills, technology, art, music, and second language. (AEF)

American Academy of Allergy, Asthma, and Immunology

Science.gov (United States)

... reasons to celebrate its journals. Learn More about the American Academy Of Allergy, Asthma & Immunology Life Spectrum of Asthma Meeting School-based Asthma Management Program – (SAMPRO TM ) This central resource focuses on ...

Empowerment, Leadership, and Teachers' Intentions to Stay in or Leave the Profession or Their Schools in North Carolina Charter Schools

Science.gov (United States)

Ndoye, Abdou; Imig, Scott R.; Parker, Michele A.

2010-01-01

Teacher attrition and migration plague many American schools. The situation is even more dire in charter schools across the country. On average, teacher attrition is 15 to 40% higher in charter schools than in traditional schools. This study examined the relationships among teacher empowerment, school leadership, and intentions to stay in or leave…

Textbooks and the American Indian.

Science.gov (United States)

Costo, Rupert, Ed.

An independent Indian publishing house has been formed to provide classroom instructional materials which deal accurately with the history, culture, and role of the American Indian. This book is a preliminary statement in that publishing program. General criteria, valid for instructional materials from elementary through high school, are applied…

How an Anglo-American methodology took root in France.

Science.gov (United States)

Laszlo, Pierre

2011-01-01

French organic chemistry had a strong nationalistic bent in the immediate aftermath to World War II. It continued to bask in the glow of the pre-World War I Nobel prize awarded jointly in 1912 to Victor Grignard and Paul Sabatier. In addition, the influence of the two mandarins then in power, Charles Prévost at the Sorbonne and Albert Kirrmann, a Dean in Strasbourg who would be called upon as vice-director at the École normale supérieure in Paris, saw to it that the only theory of organic reactions, admissible in the classroom and in the laboratory, was Prévost's. As Mary Jo Nye has shown, a wall was erected against penetration of the ideas of the British school of Ingold and Hughes. Mechanistic chemistry, as was being vigorously studied by the contemporary Anglo-American physical organic chemists, was 'persona non grata' in France. Publication by Bianca Tchoubar, in 1960, of "Les mécanismes réactionnels en chimie organique" opened a breach. The irony was for Dr. Tchoubar, a militant member of the Communist Party and a lady of fierce opinions, to have become a propagandist for the Anglo-American school of mechanistic studies. Truth for her overruled political propaganda. Her little book was revolutionary in the French context of the times. Together with the GECO (Groupe d'étude de chimie organique) summer conferences pioneered by Guy Ourisson after his return from Harvard, it ushered in the new ideas. This historical essay, based on an in-depth study of Tchoubar's book, will include a portrait of this remarkable woman scientist. It will delve at some length into the renewal of French science initiated by De Gaulle's government after his return to power in 1958. The tension in the French scientific establishment of the sixties reflected two opposed versions of nationalism, the one conservative, Malthusian, inner-directed, the other forward-looking, eager for the recovery of national status, seeing a strong French science as a means for asserting national

Poor representation of Blacks, Latinos, and Native Americans in medicine.

Science.gov (United States)

Rodriguez, José E; Campbell, Kendall M; Adelson, Wendi J

2015-04-01

In this article, the authors discuss how various systems in medicine are limiting representation of blacks, Latinos, and Native Americans. Flat and decreasing percentages of Underrepresented Minorities in Medicine (URMM), especially in the black and Native American populations, is concerning for family medicine since members from URMM groups care for minority and underserved populations in greater numbers. Underrepresentation is not only noted in the medical community but also in our medical schools when it comes to numbers of URMM faculty. The changing definition of "disadvantaged" in medical school admissions has also played a part in limiting URMM representation. In addition, the Medical College Admissions Test (MCAT) excludes black, Latino, and Native American students in greater numbers. The authors support these arguments with evidence from the medical literature. Although unintentional, these systems effectively limit representation of blacks, Latinos, and Native Americans in medicine. Effective changes are suggested and can be implemented to ensure that URMM individuals have equal representation in careers in medicine.

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.

Assessing the Progress of New American Schools

National Research Council Canada - National Science Library

Berends, Mark

1999-01-01

.... The purpose of this report is to describe the baseline characteristics, such as school demographics and performance, of a large number of NAS sites in the early implementation stages of NAS's scale-up phase...

