Effects of cluster vs. traditional plyometric training sets on maximal-intensity exercise performance.

Science.gov (United States)

Asadi, Abbas; Ramírez-Campillo, Rodrigo

2016-01-01

The aim of this study was to compare the effects of 6-week cluster versus traditional plyometric training sets on jumping ability, sprint and agility performance. Thirteen college students were assigned to a cluster sets group (N=6) or traditional sets group (N=7). Both training groups completed the same training program. The traditional group completed five sets of 20 repetitions with 2min of rest between sets each session, while the cluster group completed five sets of 20 [2×10] repetitions with 30/90-s rest each session. Subjects were evaluated for countermovement jump (CMJ), standing long jump (SLJ), t test, 20-m and 40-m sprint test performance before and after the intervention. Both groups had similar improvements (Psets methods resulted in greater adaptations in sprint performance, while the cluster sets method resulted in greater jump and agility adaptations. Copyright © 2016 The Lithuanian University of Health Sciences. Production and hosting by Elsevier Urban & Partner Sp. z o.o. All rights reserved.

Electronic Cigarette and Traditional Cigarette Use among Middle and High School Students in Florida, 2011-2014.

Science.gov (United States)

Porter, Lauren; Duke, Jennifer; Hennon, Meredith; Dekevich, David; Crankshaw, Erik; Homsi, Ghada; Farrelly, Matthew

2015-01-01

Recent youth trends in the prevalence of e-cigarette and traditional cigarette use in Florida were examined in a cross-sectional, representative state sample from 2011 to 2014. Traditional cigarette use among youth declined during the study period. Experimentation with and past 30-day use of e-cigarettes among Florida youth tripled over 4 years. Past 30-day e-cigarette use exceeded traditional cigarette use in 2014; 10.8% of high school and 4.0% of middle school students reported recent e-cigarette use, compared with 8.7% of high school and 2.9% of middle school students for traditional cigarettes (Pe-cigarettes. Among ever e-cigarette users in 2014, 30.3% of high school and 42.2% of middle school students had never smoked traditional cigarettes. Given the concern that significant rates of e-cigarette use by U.S. adolescents may have a negative effect on public health, further review of e-cigarette advertising, marketing, sales, and use among U.S. youth is warranted.

Racial Mismatch and School Type: Teacher Satisfaction and Retention in Charter and Traditional Public Schools

Science.gov (United States)

Renzulli, Linda A.; Parrott, Heather Macpherson; Beattie, Irenee R.

2011-01-01

Studies of teacher satisfaction suggest that satisfaction is related to both the racial composition and the organizational structure of the schools in which teachers work. In this article, the authors draw from theories of race and organizations to examine simultaneously the effects of school type (traditional public vs. charter) and racial…

Electronic Cigarette and Traditional Cigarette Use among Middle and High School Students in Florida, 2011-2014.

Directory of Open Access Journals (Sweden)

Lauren Porter

Full Text Available Recent youth trends in the prevalence of e-cigarette and traditional cigarette use in Florida were examined in a cross-sectional, representative state sample from 2011 to 2014. Traditional cigarette use among youth declined during the study period. Experimentation with and past 30-day use of e-cigarettes among Florida youth tripled over 4 years. Past 30-day e-cigarette use exceeded traditional cigarette use in 2014; 10.8% of high school and 4.0% of middle school students reported recent e-cigarette use, compared with 8.7% of high school and 2.9% of middle school students for traditional cigarettes (P<0.001. By 2014, 20.5% of high school and 8.5% of middle school students reported ever use of e-cigarettes. Among ever e-cigarette users in 2014, 30.3% of high school and 42.2% of middle school students had never smoked traditional cigarettes. Given the concern that significant rates of e-cigarette use by U.S. adolescents may have a negative effect on public health, further review of e-cigarette advertising, marketing, sales, and use among U.S. youth is warranted.

Does Students' Machismo Fit in School? Clarifying the Implications of Traditional Gender Role Ideology for School Belonging

Science.gov (United States)

Huyge, Ellen; Van Maele, Dimitri; Van Houtte, Mieke

2015-01-01

How much students feel at home in school predicts academic outcomes. In view of the gender achievement gap, it is worth examining the gendered pattern of this school belonging. Studies on school belonging, however, have barely acknowledged possible obstructive effects of traditional gender role attitudes of individual students and student…

Longitudinal predictors of cyber and traditional bullying perpetration in Australian secondary school students.

Science.gov (United States)

Hemphill, Sheryl A; Kotevski, Aneta; Tollit, Michelle; Smith, Rachel; Herrenkohl, Todd I; Toumbourou, John W; Catalano, Richard F

2012-07-01

Cyberbullying perpetration (using communication technology to engage in bullying) is a recent phenomenon that has generated much concern. There are few prospective longitudinal studies of cyberbullying. The current article examines the individual, peer, family, and school risk factors for both cyber and traditional bullying (the latter is bullying that does not use technology) in adolescents. This article draws on a rich data set from the International Youth Development Study, a longitudinal study of students in Victoria, Australia and Washington State, United States, which began in 2002. In this article, data from almost 700 Victorian students recruited in grade 5 are analyzed to examine grade 7 (aged 12-13 years) predictors of traditional and cyberbullying perpetration in grade 9 (aged 14-15 years). Fifteen per cent of students engaged in cyberbullying, 21% in traditional bullying, and 7% in both. There are similarities and important differences in the predictors of cyber and traditional bullying. In the fully adjusted model, only prior engagement in relational aggression (a covert form of bullying, such as spreading rumors about another student) predicted cyberbullying perpetration. For traditional bullying, previous relational aggression was also predictive, as was having been a victim and perpetrator of traditional bullying, family conflict, and academic failure. The use of evidence-based bullying prevention programs is supported to reduce experiences of all forms of bullying perpetration (cyber, traditional, and relational aggression). In addition, for traditional bullying perpetration, addressing family conflict and student academic support are also important. Copyright © 2012 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Longitudinal predictors of cyber and traditional bullying perpetration in Australian secondary school students

Science.gov (United States)

Hemphill, Sheryl A.; Kotevski, Aneta; Tollit, Michelle; Smith, Rachel; Herrenkohl, Todd I.; Toumbourou, John W.; Catalano, Richard F.

2013-01-01

Purpose Cyber bullying perpetration (using communication technology to engage in bullying) is a recent phenomenon that has generated much concern. There are few prospective longitudinal studies of cyber bullying. The current paper examines the individual, peer, family and school risk factors for both cyber and traditional bullying (the latter is bullying that does not utilize technology) in adolescents. Methods This paper draws on a rich data set from the International Youth Development Study, a longitudinal study of students in Victoria, Australia and Washington State, United States, which began in 2002. In this paper, data from almost 700 Victorian students recruited in Grade 5 is analyzed to examine Grade 7 (aged 12-13 years) predictors of traditional and cyber bullying perpetration in Grade 9 (aged 14-15 years). Results Fifteen per cent of students engaged in cyber bullying, 21% in traditional bullying and 7% in both. There are similarities and important differences in the predictors of cyber and traditional bullying. In the fully adjusted model, only prior engagement in relational aggression (a covert form of bullying such as spreading rumors about another student) predicted cyber bullying perpetration. For traditional bullying, previous relational aggression was also predictive, as was having been a victim and perpetrator of traditional bullying, family conflict, and academic failure. Conclusions The use of evidence-based bullying prevention programs is supported to reduce experiences of all forms of bullying perpetration(cyber, traditional, and relational aggression). In addition, for traditional bullying perpetration, addressing family conflict and student academic support are also important. PMID:22727078

Patients' perception of traditional bone setting in Calabar | Ikpeme ...

African Journals Online (AJOL)

This study was undertaken to find out and document the reasons and factors responsible for this patronage, who made the choice, the role of healthworkers, patients' perception of the practice and if their experience will encourage or discourage them from patronizing traditional bone setting in future. We also compared the ...

THE IMPORTANCE OF THE TRADITIONAL SANDZAK GAMES FOR PHYSICAL EDUCATION IN SCHOOLS

Directory of Open Access Journals (Sweden)

Mersud Koca

2008-08-01

Full Text Available Many games have been preserved as a custom, particularly among children, much after the young used to play them. In most of the cases, traditional games represent imitation of the adults’ society. Those games are numerous, with an easy start and ending, so the children use them in any possible situation. The implementation of these games and some traditional toys in the nurseries and primary schools in Novi Pazar, has proved our assumptions that teachers has given them positive marks, and even more important is that children are eager to use them and show some interests for their existence. A school can apply various sources within educational process and other out school activities.

A Bargain Half Fulfilled: Teacher Autonomy and Accountability in Traditional Public Schools and Public Charter Schools

Science.gov (United States)

Oberfield, Zachary W.

2016-01-01

Public charter schools (PCS) are thought to succeed because they have greater autonomy and are held more accountable than traditional public schools (TPS). Though teachers are central to this expectation, there is little evidence about whether teachers in PCS enjoy more autonomy and are held more accountable than teachers in TPS. Also, it is…

A Data Set of Portuguese Traditional Recipes Based on Published Cookery Books

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Alexandra Soveral Dias

2018-03-01

Full Text Available This paper presents a data set resulting from the abstraction of books of traditional recipes for Portuguese cuisine. Only starters, main courses, side dishes, and soups were considered. Desserts, cakes, sweets, puddings, and pastries were not included. Recipes were characterized by the province and ingredients regardless of quantities or preparation. An exploratory characterization of recipes and ingredients is presented. Results show that Portuguese traditional recipes organize differently among the eleven provinces considered, setting up the basis for more detailed analyses of the 1382 recipes and 421 ingredients inventoried.

Empowerment or Impairment? Involving Traditional Communities in School Management

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Mfum-Mensah, Obed

2004-03-01

Community involvement in education has been viewed as a - by no means uncontroversial - means for enabling local members to deepen their participation in the decision-making relevant to their schools by playing a constructive role in the process. On the basis of a study carried out in Ghana, the present contribution to this discussion examines various matters involved in delegating the management of an Alternative Primary Education program to two traditional communities in the north of that country. It also explores how community members, school authorities, the sponsoring non-governmental organization and members of the local management committee themselves perceive such an approach to school management. Issues raised include whether inexperienced and even illiterate local citizens should be allowed to manage their schools, the conflicts which such management often entails and, finally, in what ways it might be beneficially promoted.

The Integration of Traditional Greek Dance in Public Schools

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Gartzonika, Eleftheria

2013-01-01

This paper researches the statutory educational regulations used as a foundation to introduce traditional Greek dance in the school curriculum and which transformed it into a taught subject with connections to the ideological-political and social conditions prevalent in Greece at the time. It particularly concerns the connection between the aims…

Diabetes Management in the School Setting. Position Statement

Science.gov (United States)

Butler, Sarah; Fekaris, Nina; Pontius, Deborah; Zacharski, Susan

2012-01-01

It is the position of the National Association of School Nurses that the registered professional school nurse (hereinafter referred to as school nurse) is the only school staff member who has the skills, knowledge base, and statutory authority to fully meet the healthcare needs of students with diabetes in the school setting. Diabetes management…

Traditional Literacy and Critical Thinking

Science.gov (United States)

Dando, Priscille

2016-01-01

How school librarians focus on activating critical thinking through traditional literacy development can proactively set the stage for the deep thinking that occurs in all literacy development. The critical-thinking skills students build while becoming accomplished readers and writers provide the foundation for learning in a variety of…

Explaining the Gap in Charter and Traditional Public School Teacher Turnover Rates

Science.gov (United States)

Stuit, David A.; Smith, Thomas M.

2012-01-01

This study uses national survey data to examine why charter school teachers are more likely to turnover than their traditional public school counterparts. We test whether the turnover gap is explained by different distributions of factors that are empirically and theoretically linked to turnover risk. We find that the turnover rate of charter…

Traditional/popular games as contents of body culture in school physical education

Directory of Open Access Journals (Sweden)

Silvester Franchi

2013-07-01

Full Text Available Nowadays the popular/traditional games are being practiced little by children, as much at the school as in the moments of leisure. The games reported in research questionnaires were worked during 14 classes, having how objective to reflect on the experience of popular/traditional games in the classes taught in the Scholarship Institutional Program of Initiation to the Teaching. The greatest difficulties found were with kind facing the practice, that even not surpassed in some times, not pulled out the importance of games rescue, showing that these can and should be part of the daily life of the school physical education.

Effects of cluster vs. traditional plyometric training sets on maximal-intensity exercise performance

Directory of Open Access Journals (Sweden)

Abbas Asadi

2016-01-01

Conclusions: Although both plyometric training methods improved lower body maximal-intensity exercise performance, the traditional sets methods resulted in greater adaptations in sprint performance, while the cluster sets method resulted in greater jump and agility adaptations.

Building the School Nutrition Program Brand Personality within the School Setting

Science.gov (United States)

Rushing, Keith; Asperin, Amelia Estepa

2012-01-01

Purpose/Objectives: The objectives of this project were to investigate the application of brand personality concepts in the school nutrition (SN) setting and to explore high school students' awareness and acceptance of these branding initiatives. Methods: An embedded, multiple-case replication design included structured interviews with SN…

Yoga in school settings: a research review.

Science.gov (United States)

Khalsa, Sat Bir S; Butzer, Bethany

2016-06-01

Research on the efficacy of yoga for improving mental, emotional, physical, and behavioral health characteristics in school settings is a recent but growing field of inquiry. This systematic review of research on school-based yoga interventions published in peer-reviewed journals offers a bibliometric analysis that identified 47 publications. The studies from these publications have been conducted primarily in the United States (n = 30) and India (n = 15) since 2005, with the majority of studies (n = 41) conducted from 2010 onward. About half of the publications were of studies at elementary schools; most (85%) were conducted within the school curriculum, and most (62%) also implemented a formal school-based yoga program. There was a high degree of variability in yoga intervention characteristics, including overall duration, and the number and duration of sessions. Most of these published research trials are preliminary in nature, with numerous study design limitations, including limited sample sizes (median = 74; range = 20-660) and relatively weak research designs (57% randomized controlled trials, 19% uncontrolled trials), as would be expected in an infant research field. Nevertheless, these publications suggest that yoga in the school setting is a viable and potentially efficacious strategy for improving child and adolescent health and therefore worthy of continued research. © 2016 New York Academy of Sciences.

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

Science.gov (United States)

Benson, Tammy

2012-01-01

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

Diabetes Management in the School Setting. Position Statement. Revised

Science.gov (United States)

Wright, Janet B.; Easterling, Traci; Hardy, Alicen

2017-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) is the school staff member who has the knowledge, skills, and statutory authority to fully meet the healthcare needs of students with diabetes in the school setting. Diabetes management in…

Blended Learning vs. Traditional Instruction as a Predictor of Student Achievement in New York City Public Schools

Science.gov (United States)

Murray, Anthony

2017-01-01

This study explored the differences in student achievement on New York State standardized tests between blended learning and traditional instructional methodologies. Specifically, the study compared student achievement in iLearnNYC schools, to their peer schools that deliver instruction in a traditional manner. iLearnNYC is a blended learning…

The use of Banyumas traditional art as analog sources of elementary school science materials

Science.gov (United States)

Handayani, L.; Nugroho, S. E.; Rohidi, T. R.; Wiyanto

2018-03-01

All various traditional arts of Banyumas area support this area to be one famous region located in the periphery of West and Central Java with its unique cultural identity. In science learning, these traditional arts are very important aspect which can be implemented as a source of analog by students thinking a science concept analogically. This paper discusses a kind of Banyumas traditional art: the ebeg, and its cultural characteristics which can play a significant role in supporting elementary school students’ analogical thinking of a science material. The method used were literature and documentary studies. It is concluded that the ebeg provides many cultural characteristics which can be used as analog of elementary school science material, in terms of its music player’s motion, kinds of musical instruments played and its dancer motion.