A study of a museum-school partnership

Science.gov (United States)

Wojton, Mary Ann

Partnerships between museums and schools never have been more important than they are today. Schools, especially urban schools, are facing challenges, including low student achievement and difficulty obtaining funding. Partners can help schools overcome these challenges by sharing educational and financial resources. Nearly 11,000 American museums spend more than $1 billion annually to provide over 18 million instructional hours for k-12 educational programs such as professional development for teachers, guided field trips, and staff visits to schools. Museums would seem like natural partners for challenged urban schools. Yet museums and schools struggle to establish and maintain effective partnerships. This study examined a partnership between a science center and an urban elementary school to provide additional knowledge and resources for those in the field to overcome these challenges in order to create relationships that help students. Using qualitative methods with interpretive descriptive purposes (Erickson, 1986; Glesne, 1999; Lincoln & Guba, 2000), the research design is based on several methods of data collection, including face-to-face, semi-structured interviews; observations; written text; and field notes. Participants in this study included students, parents, teachers, school administrators and museum educators. In addition, adult representatives of community organizations were interviewed to determine the impact of the partnership on the community. The study found that an effective partnership will have four basic elements: mutual goals, communication plan, key leader support, planning and research, and four interpersonal elements: personal responsibility, honesty, communication at the intimate level, and trust. Partners may have difficulty developing these to their fullest extent due to time limitations. No partnership is perfect. By creating strong interpersonal relationships, partners can mitigate challenges caused by limited basic elements and

Tensions within Teaching: An Autoethnography of an American Teacher

Science.gov (United States)

Tuura, Brianne Marie

2012-01-01

This dissertation examines the personal transformation of an American teacher as she becomes aware of the social, political, and economic tensions that exist within the American school system and the affects these tensions have on her ability to teach. As the researcher becomes more aware of power structures surrounding her, the reader is enabled…

Parsing the Gulf between Africans and African Americans

Directory of Open Access Journals (Sweden)

Ashly Nsangou

2018-02-01

Full Text Available The rise in African immigrants to the US provides an opportunity to assess relations between Africans and African Americans in college. An online survey of 322 current and recently-graduated college students (including 45 Africans, 160 African Americans, and 117 whites assessed respondents’ experiences of racism in US high schools and colleges. Semi-structured interviews of 30 students (10 African, 10 African American and 10 white students supplemented these data. Even within a sociopolitical context of more visible racial intolerance, Black intra-racial cohesion was absent. Although more first- and second-generation Africans (73% felt that they had been judged while living in the US compared to African Americans (34% or whites (20%, for 70–80% of respondents, this had occurred only in high school. Despite experiencing these judgments, Africans’ identity related more to their focus on education than their race, reflected in a higher proportion who felt intense family pressure to attend college (65% compared to African Americans (37% and whites (39%. Interview data confirmed previous reports in the literature that African Americans lack a sense of connection to Africans, attributed to Africans’ purported sense of superiority and disregard for African Americans’ ongoing struggle to end oppression. These mixed-methods data suggest that intermingling in the college environment has not resulted in first- and second-generation Africans and African Americans sharing a common in-group, race-based identity. We discuss the implications of overlooking ethnic distinctions due to presumptions of racial homogeneity that deprive Black individuals of their uniqueness.

If only Derrida missed that flight... About the assessment of the "academic achievements" of the so-called "American Anthropology" by Belgrade Structural-semiotic School of Folklore

Directory of Open Access Journals (Sweden)

Miloš Milenković

2016-02-01

Full Text Available Taking into account recent critiques of "underdevelopment", "positivism", "methodological backwardness" and other failings attributed to socalled "American Anthropology" by some of the authors from the Belgrade Structural-semiotic School of Anthropology of Folklore, I analyse the context in which colleagues and students may be tempted to explain common sense political connection between polyphone ethnography, neo-romanticism and nationalism as counter-intuitive history of the discipline. I already pointed that the important transformative differences in the attitudes towards structuralism between European anthropologists, especially Belgrade Structural-semiotic School of Anthropology of Folklore and so called "American Anthropology", are the consequence of a pure coincidence – the fact that French structuralism and French poststructuralism were launched simultaneously at the American interdisciplinary intellectual scene ("Theory" at the same conference. This ironic concurrence would not be much more than one entertaining episode for students, historians of anthropology and historians of ideas, if there were no attempts (more and more frequent and increasingly fluently articulated to compare different intellectual traditions as they were elements of the same unilineal evolution of the discipline. Belgrade Structural-semiotic School (further called only SS and especially its spiritus movens and most prominent representative Prof. Kovačević started in recent years to criticise some "American Anthropology" measuring its academic "achievement" (the author’s term in comparative perspective and taking as an analytical unit uncritically generalized traditions marked with a single term of "postmodern anthropology" on the one hand, and "anthropology" on the other. Belgrade SS School did develop globally original, although badly promoted and never fully used, battery for the synchronic analysis of the folklore phenomena, but this was done only after

Theory Z School: Beyond Effectiveness.

Science.gov (United States)

George, Paul S.

American schools might improve their performance by emulating certain successful businesses that, while distinctly American, have much in common with Japanese corporations. William Ouchi attributes Japanese business success to worker involvement; the typical Japanese corporation, he asserts, unifies its employees around a corporate philosophy…

Why the American public supports twenty-first century learning.

Science.gov (United States)

Sacconaghi, Michele

2006-01-01

Aware that constituent support is essential to any educational endeavor, the AOL Time Warner Foundation (now the Time Warner Foundation), in conjunction with two respected national research firms, measured Americans' attitudes toward the implementation of twenty-first century skills. The foundation's national research survey was intended to explore public perceptions of the need for changes in the educational system, in school and after school, with respect to the teaching of twenty-first century skills. The author summarizes the findings of the survey, which were released by the foundation in June 2003. One thousand adults were surveyed by telephone, including African Americans, Latinos, teachers, and business executives. In general, the survey found that Americans believe today's students need a "basics-plus" education, meaning communication, technology, and critical thinking skills in addition to the traditional basics of reading, writing, and math. In fact, 92 percent of respondents stated that students today need different skills from those of ten to twenty years ago. Also, after-school programs were found to be an appropriate vehicle to teach these skills. Furthermore, the survey explored how well the public perceives schools to be preparing youth for the workforce and postsecondary education, which twenty-first century skills are seen as being taught effectively, and the level of need for after-school and summer programs. The survey results provide conclusive evidence of national support for basics-plus education. Thus, a clear opportunity exists to build momentum for a new model of education for the twenty-first century.

Mis/Representations of Asian/Americans in the Curricula: Perspectives from Second-Generation Japanese American Youth

Science.gov (United States)

Endo, Rachel

2012-01-01

This case study explores how six second-generation Japanese American youth recalled learning about cultural diversity at their high schools, particularly information that was intended to represent their identities as ethnic and racial minorities. Semi-structured interviews were used to investigate how the participants made sense of curricular…

Cyberbullying in South African and American schools: A legal ...

African Journals Online (AJOL)

Hennie

stressed (Burton & Mutongwizo, 2009); the educational institution should ... especially in South Africa, where this has claimed the lives of both learners and ... Studies on violence in the workplace and on bullying in ... tives, and to balance the rights of the various parties in a school environment. ...... School social workers'.

Not just black and white: peer victimization and the intersectionality of school diversity and race.

Science.gov (United States)

Fisher, Sycarah; Middleton, Kyndra; Ricks, Elizabeth; Malone, Celeste; Briggs, Candyce; Barnes, Jessica

2015-06-01

Although bullying is a prevalent issue in the United States, limited research has explored the impact of school diversity on types of bullying behavior. This study explores the relationship between school diversity, student race, and bullying within the school context. The participants were African American and Caucasian middle school students (n = 4,581; 53.4% female). Among the participants, 89.4% were Caucasian and 10.6% were African American. The research questions examined the relationship between school diversity, student race and bullying behaviors, specifically race-based victimization. The findings suggested that Caucasian middle school students experience more bullying than African American students generally, and specifically when minorities in school settings. Caucasian students also experienced almost three times the amount of race-based victimization than African American students when school diversity was held constant. Interestingly, African American students experienced twice the amount of race-based victimization than Caucasian students when in settings with more students of color. The present study provides insight into bullying behaviors across different contexts for different races and highlights the need to further investigate interactions between personal and environmental factors on the bulling experiences of youth.