The Teaching of African Traditional Religion in Primary Schools in Zimbabwe: Challenges and Opportunities

Science.gov (United States)

Marashe, Joel; Ndamba, Gamuchirai Tsitsiozashe; Chireshe, Excellent

2009-01-01

Zimbabwe's Education Ministry recommended the teaching of African Traditional Religion in recognition of its multi-religious society. This study sought to establish the extent to which African Traditional Religion is taught in primary schools, the challenges faced by teachers, and opportunities for promoting its teaching. A descriptive survey…

Traditional and non-traditional educational outcomes : Trade-off or complementarity?

NARCIS (Netherlands)

van der Wal, Marieke; Waslander, Sietske

2007-01-01

Recently, schools have increasingly been charged with enhancing non-traditional academic competencies, in addition to traditional academic competencies. This article raises the question whether schools can implement these new educational goals in their curricula and simultaneously realise the

Promoting Mental Health Literacy through Bibliotherapy in School-Based Settings

Science.gov (United States)

Mumbauer, Janyna; Kelchner, Viki

2018-01-01

Considering that one in five children has or has had a mental disorder in a given year (National Institute of Mental Health, 2010), the demand for mental health services within the school setting is immense. Bibliotherapy can serve as a preventative and responsive treatment for increasing mental health literacy within the school setting. The…

An examination of the perceived teaching competencies of novice alternatively licensed and traditionally licensed high school science teachers

Science.gov (United States)

Shea, Kathleen A.

In most states, there are two routes to teacher licensure; traditional and alternative. The alternative route provides an accelerated entry into the classroom, often without the individual engaging in education coursework or a practicum. No matter the route, teaching skills continue to be learned by novice teachers while in the classroom with the guidance of a school-based mentor. In this study, the perceptions of mentor teachers of traditionally and alternatively licensed high school science teachers were compared with respect to mentees' science teaching competency. Further, the study explored the novice teachers' self-perception of their teaching competency. A survey, consisting of 56 Likert-type questions, was completed by mentors (N = 79) and novice high school science teachers (N = 83) in six northeastern states. The results revealed a statistically significant difference in the perceptions of the mentors of traditionally and alternatively licensed novice high school science teachers in the areas of general pedagogical knowledge, pedagogical content knowledge and professional growth, with more favorable perceptions recorded by mentors of traditionally licensed science teachers. There were no differences in the perceptions of the mentors with respect to novice high school teachers' content knowledge. There was no statistical difference in the self-perceptions of competency of the novice teachers. While alternative routes to licensure in science may be a necessity, the results of this study indicate that the lack of professional preparation may need to be addressed at the school level through the agency of the mentor. This study indicates that mentors must be prepared to provide alternatively licensed novice teachers with different assistance to that given to traditionally licensed novice teachers. School districts are urged to develop mentoring programs designed to develop the teaching competency of all novice teachers regardless of the route that led them

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

Science.gov (United States)

Dimmock, Clive

2016-01-01

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

Middle School Engineering Problem Solving Using Traditional vs. e-PBL Module Instruction

Science.gov (United States)

Baele, Loren C.

This multiple methods (Denzin, 1978) study investigated two instructional approaches, traditional module and electronic Problem-Based Learning instruction (e-PBL), used within a middle school engineering classroom focused on the variables of engagement, content knowledge, student self-assessment and teacher assessment of problem solving solutions. A non-equivalent group quasi-experimental research design (Creswell, 2015) was used on middle school students (N = 100) between those that received traditional module instruction (n = 51) and e-PBL instruction (n = 49). The qualitative approach of triangulation (Jick, 1979) was used to identify emergent themes for both between and within methods of data analysis on student engagement survey responses, two days of field observations notes, and six student interview transcripts. The quantitative results identified that students who received e-PBL instruction self-reported significantly greater engagement than those who received traditional module instruction. Further, there was a significant interaction effect between engineering content knowledge by group and gender as males who received e-PBL instruction had greater growth of content knowledge scores than males receiving traditional instruction, while females who received traditional instruction had greater growth of content knowledge scores than females in the e-PBL group. Through triangulation of the qualitative data, the emergent themes of the study suggest that hands-on learning produces higher levels of reported engagement independent of instructional method. The emergence of problem solving fatigue developed when both study groups reported a decline in engagement when entering into the final phase of the quantitative study suggesting that too many complex, ill-structured problems in rapid succession may negatively impact student engagement. Although females within the treatment group were most engaged, they did not achieve the knowledge growth of the females in the

After-school setting, physical activity, and sedentary behavior in 5th grade boys and girls.

Science.gov (United States)

Taverno Ross, S E; Dowda, M; Colabianchi, N; Saunders, R; Pate, R R

2012-09-01

After-school hours are considered critical for children's physical activity (PA) and sedentary behaviors (SB); however, whether the after-school setting influences children's activity patterns is unknown. This study examined the influence of after-school setting (i.e., parent report of the child's usual after-school setting) on 5th grade children's PA and SB, and differences by race/ethnicity. Boys whose parents reported they usually attended an after-school program had higher PA than boys who usually went home after school. A significant interaction between race/ethnicity and after-school setting showed that minority girls whose parents reported they usually attended an after-school program had higher PA and engaged in less SB compared with those who usually went home, whereas the activity patterns of white girls did not differ by after-school setting. Children's usual after-school setting affects their activity patterns; after-school programs may potentially increase PA in boys and minority girls. Copyright © 2012 Elsevier Ltd. All rights reserved.

An Effective Approach to Violence Prevention: Traditional Martial Arts in Middle School.

Science.gov (United States)

Zivin, Gail; Hassan, Nimr R.; DePaula, Geraldine F.; Monti, Daniel A.; Harlan, Carmen; Hossain, Kashfia D.; Patterson, Ksai

2001-01-01

Replicated and extended the design and outcome measures of several small studies. In these studies, juveniles at high risk for violence and delinquency showed decreased violence and positive changes in psychological risk factors after being required to take a school-linked course in traditional martial arts. (Author)

Rural Schools and Traditional Knowledge: Representing Alternatives to a Consumer-Dependent Existence

Science.gov (United States)

Barter, Barbara

2014-01-01

Given the present pace of educational globalization, educators--especially in rural schools--will benefit from an awareness of traditional knowledge as a significant contributor to sustainability. Many countries operate through a system whereby major decision making, especially in such areas as education and health, emanate from state levels of…

Individualizing in Traditional Classroom Settings.

Science.gov (United States)

Thornell, John G.

1980-01-01

Effective individualized instruction depends primarily on the teacher possessing the skills to implement it. Individualization is therefore quite compatible with the traditional self-contained elementary classroom model, but not with its alternative, departmentalization, which allows teachers neither the time flexibility nor the familiarity with…

A Workshop for High School Students on Naive Set Theory

Science.gov (United States)

Wegner, Sven-Ake

2014-01-01

In this article we present the prototype of a workshop on naive set theory designed for high school students in or around the seventh year of primary education. Our concept is based on two events which the author organized in 2006 and 2010 for students of elementary school and high school, respectively. The article also includes a practice report…

NON-TRADITIONAL SPORTS AT SCHOOL. BENEFITS FOR PHYSICAL AND MOTOR DEVELOPMENT

Directory of Open Access Journals (Sweden)

AMADOR J. LARA-SÁNCHEZ

2010-12-01

Full Text Available Physical Education teachers have been using some very classic team sports, like football, basketball, handball, volleyball, etc. for many years in order to develop their education work at school. As a consequence of this, the benefits of this kind of activities on Physical Education lessons have not been as notable as we mighthave expected, since, even if they are increasing, their development and application are still low. There are many and very varied new non-traditional sports that have emerged and extended across Spain in recent years. To mention an example, we could refer to a newly created non-traditional sport such as kin-ball. This sport wascreated for the purpose of achieving a way to combine several factors such as health, team-work and competitiveness. Three teams of four players each participate. This way, every player can participate to a great extent in all the moves of the match, for each of them must defend one area of their half in order to achieve a common objective. Besides, kin-ball helps to develop motor skills at school in an easy way; that is, coordination, balance and perception. There is a large variety of non-traditional games and sports that are similar to kin-ball, such as floorball, intercrosse, mazaball, tchoukball, ultimate, indiaca, shuttleball... All of them show many physical, psychic and social advantages, and can help us to make the Physical Education teaching-learning process more motivating, acquiring the recreational component that it showed some years ago and which hasnow disappeared

The child with arthritis in the school setting.

Science.gov (United States)

Spencer, C H; Zanga, J; Passo, M; Walker, D

1986-10-01

The school experience is a crucial one for the child with arthritis. In school, these children face obstacles common to all chronically ill children and certain problems unique to a child with arthritis. The school environment for these children has changed drastically in the last two decades with the new civil rights legislation on the state and federal levels. Today there is a better chance of a child with arthritis having a relatively problem-free school experience than ever before. The pediatrician can be a source of information, advice, support, and help with any school problems that the child and parent cannot solve. Most minor problems, such as medication at school, physical education problems, an extra set of books, and extra time between classes, may be solved by an informal telephone call or a letter. More severe problems, such as prolonged and frequent absences, multiple modifications of the school environment, and contesting of school placement, may require the use of more formal channels, including the IEP process and parent advocacy groups. When chronic problems exist in the school system, the pediatrician may choose to work for needed changes that improve the school situation of these and other chronically ill children. The pediatrician also may serve as a valued adviser and educator to the school system in the difficult task of educating these special children.

Building up STEM education professional learning community in school setting: Case of Khon Kaen Wittayayon School

Science.gov (United States)

Thana, Aduldej; Siripun, Kulpatsorn; Yuenyong, Chokchai

2018-01-01

The STEM education is new issue of teaching and learning in school setting. Building up STEM education professional learning community may provide some suggestions for further collaborative work of STEM Education from grounded up. This paper aimed to clarify the building up STEM education learning community in Khon Kaen Wittayayon (KKW) School setting. Participants included Khon Kaen University researchers, Khon Kaen Wittayayon School administrators and teachers. Methodology regarded interpretative paradigm. The tools of interpretation included participant observation, interview and document analysis. Data was analyzed to categories of condition for building up STEM education professional learning community. The findings revealed that the actions of developing STEM learning activities and research showed some issues of KKW STEM community of inquiry and improvement. The paper will discuss what and how the community learns about sharing vision of STEM Education, supportive physical and social conditions of KKW, sharing activities of STEM, and good things from some key STEM teachers' ambition. The paper may has implication of supporting STEM education in Thailand school setting.

Music Research in Inclusive School Settings: 1975 to 2013

Science.gov (United States)

Jellison, Judith A.; Draper, Ellary A.

2015-01-01

A search for music research in inclusive music school settings (1975-2013) resulted in 22 descriptive and experimental studies that can be classified and coded according to settings, participants, research variables, measures of generalization, and effectiveness of the interventions. Half of the studies reported data from both students with…

Integrating Emerging Technologies in Teaching Ugandan Traditional Dances in K-12 Schools in New York City

Science.gov (United States)

Mabingo, Alfdaniels

2015-01-01

Schools in New York City have made attempts to embrace and support the strand of "making connections", which is laid out in the New York City Department of Dance blueprint for teaching and learning in dance for grades PreK-12. Accordingly, some schools have integrated Ugandan traditional dances into the dance curriculum, and dance…

Healthy incentive scheme in the Irish full-day-care pre-school setting.

LENUS (Irish Health Repository)

Molloy, C Johnston

2013-12-16

A pre-school offering a full-day-care service provides for children aged 0-5 years for more than 4 h\\/d. Researchers have called for studies that will provide an understanding of nutrition and physical activity practices in this setting. Obesity prevention in pre-schools, through the development of healthy associations with food and health-related practices, has been advocated. While guidelines for the promotion of best nutrition and health-related practice in the early years\\' setting exist in a number of jurisdictions, associated regulations have been noted to be poor, with the environment of the child-care facility mainly evaluated for safety. Much cross-sectional research outlines poor nutrition and physical activity practice in this setting. However, there are few published environmental and policy-level interventions targeting the child-care provider with, to our knowledge, no evidence of such interventions in Ireland. The aim of the present paper is to review international guidelines and recommendations relating to health promotion best practice in the pre-school setting: service and resource provision; food service and food availability; and the role and involvement of parents in pre-schools. Intervention programmes and assessment tools available to measure such practice are outlined; and insight is provided into an intervention scheme, formulated from available best practice, that was introduced into the Irish full-day-care pre-school setting.

Teacher Shortages in Urban Schools: The Role of Traditional and Alternative Certification Routes in Filling the Voids.

Science.gov (United States)

Ng, Jennifer C.

2003-01-01

Examines the impact of teacher recruitment approaches via university-based and alternative certification programs. Asserts that traditional and alternative certification efforts are by themselves limited in their potential to address the problem of teacher shortages in urban schools. Suggests that an organizational view of schools, which looks…

Traditional games in primary school curriculum

OpenAIRE

Popeska, Biljana; Jovanova-Mitkovska, Snezana

2017-01-01

Traditional games are cultural and national heritage. They, cultural and traditional activities transmitted from one generation to another, sharing different movement and cognitive games used in order to educate, to socialize, to share the experience and to influence toward development of young generation. The people create traditional games, and they represent the habits, culture and tradition of countries, region or even a town or village. There are lot of different traditional games. They ...

Identifying Symptoms of Depression and Anxiety in Students in the School Setting

Science.gov (United States)

Allison, Virginia L.; Nativio, Donna G.; Mitchell, Ann M.; Ren, Dianxu; Yuhasz, Janet

2014-01-01

Early detection of mental health problems in school-age children offers the opportunity for prompt referral to treatment which is critical to their success in school. School nurses are in a key position to screen for mental health issues in the school setting. This article discusses how school nurses began a new initiative to use two validated…

Informing Instruction of Students with Autism in Public School Settings

Science.gov (United States)

Kuo, Nai-Cheng

2016-01-01

The number of applied behavior analysis (ABA) classrooms for students with autism is increasing in K-12 public schools. To inform instruction of students with autism in public school settings, this study examined the relation between performance on mastery learning assessments and standardized achievement tests for students with autism spectrum…

Enabling overweight children to improve their food and exercise habits--school nurses' counselling in multilingual settings.

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Magnusson, Maria B; Kjellgren, Karin I; Winkvist, Anna

2012-09-01

The study aimed at analysing school nurses' counselling of overweight and obese children in settings with many immigrants, focusing on content concerning food and physical activity and how this was communicated. For people with a predisposition for overweight, the weight control process requires cognitive skills. School nurses' counselling of overweight children has the potential to support this process by enabling personal resources in the children and their families. However, there is uncertainty among nurses about how to conduct supportive counselling. An explorative design was used when collecting and analysing data. Twenty-two counselling sessions between eight school nurses and 20 overweight children were audio-recorded and analysed using qualitative content analysis. Most of the participating schools represented areas with low socioeconomic status and a high proportion of immigrants and refugees. Less adequate skills in enabling resources in the children and their parents were observed. Concurrently, school nurses provided inadequate explanations about food and physical activity. Topics related to general nutrition models were frequently communicated as general advice instead of individually tailored counselling. Counselling families with other languages and food cultures than the traditional Swedish created additional difficulties. Improved nutritional knowledge for nurses may enhance their skills in enabling children's and families' resources. School nurses should be provided with opportunities to cooperate with other professions in counteracting overweight. Our findings demonstrate a relationship between content skills and person-centeredness in the counselling. This highlights the importance of inter-professional collaboration to ensure a high quality of lifestyle counselling. School health authorities should give high priority to facilitating school nurses' evidence-based continuing education. © 2012 Blackwell Publishing Ltd.

Why Some School Subjects Have a Higher Status than Others: The Epistemology of the Traditional Curriculum Hierarchy

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Bleazby, Jennifer

2015-01-01

Inherent in most school curricula is some sort of curriculum hierarchy--that is, an assumption that some school subjects are more valuable than others. This paper examines the epistemological assumptions that underpin one such curriculum hierarchy, which I refer to as "the traditional curriculum hierarchy". It is a pervasive and…

The first official schools for nursing education in Greece: over a century of tradition.

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Tsoucalas, Gregory; Kousoulis, Antonis A; Karamanou, Marianna; Tsoucalas, Ioannis; Androutsos, George

2011-12-01

The pressing need for educated nursing staff in Greece was first recognized by Queen Olga and Crown Princess Sofia, at the end of the nineteenth century with significant international aid.As a result, the School of Nursing Sisters of the Sanatorium "Evangelismos" was founded in 1875 and the first Greek "School of Certified Nurses" of the "Saint Sophia" Children's Hospital was established in 1897. This Children's Hospital has provided Greece with excellent trained nurses in Pediatric as well as Neonatal and Infant Nursing ever since. Distinguished nurses from abroad as well as a plethora of professors and physicians have taught at the school which has effectively made a mark in forming a tradition until today. The international concept of the school, including enhancing the young nurses' practice with experience from abroad is one of its most interesting features. The first Greek nursing schools rank among the first in the world.

Establishing Medical Schools in Limited Resource Settings | Girma ...

African Journals Online (AJOL)

Establishing Medical Schools in Limited Resource Settings. ... These countries face challenges related to the rapid scale up which is mostly done without proper strategic planning, without the basic elements of infrastructure development, educational as well as academic and administrative human resources. Medical ...

Objectively measured sedentary behavior in preschool children: comparison between Montessori and traditional preschools

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Byun Wonwoo

2013-01-01

Full Text Available Abstract Background This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools. Methods The participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as Results Children attending Montessori preschools spent less time in sedentary behavior than those attending traditional preschools during the in-school (44.4. min/hr vs. 47.1 min/hr, P = 0.03, after-school (42.8. min/hr vs. 44.7 min/hr, P = 0.04, and total-day (43.7 min/hr vs. 45.5 min/hr, P = 0. 009 periods. School type (Montessori or traditional, preschool setting (private or public, socio-demographic factors (age, gender, and socioeconomic status were found to be significant predictors of preschoolers’ sedentary behavior. Conclusions Levels of objectively-measured sedentary behavior were significantly lower among children attending Montessori preschools compared to children attending traditional preschools. Future research should examine the specific characteristics of Montessori preschools that predict the lower levels of sedentary behavior among children attending these preschools compared to children attending traditional preschools.

Objectively measured sedentary behavior in preschool children: comparison between Montessori and traditional preschools.

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Byun, Wonwoo; Blair, Steven N; Pate, Russell R

2013-01-03

This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools. The participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as Montessori preschools, after adjusting for selected potential correlates of preschoolers' sedentary behavior. Children attending Montessori preschools spent less time in sedentary behavior than those attending traditional preschools during the in-school (44.4. min/hr vs. 47.1 min/hr, P = 0.03), after-school (42.8. min/hr vs. 44.7 min/hr, P = 0.04), and total-day (43.7 min/hr vs. 45.5 min/hr, P = 0. 009) periods. School type (Montessori or traditional), preschool setting (private or public), socio-demographic factors (age, gender, and socioeconomic status) were found to be significant predictors of preschoolers' sedentary behavior. Levels of objectively-measured sedentary behavior were significantly lower among children attending Montessori preschools compared to children attending traditional preschools. Future research should examine the specific characteristics of Montessori preschools that predict the lower levels of sedentary behavior among children attending these preschools compared to children attending traditional preschools.

Schools and Informal Science Settings: Collaborate, Co-Exist, or Assimilate?

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Adams, Jennifer D.; Gupta, Preeti; DeFelice, Amy

2012-01-01

In this metalogue we build on the arguments presented by Puvirajah, Verma and Webb to discuss the nature of authentic science learning experiences in context of collaborations between schools and out-of-school time settings. We discuss the role of stakeholders in creating collaborative science learning practices and affordances of out of school…

Flipped Classroom versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity

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Mattis, Kristina V.

2015-01-01

Flipped classrooms are an instructional technology trend mostly incorporated in higher education settings, with growing prominence in high school and middle school (Tucker in Leveraging the power of technology to create student-centered classrooms. Corwin, Thousand Oaks, 2012). Flipped classrooms are meant to effectively combine traditional and…

Maintaining Professional Commitment as a Newly Credentialed Athletic Trainer in the Secondary School Setting.

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Mazerolle, Stephanie M; Myers, Sarah L; Walker, Stacy E; Kirby, Jessica

2018-03-01

  Professional commitment, or one's affinity and loyalty to a career, has become a topic of interest in athletic training. The expanding research on the topic, however, has omitted newly credentialed athletic trainers (ATs). For an impressionable group of practitioners, transitioning to clinical practice can be stressful.   To explore the professional commitment of newly credentialed ATs in the secondary school setting.   Secondary school.   Qualitative study.   A total of 31 newly credentialed ATs (6 men, 25 women; mean age = 24 ± 3 years) participated. Of these, 17 ATs (4 men, 13 women; mean age = 25 ± 4 years) were employed full time in the secondary school setting, and 14 ATs (2 men, 12 women; mean age = 23.0 ± 2.0 years) were graduate assistant students in the secondary school setting.   All participants completed semistructured interviews, which focused on their experiences in the secondary school setting and transitioning into the role and setting. Transcripts were analyzed using the phenomenologic approach. Creditability was established by peer review, member checks, and researcher triangulation.   Four main findings related to the professional commitment of newly credentialed ATs in the secondary school setting were identified. Work-life balance, professional relationships formed with the student-athletes, enjoyment gained from working in the secondary school setting, and professional responsibility emerged as factors facilitating commitment.   Affective commitment is a primary facilitator of professional commitment. Newly credentialed ATs who enjoy their jobs and have time to engage in nonwork roles are able to maintain a positive professional commitment. Our findings align with the previous literature and help strengthen our understanding that rejuvenation and passion are important to professional commitment.

Traditional Craft or Technology Education: Development of Students' Technical Abilities in Finnish Comprehensive School

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Autio, Ossi

2016-01-01

Changes in the economy, nature, production and society together with increasing scientific and technological knowledge make demands of transforming school teaching in the field of technology education. The aim of the article is briefly to explore the integration between science, technology and traditional craft education by analyzing the current…

Establishing Medical Schools in Limited Resource Settings.

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Tsinuel, Girma; Tsedeke, Asaminew; Matthias, Siebeck; Fischer, Martin R; Jacobs, Fabian; Sebsibe, Desalegn; Yoseph, Mamo; Abraham, Haileamlak

2016-05-01

One urgent goal of countries in sub-Saharan Africa is to dynamically scale up the education and work force of medical doctors in the training institutions and health facilities, respectively. These countries face challenges related to the rapid scale up which is mostly done without proper strategic planning, without the basic elements of infrastructure development, educational as well as academic and administrative human resources. Medical education done in the context of limited resources is thus compromising the quality of graduates. In the future, a collaborative and need-based approach involving major stakeholders such as medical educators concerned, ministries, planners and policy makers is needed. This article identifies the challenges of establishing medical schools and sustaining the quality of education through rapid scale-up in Sub-Saharan Africa in the settings of limited resources. It also outlines the minimum requirements for establishing medical schools. A consensus building workshop was conducted in Bishoftu, Ethiopia, from Nov 8-12, 2013. Participants were professionals from 13 Ethiopian medical schools, and representatives of medical schools from South Sudan, Somaliland, Somalia, and Mozambique. Participants are listed in Appendix 1. The governments and stakeholders should jointly develop strategic plans and a roadmaps for opening or expanding medical schools to scale up educational resources. It is advisable that medical schools have autonomy regarding the number of student-intake, student selection, curriculum ownership, resource allocation including for infrastructure and staff development. Health science and medical curricula should be integrated within and harmonized nationally. An educational evaluation framework needs to be embedded in the curricula, and all medical schools should have Health Science Education Development Centers.

Mental Health Service Use in Schools and Non-School-Based Outpatient Settings: Comparing Predictors of Service Use.

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Langer, David A; Wood, Jeffrey J; Wood, Patricia A; Garland, Ann F; Landsverk, John; Hough, Richard L

2015-09-01

Researchers have consistently documented a gap between the large number of US youth meeting criteria for a mental health disorder with significant associated impairment, and the comparatively few youth receiving services. School-based mental health care may address the need-services gap by offering services more equitably to youth in need, irrespective of family economic resources, availability of transportation, and other factors that can impede access to community clinics. However, diagnoses alone do not fully capture the severity of an individual's mental health status and need for services. Studying service use only in relation to diagnoses may restrict our understanding of the degree to which service use is reflective of service need, and inhibit our ability to compare school and non-school-based outpatient settings on their responsiveness to service need. The present study evaluated predictors of mental health service use in school- and community-based settings for youth who had had an active case in one of two public sectors of care, comparing empirically-derived dimensional measurements of youth mental health service need and impairment ratings against non-need variables (e.g., ethnicity, income). Three dimensions of youth mental health service need were identified. Mental health service need and non-need variables each played a significant predictive role. Parent-rated impairment was the strongest need-based predictor of service use across settings. The impact of non-need variables varied by service setting, with parental income having a particularly noticeable effect on school-based services. Across time, preceding service use and impairment each significantly predicted future service use.

Effects of traditional teaching vs a multisensory instructional package on the science achievement and attitudes of English language learners middle-school students and English-speaking middle-school students

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Crosley, Haver

This research was designed to determine the relative effectiveness of a Multi-sensory Instructional Package (MIP) (Dunn & Dunn, 1992) versus Traditional Teaching (TT) on the science achievement- and attitude-test scores of middle-school English Language Learner (ELL) and English-speaking sixth-, seventh-, and eighth-grade middle-school students. The dependent variables were students' science- and attitude-test scores. The independent variables were the two instructional strategies, ELL and English-speaking (Non-ELL) status, and three grade levels. The sample consisted of 282 sixth-, seventh-, and eighth-grade ELL and Non-ELL middle-school students. Learning Styles: The Clue to You! (LS: CY) (Burke & Dunn, 1998) was administered to determine learning-style preferences. The control groups were taught sixth-, seventh-, and eighth-grade science lessons traditionally and the experimental groups were instructed on the same units using MIPs. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. All three groups experienced both traditional and multi-sensory instruction in all three sub-units. The data subjected to statistical analyses supported the use of an MIP rather than a traditional approach for teaching science content to both ELLs and English-speaking middle-school students. Analysis of variance (ANOVA) revealed a positive and significant impact on achievement scores. Furthermore, the students indicated significantly more positive attitudes when instructed with an MIP approach.

The formation of person’s health: experience of Waldorf school

OpenAIRE

O.M. Ionova

2013-01-01

In the article is presented the results of comparative researches of the state of health of Waldorf and traditional schools of students, conducted in different countries (Austria, Holland, Germany, Denmark, Russia, Ukraine, Finland, Switzerland, Sweden). It is set that health saving orientation of Waldorf school brings to the considerable successful results of Waldorf education: Waldorf schoolchildren as compared to the students of traditional schools have the best indexes of physical and psy...

Graduates of an Historically Black Boarding School and Their Academic and Social Integration at Two Traditionally White Universities

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Alexander-Snow, Mia

2010-01-01

This naturalistic inquiry explored the cultural impact of a historically Black independent boarding school on the social and academic experiences of four of its graduates who attended two traditionally White universities. The study examined two primary questions: (a) What factors from the historically Black boarding school assisted or hindered…

The Modern and the Traditional in the Values of Post-Soviet Young People

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Iadova, M. A.

2013-01-01

A survey of students in secondary schools in Russia shows that among young people both traditional and modern sets of attitudes and beliefs may be found, but that these differences do not necessarily translate into actions. (Contains 1 table and 1 note.)

Rewriting traditional tales as multilingual narratives at elementary school: Problems and progress

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Heather Lotherington

2007-08-01

Full Text Available Abstract For several years children at Joyce Public School have been rewriting traditional stories from localized cultural and linguistic perspectives, creating innovative, individualized narrative forms with digital technology. Our experimental multiliteracies research project is a collaboration of school and university teachers and researchers following a guided action research paradigm. The study has as one of its stated objectives the development of multilingual story retelling as a means of inexpensively supporting home language maintenance, fostering language awareness and aiding English as a second language learning in a community of high linguistic diversity. This paper tells our story thus far, focusing on how we have approached the creation of multilingual stories in heterogeneous, urban language classes, discussing stumbling blocks that have forced creative problem-solving and showcasing successes.

Predictors of Traditional and Cyber-Bullying Victimization: A Longitudinal Study of Australian Secondary School Students.

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Hemphill, Sheryl A; Tollit, Michelle; Kotevski, Aneta; Heerde, Jessica A

2015-09-01

The purpose of the present article is to compare the individual, peer, family, and school risk and protective factors for both traditional and cyber-bullying victimization. This article draws on data from 673 students from Victoria, Australia, to examine Grade 7 (aged 12-13 years) predictors of traditional and cyber-bullying victimization in Grade 9 (aged 14-15 years). Participants completed a modified version of the Communities That Care youth survey. There were few similarities and important differences in the predictors of traditional and cyber-bullying victimization. For Grade 9 cyber-bullying victimization, in the fully adjusted model, having been a victim of traditional bullying in Grade 7 and emotional control in Grade 7 were predictors. For Grade 9 traditional bullying victimization, predictors were Grade 7 traditional bullying victimization, association with antisocial peers, and family conflict, with family attachment and emotional control marginally statistically significant. The use of evidence-based bullying prevention programs is supported to reduce experiences of both traditional and cyber-bullying victimization, as is the implementation of programs to assist students to regulate their emotions effectively. In addition, traditional bullying victimization may be reduced by addressing association with antisocial friends, family conflict, and bonding to families. © The Author(s) 2014.

Nursing Delegation to Unlicensed Assistive Personnel in the School Setting. Position Statement. Revised

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Cagginello, Joan; Blackborow, Mary; Porter, Jessica; Disney, Jody; Andresen, Kathleen; Tuck, Christine

2014-01-01

It is the position of the National Association of School Nurses (NASN) that the delegation of nursing tasks in the school setting can be a valuable tool for the registered professional school nurse (hereinafter referred to as school nurse), when based on the nursing definition of delegation (American Nurses Association [ANA], 2012) and in…

A comparative study teaching chemistry using the 5E learning cycle and traditional teaching with a large English language population in a middle-school setting

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McWright, Cynthia Nicole

For decades science educators and educational institutions have been concerned with the status of science content being taught in K-12 schools and the delivery of the content. Thus, educational reformers in the United States continue to strive to solve the problem on how to best teach science for optimal success in learning. The constructivist movement has been at the forefront of this effort. With mandatory testing nationwide and an increase in science, technology, engineering, and mathematics (STEM) jobs with little workforce to fulfill these needs, the question of what to teach and how to teach science remains a concern among educators and all stakeholders. The purpose of this research was to determine if students' chemistry knowledge and interest can be increased by using the 5E learning cycle in a middle school with a high population of English language learners. The participants were eighth-grade middle school students in a large metropolitan area. Students participated in a month-long chemistry unit. The study was a quantitative, quasi-experimental design with a control group using a traditional lecture-style teaching strategy and an experimental group using the 5E learning cycle. Students completed a pre-and post-student attitude in science surveys, a pretest/posttest for each mini-unit taught and completed daily exit tickets using the Expert Science Teaching Educational Evaluation Model (ESTEEM) instrument to measure daily student outcomes in main idea, student inquiry, and relevancy. Analysis of the data showed that there was no statistical difference between the two groups overall, and all students experienced a gain in content knowledge overall. All students demonstrated a statistically significant difference in their interest in science class, activities in science class, and outside of school. Data also showed that scores in writing the main idea and writing inquiry questions about the content increased over time.

Exploring Student Engagement in STEM Education: An Examination of STEM Schools, STEM Programs, and Traditional Schools

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Franco, M. Suzanne; Patel, Nimisha H.

2017-01-01

High school students' perceptions and experiences regarding student engagement were investigated using 32 focus group sessions across 4 different types of STEM education settings in 2 metropolitan areas in the Midwest. Students' understandings and experiences related to student engagement were reflected via 5 categories: students' thinking of…

Bringing Seismological Research into the School Setting

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Pavlis, G. L.; Hamburger, M. W.