Seeing Possible Futures: Khmer Youth and the Discourse of the American Dream

Science.gov (United States)

McGinnis, Theresa A.

2009-01-01

In this article, I add to the critique of the myth of the American Dream by examining ethnographically the ways its dominant discourse is circulated to Khmer American middle school children of migratory agricultural workers. Drawing on social theories of discourse, I juxtapose the ideology embedded in the American Dream Discourse with the…

Christian Community in Action: Bruderhof Schools

Science.gov (United States)

Spielhagen, Frances R.; Cooper, Bruce S.

2007-01-01

The Bruderhof communities in the United States have organized their own private schools with a distinctly Christian philosophy of education, adding to the interesting mix of American private and religious schools. Rooted in early 20th century German pedagogy, romanticism, and shared responsibility, Bruderhof schools represent the essence of a…

AMERICAN INDIANS AND EDUCATIONAL LABORATORIES.

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BASS, WILLARD P.; BURGER, HENRY G.

MANY OF THE DIVERSE EDUCATIONAL PROBLEMS OF THE AMERICAN INDIAN HAVE BEEN IDENTIFIED FOR YEARS, BUT HAVE BEEN PERMITTED TO LAY DORMANT. SOCIO-ECONOMIC DISADVANTAGEMENT IS EXHIBITED IN AREAS OF INCOME, UNEMPLOYMENT, SCHOOL DROPOUT RATE, EXPECTED LIFE SPAN, INFANT MORTALITY RATE, BIRTH RATE, AND HEALTH HISTORY. COMMUNICATION PROBLEMS BLOCK THE…

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

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Dodman, Stephanie Lynn

2011-01-01

There is a persistent and significant gap in the achievement of students who attend high-poverty schools and those who attend low-poverty schools. Students in high-poverty schools, the majority of whom are African American and Hispanic, are not achieving the same levels of academic success as their low-poverty or White counterparts. Retention…

High school students' experiences of bullying and victimization and the association with school health center use.

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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.

19th Century Roots to the American Vocational Movement.

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Law, Gordon F.

Historical developments in the 18th and 19th centuries influenced the course of European and American education and the separate path of vocational education. The first of these developments was the emergence of schools as primary instruments for the transmission of knowledge and culture, as a result of the phenomenal growth of the American states…

"Starting Stories" among Older Northern Plains American Indian Smokers

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Hodge, Christopher E.

2009-01-01

American Indian adults have the highest smoking rate of any racial group in the nation. By the turn of the 21st century, smoking rates for the general adult population were reported to be 24%. Among adolescents in the United States, 34.8% of high school students reported they currently smoked in 1999. In comparison, American Indian adults report…

Sources of implicit and explicit intergroup race bias among African-American children and young adults.

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Bentley L Gibson

Full Text Available Implicit intergroup bias emerges early in development, are typically pro-ingroup, and remain stable across the lifespan. Such findings have been interpreted in terms of an automatic ingroup bias similar to what is observed with minimal groups paradigms. These studies are typically conducted with groups of high cultural standing (e.g., Caucasians in North America and Europe. Research conducted among culturally lower status groups (e.g., African-Americans, Latino-Americans reveals a notable absence of an implicit ingroup bias. Understanding the environmental factors that contribute to the absence of an implicit ingroup bias among people from culturally lower status groups is critical for advancing theories of implicit intergroup cognition. The present study aimed to elucidate the factors that shape racial group bias among African-American children and young adults by examining their relationship with age, school composition (predominantly Black schools or racially mixed schools, parental racial attitudes and socialization messages among African-American children (N = 86 and young adults (N = 130. Age, school-type and parents' racial socialization messages were all found to be related to the strength of pro-Black (ingroup bias. We also found that relationships between implicit and explicit bias and frequency of parents' racial socialization messages depended on the type of school participants attended. Our results highlight the importance of considering environmental factors in shaping the magnitude and direction of implicit and explicit race bias among African-Americans rather than treating them as a monolithic group.

Cultural Orientation in Asian American Adolescents: Variation by Age and Ethnic Density

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Ying, Yu-Wen; Han, Meekyung; Wong, Sandra L.