2004-12-01

One of the primary goals of educational seismology programs is to bring inquiry-based research to the middle- and high-school classroom setting. Although it is often stated as a long-term goal of science outreach programs, in practice there are many barriers to research in the school setting, among them increasing emphasis on test-oriented training, decreasing interest and participation in science fairs, limited teacher confidence and experience for mentoring research, insufficient student preparedness for research projects, and the short term of university involvement (typically limited to brief one-day encounters). For the past three+ years we have tried to address these issues through a focused outreach program we have called the PEPP Research Fellows Program. This is treated as an honors program in which high school teachers in our group nominate students with interests in science careers. These students are invited to participate in the program, and those who elect to take part participate in a one-day education and training session in the fall. Rather than leave research projects completely open, we direct the students at toward one of two specific, group-oriented projects (in our case, one focusing on local recordings of mining explosions, and a second on teleseismic body-wave analysis), but we encourage them to act as independent researchers and follow topics of interest. The students then work on seismic data from the local educational network or from the IRIS facilities. Following several months of informal interaction with teachers and students (email, web conferencing, etc.), we bring the students and teachers to our university for a weekend research symposium in the spring. Students present their work in oral or poster form and prizes are given for the best papers. Projects range from highly local projects (records of seismic noise at school X) to larger-scale regional projects (analysis of teleseismic P-wave delays at PEPP network stations) From 20 to

Use of traditional medicines to cope with climate-sensitive diseases in a resource poor setting in Bangladesh.

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Haque, Md Aminul; Louis, Valérie R; Phalkey, Revati; Sauerborn, Rainer

2014-02-25

This study aims to explore the use of traditional medicines to cope with climate sensitive diseases in areas vulnerable to climate change. We assessed the extent to which traditional or alternative medicines were used for the treatment of the climate sensitive diseases by villagers as part of their health-coping strategies. The study deployed a mixed-method research design to know the health-coping strategies of the people in a resource-poor setting.A cross sectional study was conducted from September 2010 to March 2011 among 450 households selected randomly in the districts of Rajshahi and Khulna, Bangladesh. The elder males or females of each household were interviewed. For qualitative methods, twelve focus group discussions (six with females and six with males) and fifteen key informant interviews were conducted by the research team, using interview guidelines on the use of traditional medicine. Univariate analysis showed that the use of traditional medicines has increased among community members of all socio-economic and demographic backgrounds. Due to the increased incidence of disease and sickness respondents had to increase the use of their cultural means to cope with adverse health situations. A systematic collection of knowledge on the use of traditional medicines to cope with climate-sensitive diseases can help the adaptation of communities vulnerable to climate change. In addition it can be instrumental in creating a directory of traditional medicine components used for specific diseases and highlight the effectiveness and relevance of traditional medicines as health-coping strategies. This may be useful for policymakers, researchers, and development partners to adapt existing health care policy in resource-limited contexts. It may also encourage WHO, national and international institutions, such as pharmaceutical companies, to carry out research investigating the effectiveness of these traditional medicines and integrate them with modern medicine

Effect of assistive technology in a public school setting.

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Watson, Anne H; Ito, Max; Smith, Roger O; Andersen, Lori T

2010-01-01

The Individuals With Disabilities Education Improvement Act of 2004 (IDEA) requires assistive technology (AT) be considered at the yearly individualized education program (IEP) meeting of every student in special education. IDEA also directs that AT be implemented on the basis of peer-reviewed literature despite a paucity of research on AT's effectiveness in the public schools. This repeated-measures quasi-experimental study explored AT's effect in a public school special education setting. Participants (N=13) were a heterogeneous group of students in 1 school system who had newly provided AT to address academic and communication goals in one school year. Results suggest that relative to other interventions, AT provided by a multidisciplinary team may have a significant effect on IEP goal improvement (t[12] = 5.54, p= .00) for students in special education (F[2] = 9.35, p= .00), which may support AT's use in special education by occupational therapists as directed by IDEA.

The Evolution of School Nursing Data Indicators in Massachusetts: Recommendations for a National Data Set

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Gapinski, Mary Ann; Sheetz, Anne H.

2014-01-01

The National Association of School Nurses' research priorities include the recommendation that data reliability, quality, and availability be addressed to advance research in child and school health. However, identifying a national school nursing data set has remained a challenge for school nurses, school nursing leaders, school nurse professional…

Grandma's Games Project: Bridging Tradition and Technology Mediated Education

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Marina Vasileva

2014-02-01

Full Text Available This article presents a project entitled "Grandma’s games", following a research idea to enrich the educational process of K9 students by introducing the traditional children games of our ancestors in the learning environment, revived and adapted for modern students with the aid of information and communication technology. While creating a strong connection between our heritage and the modern educational trends, the project’s intention goes beyond mere fulfilment of educational goals, striving to increase the interest and motivation of primary education students to develop their creativity and originality while learning, with respect of their own personal preferences and cultural heritage. The "Grandma’s games" research project engaged twelve traditional games in the educational activities at primary schools from both rural and non-rural environments in Republic of Macedonia. Descriptive statistics was applied on the data set sampled from the extensive survey conducted among teachers in these schools, to illustrate the benefits from the application of the Grandma’s games in educational process.

Perceived impact on student engagement when learning middle school science in an outdoor setting

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Abbatiello, James

Human beings have an innate need to spend time outside, but in recent years children are spending less time outdoors. It is possible that this decline in time spent outdoors could have a negative impact on child development. Science teachers can combat the decline in the amount of time children spend outside by taking their science classes outdoors for regular classroom instruction. This study identified the potential impacts that learning in an outdoor setting might have on student engagement when learning middle school science. One sixth-grade middle school class participated in this case study, and students participated in outdoor intervention lessons where the instructional environment was a courtyard on the middle school campus. The outdoor lessons consisted of the same objectives and content as lessons delivered in an indoor setting during a middle school astronomy unit. Multiple sources of data were collected including questionnaires after each lesson, a focus group, student work samples, and researcher observations. The data was triangulated, and a vignette was written about the class' experiences learning in an outdoor setting. This study found that the feeling of autonomy and freedom gained by learning in an outdoor setting, and the novelty of the outdoor environment did increase student engagement for learning middle school science. In addition, as a result of this study, more work is needed to identify how peer to peer relationships are impacted by learning outdoors, how teachers could best utilize the outdoor setting for regular science instruction, and how learning in an outdoor setting might impact a feeling of stewardship for the environment in young adults.

Designing Reflection and Symmetry Learning by Using Math Traditional Dance in Primary School

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Yullys Helsa

2011-01-01

Full Text Available The innovation of education is an important point of Pendidikan Matematika Realistik Indonesia (PMRI, one of them through traditional dance as a context of national cultural. Dance that collaborated with concept of mathematics, it is called Math Traditional Dance. This research aims to produce learning line (specific the material of reflection and symmetry. The research method used is design research that consisted of preparing for the experiments, teaching experiments, and retrospective analysis. Data collected through observation, interviews, documentation and field notes. This research was conducted with 22 students in MIN 2 Palembang. From the try out that is obtained from the formal to the informal learning described in the learning process, so that support learning process of mirroring and symmetry for the students in grade four in elementary school.

A "Mindful Rational Living" Approach for Addressing HIV in the School Setting

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Chenneville, Tiffany; St. John Walsh, Audra

2016-01-01

This paper describes a "mindful rational living" approach, which incorporates mindfulness techniques with rational emotive behavioral therapy strategies for addressing HIV in the school setting. The utility of this approach for attending to the physical, mental, and psychosocial aspects of school-based HIV prevention and treatment will…

Designing Reflection and Symmetry Learning by Using Math Traditional Dance in Primary School

Directory of Open Access Journals (Sweden)

Yullys Helsa

2011-01-01

Full Text Available The innovation of education is an important point of Pendidikan Matematika Realistik Indonesia (PMRI, one of them through traditional dance as a context of national cultural. Dance that collaborated with concept of mathematics, it is called Math Traditional Dance. This research aims to produce learning line (specific the material of reflection and symmetry. The research method used is design research that consisted of preparing for the experiments, teaching experiments, and retrospective analysis. Data collected through observation, interviews, documentation and field notes. This research was conducted with 22 students in MIN 2 Palembang. From the try out that is obtained from the formal to the informal learning described in the learning process, so that support learning process of mirroring and symmetry for the students in grade four in elementary school.Key words: PMRI, math traditional dance, design research, learning path, mirroring and symmetry DOI: http://dx.doi.org/10.22342/jme.2.1.782.79-94

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

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

2011-01-01

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

Comparing New School Effects in Charter and Traditional Public Schools

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Kelly, Andrew P.; Loveless, Tom

2012-01-01

This study investigates whether student achievement varies during the institutional life span of charter schools by comparing them to new public schools. The results show that there is little evidence that new public schools struggle with initial start-up issues to the same extent as new charter schools. Even after controlling for school…

Comparison of Student Test Scores in a Coordinate Plane Unit Using Traditional Classroom Techniques Versus Traditional Techniques Coupled with an Ethnomathematics Software at Torch Middle School.

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Magallanes, Adriana Moreno

In response to low achievement in mathematics at a middle school, an ethnomathematic approach was used to teach coordinate planes. Whether there were achievement differences between students taught by the culturally sensitive approach and those taught by a traditional method was studied. Data were collected from the coordinate planes unit…

Selective Mutism: A Team Approach to Assessment and Treatment in the School Setting

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Ponzurick, Joan M.

2012-01-01

The school nurse plays a pivotal role in the assessment and treatment of selective mutism (SM), a rare disorder found in elementary school children. Due to anxiety, children with SM do not speak in uncomfortable situations, primarily the school setting. Diagnosis of SM is often missed in the formative years because the child does speak at home.…

After-School Spaces: Looking for Learning in All the Right Places

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Schnittka, Christine G.; Evans, Michael A.; Won, Samantha G. L.; Drape, Tiffany A.

2016-06-01

After-school settings provide youth with homework support, social outlets and fun activities, and help build self-confidence. They are safe places for forming relationships with caring adults. More after-school settings are starting to integrate Science, Technology, Engineering, and Mathematics (STEM) topics. What science skills and concepts might youth learn in engineering design-based after-school settings? Traditional assessments often fail to capture the ways youth learn in informal settings, and deep science understandings are notoriously difficult to measure. In this study, we examined three after-school settings where 65 youth were learning science through engineering design challenges. In this informal setting, we examined storyboards, social networking forum (SNF) chat logs, videos of whole-class interactions, interviews with groups and single participants, and traditional multiple-choice pre- and posttest results. As we looked for evidence of learning, we found that the social networking forum was rich with data. Interviews were even more informative, much more so than traditional pencil and paper multiple-choice tests. We found that different kinds of elicitation strategies adopted by site leaders and facilitators played an important role in the ways youth constructed knowledge. These elicitation strategies also helped us find evidence of learning. Based on findings, future iterations of the curricula will involve tighter integration of social networking forums, continued use of videotaped interviews for data collection, an increased focus on training site leaders and facilitators in elicitation strategies, and more open-ended pencil and paper assessments in order to facilitate the process of looking for learning.

A Study of Traditional Circle Games Played in Public School Kindergartens across the United States.

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Rothlein, Liz; And Others

1988-01-01

Investigates traditional circle games played in 203 public school kindergartens in 35 states. Results indicate that music/movement and racing games were the major game categories; the most common frequency and duration was three times per week for 20 minutes; and the purposes of the games were to have fun, and to foster social, physical motor, and…

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

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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…

Control, Trust, and Rethinking Traditional Roles: Critical Elements in Creating a Mutually Beneficial University-School Partnership.

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Lewison, Mitzi; Holliday, Sue

1997-01-01

Describes a partnership between a university graduate student and the principal and teachers of a traditional elementary school who collaborated to engage in study group sessions, keep professional journals, and read and discuss research articles on writing instruction. The paper addresses issues of building trust, equalizing power, and…

Branding Asklepios and the Traditional and Variant Serpent Symbol Display Among Health Professional Schools in the United States, Puerto Rico, and Canada: A Cross-Sectional Survey.

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Hamann, Claus; Martelon, MaryKate

2016-05-25

History supports the staff and single serpent, the asklepian, as the symbol of healing and medicine, yet its confusion with the caduceus (a winged staff with two snakes wrapped around it) persists. No population-based information on serpent symbol use exists. To determine the prevalence of asklepian and caduceus display among Internet images of medical and health professional schools' emblems, and to compare asklepian and caduceus display between medical and health professional schools, examining the effects of school longevity and geographic location on symbol display. This cross-sectional survey examined Internet websites and Google Images associated with medical and other health professional schools in the United States, Puerto Rico, and Canada from 2013 to 2015. The primary outcome was display of a traditional or variant asklepian or caduceus among current and past emblems in Google Images. Odds ratios (ORs) and 95% confidence intervals for the comparison of medical versus other health professional schools were calculated by logistic regression. Differences among schools' longevity were assessed with Student's t-tests and linear regression. Among images of current and past emblems of 482 schools-159 medical schools and 323 health professional schools-107 (22.2%) emblems displayed only the traditional, and 205 (42.5%) any, asklepian. Adjusting for geographic region and longevity, medical schools were 59% less likely than health professional schools to display the traditional asklepian (OR 0.41, 95% CI 0.24-0.71, P=.001), and were 7.7 times more likely than health professional schools to display the traditional caduceus. Medical schools were 8% less likely than health professional schools to display any asklepian (OR 0.92, 95% CI 0.62-1.38, P=.70), and were 3.3 times more likely than health professional schools to display any caduceus. Schools' preference of the asklepian over the caduceus confirmed historical origins. Less asklepian and more caduceus display by

Learning Achievement and Motivation in an Out-of-School Setting--Visiting Amphibians and Reptiles in a Zoo Is More Effective than a Lesson at School

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Wünschmann, Stephanie; Wüst-Ackermann, Peter; Randler, Christoph; Vollmer, Christian; Itzek-Greulich, Heike

2017-01-01

Interventions in out-of-school settings have been shown in previous studies to effectively increase students' science knowledge and motivation, with mixed results on whether they are more effective than teaching at school. In this study, we compared an out-of-school setting in a reptile and amphibian zoo (Landau, Germany) with a sequence of…

School-based intervention for childhood disruptive behavior in disadvantaged settings: A school-based RCT with and without active teacher support.

NARCIS (Netherlands)

Liber, J.M.; de Boo, G.M.; Huizenga, H.; Prins, P.J.M.

2013-01-01

Objective: In this randomized controlled trial, we investigated the effectiveness of a school-based targeted intervention program for disruptive behavior. A child-focused cognitive behavioral therapy (CBT) program was introduced at schools in disadvantaged settings and with active teacher support

The ethics of improving African traditional medical practice: scientific or African traditional research methods?

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Nyika, Aceme

2009-11-01

The disease burden in Africa, which is relatively very large compared with developed countries, has been attributed to various factors that include poverty, food shortages, inadequate access to health care and unaffordability of Western medicines to the majority of African populations. Although for 'old diseases' knowledge about the right African traditional medicines to treat or cure the diseases has been passed from generation to generation, knowledge about traditional medicines to treat newly emerging diseases has to be generated in one way or another. In addition, the existing traditional medicines have to be continuously improved, which is also the case with Western scientific medicines. Whereas one school of thought supports the idea of improving medicines, be they traditional or Western, through scientific research, an opposing school of thought argues that subjecting African traditional medicines to scientific research would be tantamount to some form of colonization and imperialism. This paper argues that continuing to use African traditional medicines for old and new diseases without making concerted efforts to improve their efficacy and safety is unethical since the disease burden affecting Africa may continue to rise in spite of the availability and accessibility of the traditional medicines. Most importantly, the paper commends efforts being made in some African countries to improve African traditional medicine through a combination of different mechanisms that include the controversial approach of scientific research on traditional medicines.

Systemic impediments to the implementation of Project Based Learning in middle and high school settings

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Bouilly, Delphine

This study examines the potential structural impediments to the reform movement of Project Based Learning (PBL) that are presented to teachers by the inherent nature of the school system, as well as the ways in which teachers address these systemic barriers when attempting to implement PBL in their classrooms. Much of the current research that is aimed at investigating the transition from traditional teacher-centered learning to student-centered PBL---whether PBL as problem based or project based learning---has focused on the transition issues at the level of individual teacher/student. Systemic barriers, on the other hand, are those features that are inherent to the structure of the system, and that pose---by their very nature---physical and/or political circumstances that are inconsistent with the student-centered and collaborative goals of PBL. It is not enough for teachers, parents, students, and administrators to be philosophically aligned with PBL, if the encompassing school system is structurally incompatible with the method. This study attempts to make the structural impediments to PBL explicit, to determine whether or not the existing school system is amenable to the successful implementation of PBL. Because the universal features of PBL coupled with the ubiquity of factory-model schools is likely to create recurring themes, it is plausible that this study may in fact be analytically generalizable to situations beyond those described by the populations and contexts in this set of purposive, multiple cases. One of the themes that emerged from this study was the role of rural poverty as an underlying cause of student apathy. More research may be needed to see whether science, as taught through PBL and in collaboration with practical arts courses, might be able to address some of the social, gendered, and educational needs of impoverished rural students and their families.

Nursing students' perceptions of their clinical learning environment in placements outside traditional hospital settings.

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Bjørk, Ida T; Berntsen, Karin; Brynildsen, Grethe; Hestetun, Margrete

2014-10-01

To explore students' opinions of the learning environment during clinical placement in settings outside traditional hospital settings. Clinical placement experiences may influence positively on nursing students attitudes towards the clinical setting in question. Most studies exploring the quality of clinical placements have targeted students' experience in hospital settings. The number of studies exploring students' experiences of the learning environment in healthcare settings outside of the hospital venue does not match the growing importance of such settings in the delivery of health care, nor the growing number of nurses needed in these venues. A survey design was used. The Clinical Learning Environment Inventory was administered to two cohorts of undergraduate nursing students (n = 184) after clinical placement in mental health care, home care and nursing home care. Nursing students' overall contentment with the learning environment was quite similar across all three placement areas. Students in mental health care had significantly higher scores on the subscale individualisation, and older students had significantly higher scores on the total scale. Compared with other studies where the Clinical Learning Environment Inventory has been used, the students' total scores in this study are similar or higher than scores in studies including students from hospital settings. Results from this study negate the negative views on clinical placements outside the hospital setting, especially those related to placements in nursing homes and mental healthcare settings. Students' experience of the learning environment during placements in mental health care, home care and nursing homes indicates the relevance of clinical education in settings outside the hospital setting. © 2014 The Authors. Journal of Clinical Nursing published by John Wiley & Sons Ltd.

Setting up and Running a School Library. Information Collection and Exchange Publication No. ED204

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Baird, Nicola

2012-01-01

This book explains how teachers can set up and run a successful school library. In it you will find advice and information on how to: (1) set up a small library and build bookshelves; (2) select books for your library; (3) make a written record of your school's books, pamphlets and other library stock such as newspapers, magazines, audio tapes and…

Evaluation of a Secondary School Science Program Inversion: Moving from a Traditional to a Modifified-PCB Sequence

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Gaubatz, Julie

2013-01-01

Studies of high-school science course sequences have been limited primarily to a small number of site-specific investigations comparing traditional science sequences (e.g., Biology-Chemistry-Physics: BCP) to various Physics First-influenced sequences (Physics-Chemistry-Biology: PCB). The present study summarizes a five-year program evaluation…

Stakeholders' Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings.

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Buchanan, Rohanna; Nese, Rhonda N T; Clark, Miriam

2016-05-01

Students with emotional and behavioral disorders (EBD) too often do not receive adequate services or care in their school settings, particularly during transitions in educational placements. In addition, school support teams often struggle with creating transition plans that honor the needs of students with input from key stakeholders responsible for supporting student success. This article presents findings from the information-gathering phase of an iterative project that aims to develop a support program for students with EBD transitioning from day-treatment schools to district schools. We conducted 5 semistructured, qualitative focus groups with parents and teachers to explore needs during students' transitions between school settings. Five themes emerged from the focus groups: (a) consistent, behavior-specific feedback and positive reinforcement are vital to sustaining learned prosocial skills; (b) students benefit from regular opportunities to learn and practice social skills; (c) transition programming should emphasize communication between school and home; (d) routines at home and school should be coordinated; and (e) parents need support at school meetings. We will use findings from this study to develop a multifaceted intervention that aims to support students, their caregivers, and their teachers during transitions between the aforementioned types of schools.

Differences in predictors of traditional and cyber-bullying: a 2-year longitudinal study in Korean school children.

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Yang, Su-Jin; Stewart, Robert; Kim, Jae-Min; Kim, Sung-Wan; Shin, Il-Seon; Dewey, Michael E; Maskey, Sean; Yoon, Jin-Sang

2013-05-01

Traditional bullying has received considerable research but the emerging phenomenon of cyber-bullying much less so. Our study aims to investigate environmental and psychological factors associated with traditional and cyber-bullying. In a school-based 2-year prospective survey, information was collected on 1,344 children aged 10 including bullying behavior/experience, depression, anxiety, coping strategies, self-esteem, and psychopathology. Parents reported demographic data, general health, and attention-deficit hyperactivity disorder (ADHD) symptoms. These were investigated in relation to traditional and cyber-bullying perpetration and victimization at age 12. Male gender and depressive symptoms were associated with all types of bullying behavior and experience. Living with a single parent was associated with perpetration of traditional bullying while higher ADHD symptoms were associated with victimization from this. Lower academic achievement and lower self esteem were associated with cyber-bullying perpetration and victimization, and anxiety symptoms with cyber-bullying perpetration. After adjustment, previous bullying perpetration was associated with victimization from cyber-bullying but not other outcomes. Cyber-bullying has differences in predictors from traditional bullying and intervention programmes need to take these into consideration.

Settings for School Improvement.

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Goldenberg, Claude

2003-01-01

This article reviews findings from research and practice in school reform, with a special focus on literacy outcomes in schools with students at risk. It describes videotape excerpts that illustrate the "Getting Results Model." This model involves four key change factors: goals, indicators, assistance from others, and leadership. (Contains…

Reimbursement for school nursing health care services: position statement.

Science.gov (United States)

Lowe, Janet; Cagginello, Joan; Compton, Linda

2014-09-01

Children come to school with a variety of health conditions, varying from moderate health issues to multiple, severe chronic health illnesses that have a profound and direct impact on their ability to learn. The registered professional school nurse (hereinafter referred to as school nurse) provides medically necessary services in the school setting to improve health outcomes and promote academic achievement. The nursing services provided are reimbursable services in other health care settings, such as hospitals, clinics, and home care settings. The National Association of School Nurses (NASN) believes that school nursing services that are reimbursable nursing services in other health care systems should also be reimbursable services in the school setting, while maintaining the same high quality care delivery standards. Traditionally, local and state tax revenues targeted to fund education programs have paid for school nursing health services. School nurses are in a strategic position to advocate for improving clinical processes to better fit with community health care providers and to align reimbursements with proposed changes. Restructuring reimbursement programs will enable health care funding streams to assist in paying for school nursing services delivered to students in the school setting. Developing new innovative health financing opportunities will help to increase access, improve quality, and reduce costs. The goal is to promote a comprehensive and cost-effective health care delivery model that integrates schools, families, providers, and communities.

School Refusal: Assessment and Intervention within School Settings.

Science.gov (United States)

Wimmer, Mary B.

Anxiety-based school refusal occurs in 2% of school-age children. The reasons why they refuse to go school range from mental illness and learning problems to general defiance and a desire for attention. Early identification and multi-faceted assessment and interventions are critical to addressing the problem. This book offers concise, practical…

Influence of Goal Setting on Physical Activity and Cardiorespiratory Endurance in Low-Income Children Enrolled in CSPAP Schools

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Burns, Ryan D.; Brusseau, Timothy A.; Fu, You

2017-01-01

Background: Comprehensive school physical activity programming (CSPAP) has been shown to increase school day physical activity and health-related fitness. The use of goal setting may further enhance the outcomes of CSPAP. Purpose: The purpose of this study was to examine the effect of physical activity leader (PAL) goal setting on school day…

Effectiveness of traditional bone setting in chronic neck pain: randomized clinical trial.

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Zaproudina, Nina; Hänninen, Osmo O P; Airaksinen, Olavi

2007-01-01

This study evaluates the effectiveness of traditional bone setting (TBS) in chronic neck pain (cNP) compared with conventional physiotherapy (PT) and massage (M). This was a randomized clinical trial. Working-aged employed subjects with cNP (n = 105; 37 men and 68 women; mean age, 41.5 years) were randomized into TBS, PT, and M groups. Follow-up times were 1, 6, and 12 months after the treatments. Neck pain intensity (visual analog scale), perceived disability (Neck Disability Index [NDI]), and neck spine mobility measurements were used as outcomes. Global assessment was evaluated by the subjects (scale from -1 to +10). Data were analyzed using time (pre and post) by group (TBS, PT and M), 2- way analysis of variance for repeated measures. Neck pain decreased and NDI scores improved in all groups 1 month after the treatment (P better after TBS. Neck spine mobility in rotation movements tended to improve significantly better and the frons-knee distance improved more after TBS. One year later, both NDI and neck pain were significantly better after TBS than in reference groups. A significant improvement was reported by 40% to 45.5% of subjects in the PT and M groups and by 68.6% in the TBS group. Bone setters' ability to communicate and to interact with patients was evaluated significantly higher. In the TBS group, the number of sick days was minimal as was the use of painkillers during 1-year follow-up compared to that in the reference groups. Traditional bone setting, which is a soft manual mobilization technique focusing on the muscles, joints, and ligaments, appears to be effective in cNP. Two thirds of subjects experienced it as beneficial, and it seems to be able to improve disability and pain in patients with cNP. Subjective and partially objective benefits of TBS were found in those patients more than after other interventions, and the effects lasted at least for 1 year.

Data set on the bioprecipitation of sulfate and trivalent arsenic by acidophilic non-traditional sulfur reducing bacteria.

Science.gov (United States)

de Matos, Letícia Paiva; Costa, Patrícia Freitas; Moreira, Mariana; Gomes, Paula Cristine Silva; de Queiroz Silva, Silvana; Gurgel, Leandro Vinícius Alves; Teixeira, Mônica Cristina

2018-04-01

Data presented here are related to the original paper "Simultaneous removal of sulfate and arsenic using immobilized non-traditional sulfate reducing bacteria (SRB) mixed culture and alternative low-cost carbon sources" published by same authors (Matos et al., 2018) [1]. The data set here presented aims to facilitate this paper comprehension by giving readers some additional information. Data set includes a brief description of experimental conditions and the results obtained during both batch and semi-continuous reactors experiments. Data confirmed arsenic and sulfate were simultaneously removed under acidic pH by using a biological treatment based on the activity of a non-traditional sulfur reducing bacteria consortium. This microbial consortium was able to utilize glycerol, powdered chicken feathers as carbon donors, and proved to be resistant to arsenite up to 8.0 mg L - 1 . Data related to sulfate and arsenic removal efficiencies, residual arsenite and sulfate contents, pH and Eh measurements obtained under different experimental conditions were depicted in graphical format. Refers to https://doi.org/10.1016/j.cej.2017.11.035.

An Innovative Model of Integrated Behavioral Health: School Psychologists in Pediatric Primary Care Settings

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Adams, Carolyn D.; Hinojosa, Sara; Armstrong, Kathleen; Takagishi, Jennifer; Dabrow, Sharon

2016-01-01

This article discusses an innovative example of integrated care in which doctoral level school psychology interns and residents worked alongside pediatric residents and pediatricians in the primary care settings to jointly provide services to patients. School psychologists specializing in pediatric health are uniquely trained to recognize and…

Play Therapy for Bereaved Children: Adapting Strategies to Community, School, and Home Settings

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Webb, Nancy Boyd

2011-01-01

Play therapy is a highly adaptable treatment method that can be modified according to children's ages, circumstances, and settings in which counseling occurs. Play therapy may be used in schools, community settings, and homes to help children following the death of a significant other. After reviewing basic developmental factors that affect…

Middle School A/B Block and Traditional Scheduling: An Analysis of Math and Reading Performance by Race

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Gill, Willie Wallicia Allen

2011-01-01

The purpose of this quantitative study was to examine whether a difference existed in the percentage performance of students earning a pass/advanced score on the Standards of Learning (SOL) Test in math and reading in Virginia's Region IV for schools using an A/B block schedule and those using a traditional schedule. The research also examined if…

Changing Educational Traditions with the Change Laboratory

Directory of Open Access Journals (Sweden)

Louis Royce Botha

2017-07-01

Full Text Available This paper outlines the use of a form of research intervention known as the Change Laboratory to illustrate how the processes of organisational change initiated at a secondary school can be applied to develop tools and practices to analyse and potentially re-make educational traditions in a bottom-up manner. In this regard it is shown how a cultural-historical activity theory (CHAT perspective can be combined with a relational approach to generate the theoretical and practical tools for managing change at a school. Referring to an ongoing research project at a school, the paper describes how teachers and management there, with the aid of the researcher, attempt to re-configure their educational praxis by drawing on past, present and future scenarios from their schooling activity. These are correlated with similarly historically evolving theoretical models and recorded empirical data using the Vygotskyian method of double stimulation employed by the Change Laboratory. A relational conceptualisation of the school’s epistemological, pedagogical and organisational traditions is used to map out the connections between various actors, resources, roles and divisions of labour at the school. In this way the research intervention proposes a model of educational change that graphically represents it as a network of mediated relationships so that its artefacts, practices and traditions can be clearly understood and effectively manipulated according to the shared objectives of the teachers and school management. Such a relationally-oriented activity theory approach has significant implications in terms of challenging conventional processes of educational transformation as well as hegemonic knowledge-making traditions themselves. 

Waldorf Education: An Innovative Tradition.

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Harrington, Sheila

1993-01-01

Waldorf Schools represent the largest nonsectarian school movement in the world, shunning fads and technology and relying on the creative gifts of teachers and students. Studies include eurythmy, woodworking, weaving, and traditional academic subjects, and no commercial textbooks are used. Despite teacher/funding shortages, the system continues to…

Speech-language pathologist job satisfaction in school versus medical settings.

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Kalkhoff, Nicole L; Collins, Dana R

2012-04-01

The goal of this study was to determine if job satisfaction differs between speech-language pathologists (SLPs) working in school settings and SLPs working in medical settings. The Job Satisfaction Survey (JSS) by Spector (1997) was sent via electronic mail to 250 SLPs in each of the 2 settings. Job satisfaction scores were computed from subscale category ratings and were compared between the 2 settings. Subscale category ratings for pay, promotion, supervision, benefits, contingent rewards, operating conditions, coworkers, nature of work, and communication were analyzed for differences between and within settings. Age, caseload size, and years-at-position were analyzed by linear regression to determine whether these factors might predict SLPs' job satisfaction. The survey had a response rate of 19.6% (N = 98 participants). Although SLPs in both settings were generally satisfied with their jobs, SLPs in medical settings had significantly higher total job satisfaction scores. Respondents from both settings had similar satisfaction ratings for subscale categories, with nature of work receiving the highest rating and operating conditions and promotion the lowest. Results of the linear regression analysis for age, caseload size, and years-at-position were not significant. Further research should evaluate important aspects of job satisfaction in both settings, especially nature of work operating conditions, and promotion.

Selecting the Right Educational Setting for High-Ability TCKS: A Mother's Perspective

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Yamada, Sylvia

2015-01-01

Meeting the needs of gifted students is challenging even in traditional contexts and settings. Well-known issues include a limited choice of schools, underrepresentation of certain populations, and, often, the lack of facilities and support for high-ability students. Imagine, then, the further complexities of high-ability Third Culture Kids (TCKs)…

Perceived competence and school adjustment of hearing impaired children in mainstream primary school settings.