2008-01-01

The study assessed variation in cultural orientation among Asian American adolescents by age and ethnic density in the community. A total of 128 students at a public high school in Oakland, California, participated in the study. Of these early and middle adolescents, 86 were Chinese American and 42 were Southeast Asian American. They completed the…

Teaching Ethics to High School Students

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Pass, Susan; Willingham, Wendy

2009-01-01

Working with two teachers and thirty-four high school seniors, the authors developed procedures and assessments to teach ethics in an American high school civics class. This approach requires high school students to discover an agreement or convergence between Kantian ethics and virtue ethics. The authors also created an instrument to measure…

Authoritarian Parenting and Asian Adolescent School Performance: Insights from the US and Taiwan.

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Pong, Suet-Ling; Johnston, Jamie; Chen, Vivien

2010-01-01

Our study re-examines the relationship between parenting and school performance among Asian students. We use two sources of data: wave I of the Adolescent Health Longitudinal Survey (Add Health), and waves I and II of the Taiwan Educational Panel Survey (TEPS). Analysis using Add Health reveals that the Asian-American/European-American difference in the parenting-school performance relationship is due largely to differential sample sizes. When we select a random sample of European-American students comparable to the sample size of Asian-American students, authoritarian parenting also shows no effect for European-American students. Furthermore, analysis of TEPS shows that authoritarian parenting is negatively associated with children's school achievement, while authoritative parenting is positively associated. This result for Taiwanese Chinese students is similar to previous results for European-American students in the US.

Impact of parental weight status on a school-based weight management programme designed for Mexican-American children.

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Moreno, J P; Johnston, C A; Hernandez, D C; LeNoble, J; Papaioannou, M A; Foreyt, J P

2016-10-01

While overweight and obese children are more likely to have overweight or obese parents, less is known about the effect of parental weight status on children's success in weight management programmes. This study was a secondary data analysis of a randomized controlled trial and investigated the impact of having zero, one or two obese parents on children's success in a school-based weight management programme. Sixty-one Mexican-American children participated in a 24-week school-based weight management intervention which took place in 2005-2006. Children's heights and weights were measured at baseline, 3, 6 and 12 months. Parental weight status was assessed at baseline. Repeated measures anova and ancova were conducted to compare changes in children's weight within and between groups, respectively. Within-group comparisons revealed that the intervention led to significant decreases in standardized body mass index (zBMI) for children with zero (F = 23.16, P weight management programme appears to be most efficacious for children with one or no obese parents compared to children with two obese parents. These results demonstrate the need to consider parental weight status when engaging in childhood weight management efforts. © 2015 World Obesity.

Norbert Elias in school

DEFF Research Database (Denmark)

Gilliam, Laura

This paper will bring Norbert Elias into the classrooms of two Danish schools and take a closer look at the ideas of civilized behavior that can be observed in these social settings. Whereas social interaction in Danish schools appears to have gone through the informalisation process described...... by Elias, the school still holds strong ideals of civilized behavior. The strong integration of the school class – which is both a necessity and a social ideal - indeed gives rise to an overriding focus on self-constraint and the behavior management of the individual child. This is influenced by the school...... demand on both children and teachers for fine-tuned sensitivity, exactly balanced behaviors and unsuppressed naturalness. Laura Gilliam, Associate Professor, Ph. D., Department of Education, Aarhus University....

Current Conditions in American Indian and Alaska Native Communities.

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Szasz, Margaret Connell

The school experience of American Indian and Alaska Native children hinges on the context in which their schooling takes place. This context includes the health and well-being of their families, communities, and governments, as well as the relationship between Native and non-Native people. Many Native children are in desperate straits because of…

Asian Americans and materialism: Exploring the phenomenon and its why and when.

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Zhang, Jia Wei

2018-05-24

Consumer values, including but not limited to materialism, have received much less attention than other topics within research on Asian Americans. Across 3 studies (N = 6,955), the author explored the difference between Asian Americans and White/European Americans on materialism, and the mediating and moderating mechanisms. Studies 1a-1c found Asian Americans, compared to White/European Americans, more strongly endorsed materialistic values. In Study 2, the author tested a multiple mediation model and demonstrated that Asian Americans, compared to White/European Americans, more strongly endorse materialistic values because they reported higher extrinsic aspirations (i.e., stronger desires for money, image, and popularity). Finally, in Study 3, the author tested a moderation model and found that Asian Americans who are higher on a general tendency to adhere to norms endorse a greater level of materialism than White/European Americans. The author discussed how these results have implications for expanding the research topics within research on Asian Americans, consequences for mental health and provide future directions to counteract materialism. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Incidence of Concussion During Practice and Games in Youth, High School, and Collegiate American Football Players.