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Hatamizadeh, N; Ghasemi, M; Saeedi, A; Kazemnejad, A

2008-11-01

Although educational main streaming of children with special needs formally began in Iran since 1992 there is little information whether hearing impaired children feel competent in regular schools. To determine the perceived competence and school adjustment of hearing impaired children in mainstream primary school settings, the self-perception profile was administered to 60 mainstreamed hard of hearing children and 60 classmates with normal hearing matched for gender by a single interviewer. The instrument comprised 28 items, 23 of which were similar to those of 'adapted test Image for children with cochlear implants' asking children about their feelings about their own cognitive, physical, socio-emotional and communication competence and school adjustment. The Cronbach alpha coefficient for the instrument was 0.93. Hard of hearing children rated their competence significantly poorer than their hearing classmates for all domains. Mean differences for the five domains ranged from 0.48 (for physical competence) to 0.90 (for school adjustment) on a scale of 1-4. There were no significant differences between girls' and boys' competence, in either the hearing or the hearing impaired groups. Classifying overall scores for perceived competence into four groups ('poor competence', 'low competence', 'moderate competence' and 'high competence'), 23.4% of hearing impaired children but none of the hearing classmates rated themselves as having low or poor competence. On the other hand 85% of hearing children and only 18.3% of hearing impaired children rated themselves as highly competent. We suggest that periodical assessments of mainstreamed children might help to identify those children who are having difficulty adapting to their environment.

Exploring traditional and cyberbullying among Irish adolescents.

Science.gov (United States)

Callaghan, Mary; Kelly, Colette; Molcho, Michal

2015-02-01

This study aimed to explore the associations of traditional and cyberbullying victimisation with self-reported health and life satisfaction, and to examine whether involvement in risk behaviours contributes to these health outcomes. We asked questions on involvement in traditional and cyberbullying, risk behaviours, self-reported health and life satisfaction to school children. In total, 318 students aged from 15 to 18 years old in 8 post-primary schools in Ireland completed the survey. Children who were victims of bullying were more likely to report poor health, low life satisfaction and engaging in risky behaviours. Although not statistically significant, we found that cyber victimisation was positively associated with increased reporting of poor health and low life satisfaction. Traditional bullying is the most common type of bullying among school children in Ireland, and overall, seems to have a stronger association with poor health. However, a sizable proportion of children are victims of cyberbullying or of both cyberbullying and traditional bullying. It is, therefore, important to acknowledge, identify and address all types of bullying to improve the health outcomes of children.

Mechanical and Metabolic Responses to Traditional and Cluster Set Configurations in the Bench Press Exercise.

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García-Ramos, Amador; González-Hernández, Jorge M; Baños-Pelegrín, Ezequiel; Castaño-Zambudio, Adrián; Capelo-Ramírez, Fernando; Boullosa, Daniel; Haff, Guy G; Jiménez-Reyes, Pedro

2017-10-20

García-Ramos, A, González-Hernández, JM, Baños-Pelegrín, E, Castaño-Zambudio, A, Capelo-Ramírez, F, Boullosa, D, Haff, GG, and Jiménez-Reyes, P. Mechanical and metabolic responses to traditional and cluster set configurations in the bench press exercise. J Strength Cond Res XX(X): 000-000, 2017-This study aimed to compare mechanical and metabolic responses between traditional (TR) and cluster (CL) set configurations in the bench press exercise. In a counterbalanced randomized order, 10 men were tested with the following protocols (sets × repetitions [inter-repetition rest]): TR1: 3 × 10 (0-second), TR2: 6 × 5 (0-second), CL5: 3 × 10 (5-second), CL10: 3 × 10 (10-second), and CL15: 3 × 10 (15-second). The number of repetitions (30), interset rest (5 minutes), and resistance applied (10 repetition maximum) were the same for all set configurations. Movement velocity and blood lactate concentration were used to assess the mechanical and metabolic responses, respectively. The comparison of the first and last set of the training session revealed a significant decrease in movement velocity for TR1 (Effect size [ES]: -0.92), CL10 (ES: -0.85), and CL15 (ES: -1.08) (but not for TR2 [ES: -0.38] and CL5 [ES: -0.37]); while blood lactate concentration was significantly increased for TR1 (ES: 1.11), TR2 (ES: 0.90), and CL5 (ES: 1.12) (but not for CL10 [ES: 0.03] and CL15 [ES: -0.43]). Based on velocity loss, set configurations were ranked as follows: TR1 (-39.3 ± 7.3%) > CL5 (-20.2 ± 14.7%) > CL10 (-12.9 ± 4.9%), TR2 (-10.3 ± 5.3%), and CL15 (-10.0 ± 2.3%). The set configurations were ranked as follows based on the lactate concentration: TR1 (7.9 ± 1.1 mmol·L) > CL5 (5.8 ± 0.9 mmol·L) > TR2 (4.2 ± 0.7 mmol·L) > CL10 (3.5 ± 0.4 mmol·L) and CL15 (3.4 ± 0.7 mmol·L). These results support the use of TR2, CL10, and CL15 for the maintenance of high mechanical outputs, while CL10 and CL15 produce less metabolic stress than TR2.

Perceptions of the value of traditional ecological knowledge to formal school curricula: opportunities and challenges from Malekula Island, Vanuatu

Directory of Open Access Journals (Sweden)

McCarter Joe

2011-11-01

Full Text Available Abstract Background The integration of traditional ecological knowledge (TEK into formal school curricula may be a key tool for the revitalisation of biocultural diversity, and has the potential to improve the delivery of educational objectives. This paper explores perceptions of the value of TEK to formal education curricula on Malekula Island, Vanuatu. We conducted 49 interviews with key stakeholders (local TEK experts, educators, and officials regarding the use of the formal school system to transmit, maintain, and revitalise TEK. Interviews also gathered information on the areas where TEK might add value to school curricula and on the perceived barriers to maintaining and revitalising TEK via formal education programs. Results Participants reported that TEK had eroded on Malekula, and identified the formal school system as a principal driver. Most interviewees believed that if an appropriate format could be developed, TEK could be included in the formal education system. Such an approach has potential to maintain customary knowledge and practice in the focus communities. Participants identified several specific domains of TEK for inclusion in school curricula, including ethnomedical knowledge, agricultural knowledge and practice, and the reinforcement of respect for traditional authority and values. However, interviewees also noted a number of practical and epistemological barriers to teaching TEK in school. These included the cultural diversity of Malekula, tensions between public and private forms of knowledge, and multiple values of TEK within the community. Conclusions TEK has potential to add value to formal education systems in Vanuatu by contextualising the content and process of curricular delivery, and by facilitating character development and self-awareness in students. These benefits are congruent with UNESCO-mandated goals for curricular reform and provide a strong argument for the inclusion of TEK in formal school systems. Such

School uniforms: tradition, benefit or predicament?

OpenAIRE

Van Aardt, Annette Marie; Wilken, Ilani

2012-01-01

This article focuses on the controversies surrounding school uniforms. Roleplayers in this debate in South Africa are parents, learners and educators, and arguments centre on aspects such as identity, economy and the equalising effect of school uniforms, which are considered in the literature to be benefits. Opposing viewpoints highlight the fact that compulsory uniforms infringe on learners’ constitutional rights to self-expression. The aim of this research was to determine the perspectives ...

School and community relations in North America: Creative tensions

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Loughran, E.; Reed, H. B.

1980-09-01

School and community relations in North America reflect creative tensions between the conserving forces of schooling and the changing forces of community. During crisis periods community development needs may modify the school's focus on individual learner growth, but generally schools use the community to extend and enrich the traditional modes. School and community interactions are chiefly characterized by such settings as community schools, community education, adult education, home and school (PTA) associations, work-study programs, curriculum-community resource programs. Recent social forces are creating heightened tensions: cultural pluralism, reduced resources, Third World influences, international conflicts, personal alienation, population concerns, energy problems, community power issues. These forces are gradually shifting school and community concepts towards ones of education and community. Education goes well beyond schooling, including all agencies having an organized influence on community development: libraries, voluntary groups, unions, business, human service agencies, government units, as well as schools. This shift requires research to develop nonformal concepts and practices, along with formal pedagogy, to increase the positive impacts of educational networks on community, as well as individual, development. These new directions have not yet significantly modified the traditional meaning of school and community relations.

Teleconsultation in school settings: linking classroom teachers and behavior analysts through web-based technology.

Science.gov (United States)

Frieder, Jessica E; Peterson, Stephanie M; Woodward, Judy; Crane, Jaelee; Garner, Marlane

2009-01-01

This paper describes a technically driven, collaborative approach to assessing the function of problem behavior using web-based technology. A case example is provided to illustrate the process used in this pilot project. A school team conducted a functional analysis with a child who demonstrated challenging behaviors in a preschool setting. Behavior analysts at a university setting provided the school team with initial workshop trainings, on-site visits, e-mail and phone communication, as well as live web-based feedback on functional analysis sessions. The school personnel implemented the functional analysis with high fidelity and scored the data reliably. Outcomes of the project suggest that there is great potential for collaboration via the use of web-based technologies for ongoing assessment and development of effective interventions. However, an empirical evaluation of this model should be conducted before wide-scale adoption is recommended.

What Makes School Ethnography "Ethnographic?"

Science.gov (United States)

Erickson, Frederick

Ethnography as an inquiry process guided by a point of view rather than as a reporting process guided by a standard technique or set of techniques is the main point of this essay which suggests the application of Malinowski's theories and methods to an ethnology of the school, indicates reasons why traditional ethnography is inadequate to the…

Data set on the bioprecipitation of sulfate and trivalent arsenic by acidophilic non-traditional sulfur reducing bacteria

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Letícia Paiva de Matos

2018-04-01

Full Text Available Data presented here are related to the original paper “Simultaneous removal of sulfate and arsenic using immobilized non-traditional sulfate reducing bacteria (SRB mixed culture and alternative low-cost carbon sources” published by same authors (Matos et al., 2018 [1]. The data set here presented aims to facilitate this paper comprehension by giving readers some additional information. Data set includes a brief description of experimental conditions and the results obtained during both batch and semi-continuous reactors experiments. Data confirmed arsenic and sulfate were simultaneously removed under acidic pH by using a biological treatment based on the activity of a non-traditional sulfur reducing bacteria consortium. This microbial consortium was able to utilize glycerol, powdered chicken feathers as carbon donors, and proved to be resistant to arsenite up to 8.0 mg L−1. Data related to sulfate and arsenic removal efficiencies, residual arsenite and sulfate contents, pH and Eh measurements obtained under different experimental conditions were depicted in graphical format.Refers to https://doi.org/10.1016/j.cej.2017.11.035 Keywords: Arsenite, Sulfate reduction, Bioremediation, Immobilized cells, Acid pH

A Mediterranean Diet Model in Australia: Strategies for Translating the Traditional Mediterranean Diet into a Multicultural Setting.

Science.gov (United States)

George, Elena S; Kucianski, Teagan; Mayr, Hannah L; Moschonis, George; Tierney, Audrey C; Itsiopoulos, Catherine

2018-04-09

Substantial evidence supports the effect of the Mediterranean Diet (MD) for managing chronic diseases, although trials have been primarily conducted in Mediterranean populations. The efficacy and feasibility of the Mediterranean dietary pattern for the management of chronic diseases has not been extensively evaluated in non-Mediterranean settings. This paper aims to describe the development of a MD model that complies with principles of the traditional MD applied in a multiethnic context. Optimal macronutrient and food-based composition was defined, and a two-week menu was devised incorporating traditional ingredients with evidence based on improvements in chronic disease management. Strategies were developed for the implementation of the diet model in a multiethnic population. Consistent with the principles of a traditional MD, the MD model was plant-based and high in dietary fat, predominantly monounsaturated fatty acids from extra virgin olive oil. Fruits, vegetables and wholegrains were a mainstay, and moderate amounts of nuts and seeds, fish, dairy and red wine were recommended. The diet encompassed key features of the MD including cuisine, biodiversity and sustainability. The MD model preserved traditional dietary components likely to elicit health benefits for individuals with chronic diseases, even with the adaptation to an Australian multiethnic population.

A Mediterranean Diet Model in Australia: Strategies for Translating the Traditional Mediterranean Diet into a Multicultural Setting

Directory of Open Access Journals (Sweden)

Elena S. George

2018-04-01

Full Text Available Substantial evidence supports the effect of the Mediterranean Diet (MD for managing chronic diseases, although trials have been primarily conducted in Mediterranean populations. The efficacy and feasibility of the Mediterranean dietary pattern for the management of chronic diseases has not been extensively evaluated in non-Mediterranean settings. This paper aims to describe the development of a MD model that complies with principles of the traditional MD applied in a multiethnic context. Optimal macronutrient and food-based composition was defined, and a two-week menu was devised incorporating traditional ingredients with evidence based on improvements in chronic disease management. Strategies were developed for the implementation of the diet model in a multiethnic population. Consistent with the principles of a traditional MD, the MD model was plant-based and high in dietary fat, predominantly monounsaturated fatty acids from extra virgin olive oil. Fruits, vegetables and wholegrains were a mainstay, and moderate amounts of nuts and seeds, fish, dairy and red wine were recommended. The diet encompassed key features of the MD including cuisine, biodiversity and sustainability. The MD model preserved traditional dietary components likely to elicit health benefits for individuals with chronic diseases, even with the adaptation to an Australian multiethnic population.

Peer Interaction Patterns among Adolescents with Autistic Spectrum Disorders (ASDs) in Mainstream School Settings

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Humphrey, Neil; Symes, Wendy

2011-01-01

The aim of the current study was to document the peer interaction patterns of students with autistic spectrum disorders in mainstream settings. Structured observations of a group of 38 adolescents with ASD drawn from 12 mainstream secondary schools were conducted over a two-day period and data compared with those of school, age, and gender matched…

Fostering early adolescents’ motivation : A longitudinal study into the effectiveness of social constructivist, traditional and combined schools for prevocational education

NARCIS (Netherlands)

Stroet, Kim; Opdenakker, Marie-Christine; Minnaert, Alexander

2016-01-01

Over the past decades, many schools have adapted towards social constructivism with the aim of enhancing students’ motivation. There are a variety of perspectives in educational theory, with social constructivist views standing in contrast to traditional views. Hence, we compared students’

Epidemiologic comparison of injured high school basketball athletes reporting to emergency departments and the athletic training setting.

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Fletcher, Erica N; McKenzie, Lara B; Comstock, R Dawn

2014-01-01

Basketball is a popular US high school sport with more than 1 million participants annually. To compare patterns of athletes with basketball-related injuries presenting to US emergency departments from 2005 through 2010 and the high school athletic training setting from the 2005-2011 seasons. Descriptive epidemiology study. Data from the National Electronic Injury Surveillance System of the US Consumer Product Safety Commission and the High School Reporting Information Online database. Complex sample weights were used to calculate national estimates of basketball-related injuries for comparison. Adolescents from 13 to 19 years of age treated in US emergency departments for basketball-related injuries and athletes from 13 to 19 years of age from schools participating in High School Reporting Information Online who were injured while playing basketball. Nationally, an estimated 1,514,957 (95% confidence interval = 1,337,441, 1,692,474) athletes with basketball-related injuries reported to the emergency department and 1,064,551 (95% confidence interval = 1,055,482, 1,073,620) presented to the athletic training setting. Overall, the most frequent injuries seen in the emergency department were lacerations and fractures (injury proportion ratios [IPRs] = 3.45 and 1.72, respectively), whereas those seen in the athletic training setting were more commonly concussions and strains/sprains (IPRs = 2.23 and 1.19, respectively; all P values training setting (IPR = 1.18; all P values basketball players presenting for treatment in the emergency department and the athletic training setting. Understanding differences specific to clinical settings is crucial to grasping the full epidemiologic and clinical picture of sport-related injuries. Certified athletic trainers play an important role in identifying, assessing, and treating athletes with sport-related injuries who might otherwise present to clinical settings with higher costs, such as the emergency department.

Students' beliefs, attitudes, and conceptual change in a traditional and a constructivistic high school physics classroom

Science.gov (United States)

Adams, April Dean

In this study, the relationships between student beliefs about the nature of science, student attitudes, and conceptual change about the nature of forces were investigated within a traditional and within a constructivistic high school physics classroom. Students in both classrooms were honors students taking a first year high school physics course and were primarily white and middle to upper SES. Students in the traditional classroom were all high ability juniors, and physics instruction was integrated with pre-calculus. Students in the constructivistic classroom were a mixture of juniors and seniors. Due to the interrelated nature of these factors and the complexity of their interactions, a naturalistic inquiry design was chosen. The data sources included videotape of 7-9 weeks of instruction; analysis of the videotapes using the Secondary Teacher Analysis Matrix (Gallagher & Parker, 1995); field notes; pretest/posttest assessment with the Force Concept Inventory (Hestenes, Wells, & Swackhammer, 1992); student responses from the Views on Science-Technology-Society questionnaire (Aikenhead & Ryan, 1992), the Questionnaire for the Assessment of a Science Course (Chiappetta, 1995), and the Constructivist Learning Environment Survey (Taylor, Fraser, & White, 1994); student interviews; and teacher interviews. In the traditional classroom, (a) students did not think that physics was relevant to everyday experiences; (b) high conceptual change students were more likely to have an angular world view (Cobern, 1993) and have views more similar to the teacher's about the nature of science; and (c) high conceptual change students were able to develop an internally consistent understanding of the content; however, that content appeared to be isolated knowledge in some students. In the constructivistic classroom, (a) students saw physics as relevant and useful; (b) there was no difference in world view or agreement with the teacher's views on the nature of science between high

Compliance with a multilayered nonpharmaceutical intervention in an urban elementary school setting.

Science.gov (United States)

Stebbins, Samuel; Stark, James H; Vukotich, Charles J

2010-01-01

The purpose of this study was to determine to what extent school-aged children can learn hygiene-based nonpharmaceutical interventions (NPIs) and persist in these behavioral changes over the duration of an influenza season. If this can be done successfully, it may be a preferable pandemic mitigation strategy to much more disruptive strategies such as whole-scale school closure. The Pittsburgh Influenza Prevention Project (PIPP) is a prospective, controlled, randomized trial of the effectiveness of a suite of hygiene-based NPIs in controlling influenza and related illnesses in elementary schools in the City of Pittsburgh. During the 2007-08 school year, the project measured adoption of NPIs by students in five elementary schools through surveys of home-room teachers before, during, and after influenza season. Results showed highly statistically significant improvement in students' daily practice of nearly all of the NPIs, including hand washing and sanitizer use and covering coughs and sneezes. The study provides evidence that children can learn, implement, and persist in the behaviors of a multilayered suite of NPIs over a typical flu season. These results will be useful to public health policy makers and practitioners considering methods of infectious disease prevention in school-based settings.

Analysis of traditional Pedi religious songs for curricular application in primary school

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Morakeng E.K. Lebaka

2014-12-01

Full Text Available The Bapedi is an ethnic group in South Africa whose traditional music is not well documented. For this article, 31 traditional Pedi religious songs from 11 elderly Bapedi women in Sekhukhune, Limpopo Province, South Africa were collected and analysed. They were analysed using religious, musicological and contextual perspectives, and two choruses were selected. Eight Sepedi-speaking children from a school choir at Baxoxele Primary School in Soshanguve were observed whilst learning these two choruses. Repetition was used as a powerful, rhetorical and expressive device, skilfully employed to express and internalise faith and to impart dominant emotions. Informal discussions with teachers indicated that the children showed an improvement in their concentration and attitude to schoolwork. Learning these two choruses also unlocked some creative talent and improved their social skills. The joyous nature, rhythmic foundation, harmonic simplicity, and combination of intellect and emotion as well as the repetitiveness and briefness of these songs appealed to both children and adults. It was concluded that for the preservation of traditional Pedi religious music and culture there is an urgent need for the collection and documentation of traditional Pedi religious songs. In recognising their identity, such songs could contribute to the attitudes and cultural values of Sepedi-speaking children. Similar projects are suggested for the other 10 language groups in South Africa. Analisering van tradisionele godsdienstige Pedi-liedere vir gebruik in die laerskoolkurrikulum. Die Bapedi is ’n etniese groep in Suid-Afrika wie se tradisionele musiek nie goedgedokumenteer is nie. Vir hierdie artikel is 31 tradisionele godsdienstige Pedi-liedere van 11 bejaarde Bapedi vroue in Sekhukhune, Limpopo Provinsie, Suid-Afrika, ingesamel en ontleed.Hierdie liedere is volgens godsdienstige, musiekwetenskaplike en kontekstuele perspektiewe ontleed en twee kore uit die liedere

Virtual rehabilitation in a school setting: is it feasible for children with cerebral palsy?

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Rosie, Juliet A; Ruhen, Shelley; Hing, Wayne A; Lewis, Gwyn N

2015-01-01

To determine the feasibility of a school-based virtual rehabilitation intervention for children with cerebral palsy. A feasibility study was conducted using a mixed method approach. Participants were five children with cerebral palsy who were currently attending a rural school. Each child received an 8-week rehabilitation programme involving an Interactive Virtual Reality Exercise (IREX) system. The IREX was placed in the child's school for the duration of the intervention. Each child's programme was designed by a physiotherapist but supervised by a teacher aide at the school. Feasibility of the intervention was assessed through a questionnaire completed by the child and an interview conducted with the teacher supervisor. The children all rated the IREX intervention as fun, easy to use, and beneficial for their arm. Categories from the supervisor interviews centred on resolving technical issues, the enjoyment of taking part due to the child's progress, and the central role of interacting with the child. Input from the research physiotherapist was critical to the success of the intervention. The IREX is feasible to implement in a school-based setting supervised by teachers. This provides an option for delivering physiotherapy to children in isolated areas who do not receive on-going therapy. Implication for Rehabilitation Virtual rehabilitation programmes using the IREX are feasible in a school-based setting. The negative impact of technical difficulties is likely to be overcome by the user's enjoyment and rehabilitation benefits gained. Input from a therapist in designing and monitoring the programme is critical.

Executive Functioning: Relationship with High School Student Role Performance

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Donna P. Mann

2015-10-01

Full Text Available BACKGROUND. Student role performance for academic success in secondary education is under represented in the occupational therapy literature, despite the persistently high dropout rate in the United States (Stillwell & Sable, 2013. Executive dysfunction is one of many possible contributors to difficulties in the classroom (Dirette & Kolak, 2004 and is a better indicator of school performance than IQ (Diamond, 2012. This research examined executive functioning of both alternative and traditional high school students to determine if there is a relationship between executive function and academic success as measured by cumulative grade point average. METHOD. 132 high school students from three different school settings were given the Behavioral Rating Inventory of Executive Function-Self Report (BRIEF-SR. The Global Executive Composite (GEC and individual subscale scores were compared to GPA. RESULTS. No significant difference in GEC scores was found among settings. Subscale scores for “inhibition” and “task completion” were significantly different in the alternative school setting. A weak negative correlation was seen between the GEC and GPA. However, academically unsuccessful students scored statistically lower on the GEC. CONCLUSION. Global executive dysfunction was not predicted by setting but was seen in academically unsuccessful students.

Postgraduates' perceptions of preparedness for work as a doctor and making future career decisions: support for rural, non-traditional medical schools.

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Eley, D S

2010-08-01

The intern year is a critical time for making career decisions and gaining confidence in clinical skills, communication and teamwork practices; this justifies an interest in junior doctors' perceptions of their level of preparedness for hospital work. This study explored Australian junior doctors' perspectives regarding the transition from student to doctor roles, their preparation as medical undergraduates within either traditional metropolitan schools or smaller, outer metropolitan-based (rural) programs such as Rural Clinical Schools (RCS), and the educational environment they experienced in their internship. A qualitative cross-sectional design used semi-structured interviews with postgraduate year one and two junior doctors (9 females and 11 males) within teaching hospitals in Queensland Australia. Interview questions focussed on four major content areas: preparedness for hospital work, undergraduate training, building confidence and career advice. Data were analyzed using a framework method to identify and explore major themes. Junior doctors who spent undergraduate years training at smaller, non-traditional medical schools felt more confident and better prepared at internship. More hands-on experience as students, more patient contact and a better grounding in basic sciences were felt by interns to be ideal for building confidence. Junior doctors perceived a general lack of career guidance in both undergraduate and postgraduate teaching environments to help them with the transition from the student to junior doctor roles. Findings are congruent with studies that have confirmed student opinion on the higher quality of undergraduate medical training outside a traditional metropolitan-based program, such as a RCS. The serious shortage of doctors in rural and remote Australia makes these findings particularly relevant. It will be important to gain a better understanding of how smaller non-traditional medical programs build confidence and feelings of work

School Social Capital and School Effectiveness

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Tsang, Kwok-Kuen

2009-01-01

This article argues that school social capital is crucial for school effectiveness, but it has been disregarded in the traditional school administrative theory. Therefore, this article tries to illustrate the significance of school social capital to school effectiveness. School social capital is defined as the social resources embedded in internal…

Psychology of the scientist: LXXXI. Professional school and traditional program graduates: comparison on measures of achievement in clinical psychology.

Science.gov (United States)

Templer, D I; Tomeo, M E; Pointkowski, S R; Mitroff, D; Niederhauser, R N; Siscoe, K

2000-06-01

Clinical psychologists who graduated from traditional programs and those who graduated from professional schools were compared on both scientifically and professionally oriented criteria of achievement and recognition. Upon controlling for year of graduation from a doctoral program, the professional school graduates were less likely to be APA fellows, less likely to be on the editorial board of specified research oriented journals in clinical psychology, less likely to have diplomate status in the American Board of Professional Psychology (ABPP), less likely to have been president of state psychological associations, and less likely to have been APPIC internship directors.

LEARNING MODEL OF SCHOOL-BASED ANTI BULLYING INTERVENTION IN EAP (ENGLISH FOR ACADEMIC PURPOSES SETTINGS

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Ririn Ambarini

2017-12-01

Full Text Available Bilingual learning can be integrated in any subjects in school. One of the subject is Guidance and Couseling subject that provides opportunities for students to develop their social skills and communication. Today, the phenomenon of bullying often occurs in every aspect of life, and one of them is in educational institutions such as schools. School should be a place to establish a positive attitude and character, but the fact the school becomes the scene of bullying practices. The research question is how the bilingual learning of school-based anti bullying intervension integrated with Guidance and Counseling materials by using English for Academic Purposes settings is. This qualitative study used descriptive qualitative method that aims to understand the process and the outcome of bilingual learning process from the viewpoint or perspective of the participants. This research takes the view that since people are instruments, the objects of the research together with the researcher herself, their active involvement in the process is the key to any sustainable efforts. This research is aslo supposed to identify the students‘ understanding of the school-based anti bullying materials that are implemented in EAP settings. The impact of thus program implementation is certainly expected as the strategies to minimize the impacts that will occur in bullying behavior by the integration of anti-bullying bilingual learning model through guidance and counseling materials.

A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings.

LENUS (Irish Health Repository)

Hardiman, Sharon

2009-03-01

This is the first study to compare the social competence of children with moderate intellectual disability in inclusive versus segregated school settings in the Republic of Ireland. A convenience sample was recruited through two large ID services. The sample comprised 45 children across two groups: Group 1 (n=20; inclusive school) and Group 2 (n=25; segregated school). Parents and teachers completed the Strengths and Difficulties Questionnaire and the Adaptive Behaviour Scale-School: 2nd edition. A series of 2 x 2 ANOVAs were carried out on social competence scores using educational placement type (inclusive vs segregated school) and proxy rater (parent vs teacher) as the independent variables. Key findings indicated that children in inclusive schools did not differ significantly from children in segregated schools on the majority of proxy ratings of social competence. This supports the belief that children with intellectual disabilities can function well in different educational settings. Present findings highlight the importance of utilising the functional model of ID when selecting and designing school placements for children with moderate ID.

A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings.

Science.gov (United States)

Hardiman, Sharon; Guerin, Suzanne; Fitzsimons, Elaine

2009-01-01

This is the first study to compare the social competence of children with moderate intellectual disability in inclusive versus segregated school settings in the Republic of Ireland. A convenience sample was recruited through two large ID services. The sample comprised 45 children across two groups: Group 1 (n=20; inclusive school) and Group 2 (n=25; segregated school). Parents and teachers completed the Strengths and Difficulties Questionnaire and the Adaptive Behaviour Scale-School: 2nd edition. A series of 2 x 2 ANOVAs were carried out on social competence scores using educational placement type (inclusive vs segregated school) and proxy rater (parent vs teacher) as the independent variables. Key findings indicated that children in inclusive schools did not differ significantly from children in segregated schools on the majority of proxy ratings of social competence. This supports the belief that children with intellectual disabilities can function well in different educational settings. Present findings highlight the importance of utilising the functional model of ID when selecting and designing school placements for children with moderate ID.

Childhood psychological problems in school settings in rural Southern Africa.

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Melissa A Cortina

Full Text Available BACKGROUND: Many children can be exposed to multiple adversities in low and middle-income countries (LMICs placing them at potential risk of psychological problems. However, there is a paucity of research using large representative cohorts examining the psychological adjustment of children in school settings in these countries. Children's psychological adjustment has been shown to affect educational progress which is critical for their future. This study, based in a rural, socio-economically disadvantaged area of South Africa, aimed to examine the prevalence of children's psychological problems as well as possible risk and protective factors. METHODS: Rates of psychological problems in 10-12 year olds were examined using teacher- and child-report questionnaires. Data on children from 10 rural primary schools, selected by stratified random sampling, were linked to individual and household data from the Agincourt health and socio-demographic surveillance system collected from households over 15 years. RESULTS: A total of 1,025 children were assessed. Teachers identified high levels of behavioural and emotional problems (41%. Children reported lower, but substantial rates of anxiety/depression (14%, and significant post-traumatic stress symptoms (24%; almost a quarter felt unsafe in school. Risk factors included being a second-generation former refugee and being from a large household. Protective factors highlight the importance of maternal factors, such as being more educated and in a stable partnership. CONCLUSION: The high levels of psychological problems identified by teachers are a serious public health concern, as they are likely to impact negatively on children's education, particularly given the large class sizes and limited resources in rural LMIC settings. Despite the high levels of risk, a proportion of children were managing well and research to understand resilience could inform interventions.

Exploring Rural High School Learners' Experience of Mathematics Anxiety in Academic Settings

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Hlalele, Dipane

2012-01-01

The purpose of the study was to explore rural high school learners' experience of mathematics anxiety in academic settings. Mathematics anxiety has been found to have an adverse effect on confidence, motivation and achievement. This quantitative study is exploratory and descriptive in nature. The participants were 403 learners doing mathematics in…

A Model for Teaching Rational Behavior Therapy in a Public School Setting.

Science.gov (United States)

Patton, Patricia L.

A training model for the use of rational behavior therapy (RBT) with emotionally disturbed adolescents in a school setting is presented, including a structured, didactic format consisting of five basic RBT training techniques. The training sessions, lasting 10 weeks each, are described. Also presented is the organization for the actual classroom…

School Buildings for the 21st Century Some Features of New School Buildings in Iceland

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Anna Kristín Sigurðardóttir

2011-01-01

Full Text Available The aim of this study is to identify features of change in the recent design of school buildings in Iceland, and how they might affect teaching practices. Environmental and architectonic features characterising school buildings designed and built at the beginning of the 21st century are examined in light of challenges involving architecture, educational ideology, school policy and digital technology. The sample for the study consists of 20 schools located in four municipalities. Four of the school buildings were developed and built in this century, while the other 16 were designed in the 20th century. The design of all of the buildings was explored and reviewed by a multidisciplinary team. Data was collected by observations and photography at each school site, as well as by reviewing technical documents. The relationship between school design and school practices was studied through a questionnaire survey among all teachers, in order to find out whether teachers working in new environments differ from teachers in more traditional classroom settings. The results indicate a clear shift in the design of educational buildings. Flexibility, flow, openness and teamwork seem to guide recent school design. Clusters of classrooms or open spaces, transparent or movable boundaries, as well as shared spaces allowing for manifold interactions in flexible groups seem to be replacing traditional classrooms along confining corridors. Teachers working in open classroom environments collaborate more often than their counterparts. Teaching practices are also characterised by more opportunities for pupils to choose between tasks and enjoy more variation regarding group division and workspace arrangements.