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Dompier, Thomas P; Kerr, Zachary Y; Marshall, Stephen W; Hainline, Brian; Snook, Erin M; Hayden, Ross; Simon, Janet E

2015-07-01

A report by the Institute of Medicine called for comprehensive nationwide concussion incidence data across the spectrum of athletes aged 5 to 23 years. To describe the incidence of concussion in athletes participating in youth, high school, and collegiate American football. Data were collected by athletic trainers at youth, high school, and collegiate football practices and games to create multiple prospective observational cohorts during the 2012 and 2013 football seasons. Data were collected from July 1, 2012, through January 31, 2013, for the 2012 season and from July 1, 2013, through January 31, 2014, for the 2013 season. The Youth Football Surveillance System included 118 youth football teams, providing 4092 athlete-seasons. The National Athletic Treatment, Injury and Outcomes Network program included 96 secondary school football programs, providing 11 957 athlete-seasons. The National Collegiate Athletic Association Injury Surveillance Program included 24 member institutions, providing 4305 athlete-seasons. All injuries regardless of severity, including concussions, and athlete exposure information were documented by athletic trainers during practices and games. Injury rates, injury rate ratios, risks, risk ratios, and 95% CIs were calculated. Concussions comprised 9.6%, 4.0%, and 8.0% of all injuries reported in the Youth Football Surveillance System; National Athletic Treatment, Injury and Outcomes Network; and National Collegiate Athletic Association Injury Surveillance Program, respectively. The game concussion rate was higher than the practice concussion rate across all 3 competitive levels. The game concussion rate for college athletes (3.74 per 1000 athlete exposures) was higher than those for high school athletes (injury rate ratio, 1.86; 95% CI, 1.50-2.31) and youth athletes (injury rate ratio, 1.57; 95% CI, 1.17-2.10). The practice concussion rate in college (0.53 per 1000 athlete exposures) was lower than that in high school (injury rate ratio, 0

Not all Americans are creationists. Not all creationists are American (Italian original version

Directory of Open Access Journals (Sweden)

Marco Ferrari

2006-06-01

Full Text Available In addition to their intrusive presence in American schools, creationists - or more modern epigones thereof, known as “intelligent designers” - are also and unexpectedly to be found in other countries. Take the United Kingdom as an example. Over the past few years, Darwin’s homeland has actually been witnessing attempts to introduce literal faith in the Bible into school programmes in a way which does not significantly differ from the one adopted in the United States. It is multi-billionaire Howard H. Ahmanson who generously finances the Discovery Institute across the Atlantic, one of the dissemination centres of the creationist “creed”.

Repertoire, Authenticity, and Instruction: The Presentation of American Indian Music in Oklahoma's Elementary Schools. Native Americans: Interdisciplinary Perspectives--A Garland Series.

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Damm, Robert J.

This book examines the presentation of American Indian music by elementary music educators in Oklahoma, which has the largest American Indian population of any state. A literature review covers an historical profile of multicultural music education, ethnomusicological studies of American Indian music, dissertations pertaining to American Indian…

National standards for high school psychology curricula.

Science.gov (United States)

2013-01-01

The National Standards for High School Psychology Curricula attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best of teachers to present all of psychology in a single course for students who begin with virtually no formal knowledge of psychology. The standards presented here constitute the first of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These standards provide curricular benchmarks for student learning in the high school course.

The Current Landscape of the School Librarianship Curricula in USA

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Yi, Kwan; Turner, Ralph

2014-01-01

The current landscape of the School Librarianship educational programs and curricula of master's degrees in the USA has been explored. The master's programs are currently offered in the following four venues: (1) programs that are American Library Association (ALA) accredited but not American Association of School Librarians (AASL) recognized,…

Something Else for the Rest of 'Em? Military Recruiting, School Mission and Postsecondary Transitions in Public High Schools

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Dibner, Kenne Ann

2013-01-01

Military recruiting is thoroughly integrated in American public schools. Federal legislation mandates that every public school receiving federal funding open its doors to military recruiters in the same capacity as any postsecondary university or job organization, lest that school risk losing all federal funds. This investigation examines the…

"School Shooter" Web Video Game Raises Concerns

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Rhen, Brad

2011-01-01

A new video game in which the player stalks and shoots fellow students and teachers in school settings is drawing fire from school district officials. "School Shooter: North American Tour 2012" is a first-person game that allows the player to move around a school and collect points by killing defenseless students and teachers. The game,…

An ecological perspective of science and math academic achievement among African American students

Science.gov (United States)

Stewart, Endya Bentley

Using data from the National Education Longitudinal Study of 1988 (NELS:88), path analytic procedures were performed to test an ecological model of the effects of family, individual and school characteristics on the academic African American students. A distinctive study is the inclusion of school computer use in the model. The study results show that several of the variables directly or indirectly affected 12th grade academic achievement. Furthermore, most of the individual influence variables were directly related to 12 th grade achievement. Two surprising findings from this study were the insignificant effects of family income and school computer use on 12 th grade achievement. Overall, the findings support the notion that family, individual, and school characteristics are important predictors of academic success among African American students.

Social Workers' Role in the Disproportionality of African American Students in Special Education

Directory of Open Access Journals (Sweden)

Kristen Faye Bean

2011-11-01

Full Text Available There is an overrepresentation of African American students in special education. Research on this phenomenon has primarily focused on educators within schools. School social workers are in unique positions to impact the disproportionality. Patricia Collins’ Domains-of-Power Framework is used to demonstrate how school social workers can practice transformational resistance to eliminate the overrepresentation of African American students in special education. School social workers should: 1 attend IEP meetings and conduct home visits and biopsychosocial evaluations with students who are being assessed for special education services, 2 offer to evaluate and conduct home visits with students whom teachers deem to be “at-risk” to prevent inappropriate assessments for special education, 3 create a school culture of acceptance of difference, and 4 ask themselves how they individually foster racial domination or emancipation in their daily actions.

Single-Sex Schooling Gets New Showcase

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McNeil, Michele

2008-01-01

Single-sex classrooms and schools are common in private education and have emerged as popular options in urban public school districts, such as New York City, particularly as a strategy for raising the achievement of African-American boys. South Carolina is at the forefront of implementing such programs statewide. Ninety-seven schools in South…

A School Leader's Bookshelf.

Science.gov (United States)

Jones, Rebecca

2003-01-01

Brief reviews of six notable education books selected by the editors of "American School Board Journal." Includes books such as Rachel Simmons's "Odd Girl Out: The Hidden Culture of Aggression in Girls," Jonathan Schorr's "Hard Lessons: The Promise of an Inner City Charter School," Peter Irons's "Jim Crow's Children: The Broken Promise of the…

Risk factors in school shootings.

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Verlinden, S; Hersen, M; Thomas, J

2000-01-01

Nine incidents of multiple-victim homicide in American secondary schools are examined and common risk factors are identified. The literature dealing with individual, family, social, societal, and situational risk factors for youth violence and aggression is reviewed along with existing risk assessment methods. Checklists of risk factors for serious youth violence and school violence are used in reviewing each school shooting case. Commonalties among the cases and implications for psychologists practicing in clinical and school settings are discussed.

How neuroscience is taught to North American dental students: results of the Basic Science Survey Series.

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Gould, Douglas J; Clarkson, Mackenzie J; Hutchins, Bob; Lambert, H Wayne

2014-03-01

The purpose of this study was to determine how North American dental students are taught neuroscience during their preclinical dental education. This survey represents one part of a larger research project, the Basic Science Survey Series for Dentistry, which covers all of the biomedical science coursework required of preclinical students in North American dental schools. Members of the Section on Anatomical Sciences of the American Dental Education Association assembled, distributed, and analyzed the neuroscience survey, which had a 98.5 percent response from course directors of the sixty-seven North American dental schools. The eighteen-item instrument collected demographic data on the course directors, information on the content in each course, and information on how neuroscience content is presented. Findings indicate that 1) most neuroscience instruction is conducted by non-dental school faculty members; 2) large content variability exists between programs; and 3) an increase in didactic instruction, integrated curricula, and use of computer-aided instruction is occurring. It is anticipated that the information derived from the survey will help guide neuroscience curricula in dental schools and aid in identifying appropriate content.