School Vision of Learning: Urban Setting

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Guy, Tiffany A.

2010-01-01

In this paper, the author develops her school vision of learning. She explains the theories she used to help develop the vision. The author then goes into detail on the methods she will use to make her vision for a school that prepares urban students for a successful life after high school. She takes into account all the stakeholders and how they…

Traditional Institutions and Agenda Setting: The Case of the ...

African Journals Online (AJOL)

User

2011-05-20

May 20, 2011 ... Adoption of the Ghana Education Trust Fund (Pp.90-103 ). Brenya, E. - (Doctoral ... It draws on a case study on the role of the Asante Traditional. Council and rulers in the ... emergence of the modern state. Methodologically ...

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

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

2013-01-01

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

Children's genuine participation and development of social capital in the school setting

DEFF Research Database (Denmark)

Stjernqvist, Nanna Wurr; Thualagant, Nicole; Terkildsen Maindal, Helle

participation is viewed as an integral part of social capital generation according to Putnam, which has been found beneficial for health and wellbeing, little is known regarding how social capital is generated in relation to children and drawing on children as active participants. Drawing on children’s......The concern of involving children in decision-making and activities related to their health and well-being in the school has increasingly becoming accepted politically as well as academically in line with the adoption of the UN Convention on the rights of the child. While formal and informal...... perspective and the concept of participation, the aims of this study are therefore to explore children’s experiences with their participation in everyday school situations and secondly, to contribute, theoretically, to the conceptualization of social capital in relation to children in the school setting...

(Re)framing school as a setting for promoting health and wellbeing: a double translation process

DEFF Research Database (Denmark)

Nordin, Lone Lindegard; Jourdan, Didier; Simovska, Venka

2018-01-01

, but entangled, processes of translation. At the national level, despite resistance by a number of actors with differing priorities, the translation resulted in the integration of selected key principles of the setting approach to health promotion in the national curriculum for health education. At the municipal......The aim of this article is to discuss the ways in which the setting approach to health promotion in schools, as part of knowledge-based international policies and guidelines, is embedded in the Danish policy landscape and enacted at the local governance level. The study draws on the sociology...... level, however, the principles seem to be ‘lost in translation’, as the treatment of schools as settings for promoting health and wellbeing remains largely subordinate to the discourses of disease prevention and individual behaviour regulation, dominated by the agenda of actors in the health sector....

Validity and Interrater Reliability of the Visual Quarter-Waste Method for Assessing Food Waste in Middle School and High School Cafeteria Settings.

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Getts, Katherine M; Quinn, Emilee L; Johnson, Donna B; Otten, Jennifer J

2017-11-01

Measuring food waste (ie, plate waste) in school cafeterias is an important tool to evaluate the effectiveness of school nutrition policies and interventions aimed at increasing consumption of healthier meals. Visual assessment methods are frequently applied in plate waste studies because they are more convenient than weighing. The visual quarter-waste method has become a common tool in studies of school meal waste and consumption, but previous studies of its validity and reliability have used correlation coefficients, which measure association but not necessarily agreement. The aims of this study were to determine, using a statistic measuring interrater agreement, whether the visual quarter-waste method is valid and reliable for assessing food waste in a school cafeteria setting when compared with the gold standard of weighed plate waste. To evaluate validity, researchers used the visual quarter-waste method and weighed food waste from 748 trays at four middle schools and five high schools in one school district in Washington State during May 2014. To assess interrater reliability, researcher pairs independently assessed 59 of the same trays using the visual quarter-waste method. Both validity and reliability were assessed using a weighted κ coefficient. For validity, as compared with the measured weight, 45% of foods assessed using the visual quarter-waste method were in almost perfect agreement, 42% of foods were in substantial agreement, 10% were in moderate agreement, and 3% were in slight agreement. For interrater reliability between pairs of visual assessors, 46% of foods were in perfect agreement, 31% were in almost perfect agreement, 15% were in substantial agreement, and 8% were in moderate agreement. These results suggest that the visual quarter-waste method is a valid and reliable tool for measuring plate waste in school cafeteria settings. Copyright © 2017 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Exploring rural high school learners' experience of mathematics anxiety in academic settings

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Dipane Hlalele

2012-01-01

Full Text Available The purpose of the study was to explore rural high school learners' experience of mathematics anxiety in academic settings. Mathematics anxiety has been found to have an adverse effect on confidence, motivation and achievement. This quantitative study is exploratory and descriptive in nature. The participants were 403 learners doing mathematics in 18 rural schools in the Free State province of South Africa. Participants completed a 20-item questionnaire and 373 (92.5% questionnaires were found to contain valid responses and were analysed by a professional statistician at the University of the Free State using the Statistical Package for the Social Sciences (SPSS, Version 17.0. The questionnaire was testedfor reliability using the Cronbach alpha coefficient and was found to have a reliability score of .841, indicating an acceptable reliability coefficient. Findings reveal that all learners sometimes, often, or always experience mathematics anxiety in academic settings. It is therefore important for teachers and authorities in education to observe its prevalence and to implement strategies toward the alleviation of the effects ofmathematics anxiety.

[Schools, office buildings, leisure settings: diversity of indoor air quality issues. Global review on indoor air quality in these settings].

Science.gov (United States)

Mandin, C; Derbez, M; Kirchner, S

2012-07-01

This review provides a global overview of indoor air quality issues in schools, office buildings and recreational settings. It presents the most recent scientific publications and the on-going work conducted in France in the frame of the indoor air quality Observatory. Monitoring campaigns on indoor air quality in schools have been carried out in the recent years in Europe. However, few studies have specifically addressed the role of exposure in these buildings on children's health. Indoor air quality in office buildings has been little studied so far. However, some specificities, such as emissions from electronic devices, frequent cleaning, impossibility to open windows in high-rise buildings, for example, should be examined and their role on the health and comfort studied. Finally, even if the time spent in recreational settings is short, the quality of indoor air should also be considered because of specific pollution. This is the case of indoor swimming pools (exposure to chlorination byproducts) and ice-rinks (exposure to exhaust from machines used to smooth the ice). Copyright © 2012 Elsevier Masson SAS. All rights reserved.

Hydroelectric reservoir inundation (Rio Madeira Basin, Amazon) and changes in traditional lifestyle: impact on growth and neurodevelopment of pre-school children.

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Marques, Rejane C; Dórea, José G; McManus, Concepta; Leão, Renata S; Brandão, Katiane G; Marques, Rayson C; Vieira, Igor H Ito; Guimarães, Jean-Remy D; Malm, Olaf

2011-04-01

To assess the dependence on fish consumption of families and its impact on nutritional status and neurodevelopment of pre-school children. Cross-sectional study that measured children's hair mercury (HHg) as an indicator of family fish consumption, growth (anthropometric Z-scores, WHO standards) and neurological (Gesell developmental scores (GDS)) development. Traditional living conditions among families residing in the area adjacent to the Samuel Dam (Western Amazon) hydroelectric reservoir. Two hundred and forty-nine pre-school children (1-59 months of age) from families transitioning from the traditional Amazonian lifestyle. Family fish consumption was significantly correlated with children's HHg concentration (Spearman's r=0.246, P85), multiple regression analysis showed that fish consumption (as HHg) had no impact on GDS, but that some variables did interact significantly with specific domains (motor and language development). The study showed that the families' shift in fish consumption had no negative impact on the growth of young children and that ensuing methylmercury exposure has not been a noticeable neurodevelopmental hindrance.

Set of Activities Addressed for Elementary School Students: Cells and the Genetic Material

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E.M. Miranda

2005-07-01

Full Text Available The time lag between the progresses in the area of molecular biology reached in the last years and the schools science curricula  can be reduced through  initiatives of the university  regarding  the dissemina- tion of sciences. Inside of this context, one of the major objectives of the CBME has been the scientific education  and  dissemination on Molecular  Biosciences.  Among the  strategies organized  to promote the dissemination of this area, the Scientific Dissemination Coordination of CBME developed a set of playful activities  for students from public and private  elementary schools (7th  and 8th grades.  As a first step science teachers were interviewed  in order to indicate  which topics related  to molecular bio- sciences they  usually  include in their curricula  planning.  The approach  considered  in the elaboration of the set of activities  was the construction of knowledge of the concepts related  to topics as cell types, their  structures and  organelles,  and  the  importance of the  nucleus and  DNA. The set was offered to170 students. Students from private  schools were evaluated by their  performance  through  the classes, which were registered  by the  notes  of the  instructors.  Students from public  schools were evaluated through  questionnaires containing  basic  concepts  on the  theme  applied  before (pre-test and  after (post-test the set of activities  in order to measure,  respectively,  the previous and acquired knowledge. The  programming accomplished  at  the  public  school was partially modified  due  to  the  absence  of a laboratory, microscopes  and  a room  of computers, without, however,  to  alter  the  objectives  and content of the  activities.   The  comparative analysis  of the  pre- and  post-tests revealed  that, in this latter, there  was an increase of the average percentage  of correct  answers and an

The formation of person’s health: experience of Waldorf school

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O.M. Ionova

2013-10-01

Full Text Available In the article is presented the results of comparative researches of the state of health of Waldorf and traditional schools of students, conducted in different countries (Austria, Holland, Germany, Denmark, Russia, Ukraine, Finland, Switzerland, Sweden. It is set that health saving orientation of Waldorf school brings to the considerable successful results of Waldorf education: Waldorf schoolchildren as compared to the students of traditional schools have the best indexes of physical and psychical health, developed cognitive flairs, personality qualities (individual initiativeness, work, independence of decisions, collaboration with people, social mobility. Due to it among the graduating students of Waldorf schools there almost are not unemployed persons (as well as people with asocial behavior. Among the formers Waldorf students there is a high percent of workers of social, educational and medicine sphere; among them there are many also well-known in the west statesmen, financiers, literati, representatives of art and other.

Delivery and Evaluation of Training for School Nutrition Administrators and Managers on Meeting Special Food and Nutrition Needs of Students in the School Setting

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Oakley, Charlotte B.; Knight, Kathy; Hobbs, Margie; Dodd, Lacy M.; Cole, Janie

2011-01-01

Purpose/Objectives: The purpose of this investigation was to complete a formal evaluation of a project that provided specialized training for school nutrition (SN) administrators and managers on meeting children's special dietary needs in the school setting. Methods: The training was provided as part of the "Eating Good and Moving Like We…

Traditional Bullying as a Potential Warning Sign of Cyberbullying

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Kowalski, Robin M.; Morgan, Chad A.; Limber, Susan P.

2012-01-01

Although traditional bullying and cyberbullying share features in common, they differ in important ways. For example, cyberbullying is often characterized by perceived anonymity and can occur any time of the day or night. Conversely, perpetrators of traditional bullying are known to the victim, and most traditional bullying occurs at school. Yet,…

Female Students' Experiences of Computer Technology in Single- versus Mixed-Gender School Settings

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Burke, Lee-Ann; Murphy, Elizabeth

2006-01-01

This study explores how female students compare learning computer technology in a single- versus a mixed- gender school setting. Twelve females participated, all of whom were enrolled in a grade 12 course in Communications' Technology. Data collection included a questionnaire, a semi-structured interview and focus groups. Participants described…

A Parent-Implemented, Technology-Mediated Approach to Increasing Self-Management Homework Skills in Middle School Students with Autism

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Hampshire, Patricia K.; Allred, Keith W.

2018-01-01

Students with Autism Spectrum Disorder (ASD) in secondary school settings (i.e., grades 6-12) typically struggle with multiple academic challenges. Critics have noted that secondary schools traditionally have not been particularly effective in helping students with ASD develop self-determination (e.g., self-management) skills, which are considered…

LGBTQ Inclusion in Educator Preparation: Getting Ready for Gender and Sexual Diversity in Secondary School Settings

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Hoelscher, Mary Helen

While many lesbian, gay, bisexual, transgender, and queer (LGBTQ) students are able to resiliently navigate their public school education many others experience harsh school climates and negative health and educational outcomes. Harassment and bullying of LGBTQ students in school environments have been linked to numerous negative psychological and academic outcomes for students diverse in sexual orientation and/or gender identity. Preparing teacher candidates (TCs) to respond effectively to harassment and bullying of students and to create inclusive curriculum has been recommended to improve outcomes for students. Yet the development of these teaching practices has not been pursued broadly in educator preparation programs (EPPs) or specifically in science EPPs (SEPPs). This dissertation broadens the notion of diversity traditionally attended to in EPPs through three studies. The first study is a holistic single-case study of an LGBTQ-inclusive EPP. It focused on the following three research questions: What were the contextual features that surrounded the LGBTQ-inclusive EPP? What were the specific elements of LGBTQ inclusion in the EPP? And, what were the strengths and weaknesses of the LGBTQ-inclusive EPP? This study drew primarily from data collected from interviews with faculty and administrators in a large post-baccalaureate 5th year preparation for licensure program. Document analysis was used to triangulate and expand upon the data collected during the interviews. A framework for analyzing LGBTQ inclusion across the components of an EPP was developed as part of this study. This study has direct implications for the particular EPP, but also clarifies research needs around LGBTQ inclusion in secondary EPPs. While little has research exists about LGBTQ inclusion in EPPs, far less has been attempted and understood in the discipline of secondary life science. The second study thus narrows its focus from the particulars of LGBTQ inclusion in an EPP to the

Breaking Bad News in Counseling: Applying the PEWTER Model in the School Setting

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Keefe-Cooperman, Kathleen; Brady-Amoon, Peggy

2013-01-01

Breaking bad news is a stressful experience for counselors and clients. In this article, the PEWTER (Prepare, Evaluate, Warning, Telling, Emotional Response, Regrouping) model (Nardi & Keefe-Cooperman, 2006) is used as a guide to facilitate the process of a difficult conversation and promote client growth in a school setting. In this…

Relationship between Traditional Chinese Beliefs about Aetiology of Mental Disorders and Help Seeking: A Survey of the Elderly in Macao.

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Found, A

2016-03-01

A wide range of factors can influence help-seeking attitudes when individuals experience a mental disorder. The current study investigated the relationship between traditional Chinese beliefs related to the aetiology of mental disorders and help-seeking attitudes among elderly participants in Macao. In order to ensure the suitability of participants for inclusion in this study, the participants were required to complete an initial screening test using the Short Portable Mental Status Questionnaire (SPMSQ). Participants who successfully passed the test (n = 183) completed a questionnaire that included the Inventory of Attitudes Toward Seeking Mental Health Services (IASMHS), a set of 9 items related to traditional Chinese beliefs about aetiology of mental disorders and demographic items. The IASMHS scores were higher for female participants and for participants who had completed high school compared with those who had never attended school or who had only completed primary education. Endorsement of traditional Chinese beliefs about the aetiology of mental disorders was higher for male participants. There was a negative correlation between traditional Chinese aetiology beliefs related to mental disorders and help-seeking attitudes. Traditional Chinese beliefs related to the aetiology of mental disorders are a negative factor that inhibits help seeking. Implications for efforts to increase the utilisation of mental health services by the elderly are discussed.

Negotiating Masculine Hegemony: Female Physical Educators in an All-Boys' School

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Mooney, Amanda; Hickey, Chris

2012-01-01

School physical education (PE) and sport are commonly regarded as sites where dominant or hegemonic masculinities cultivate, often at the expense of individuals who embody different gendered identities. In all-boys' PE settings, curriculum content frequently orientates around competitive and traditionally masculine team sports wherein teaching…

Performance of Underprepared Students in Traditional versus Animation-Based Flipped-Classroom Settings

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Gregorius, R. Ma.

2017-01-01

Student performance in a flipped classroom with an animation-based content knowledge development system for the bottom third of the incoming first year college students was compared to that in a traditional lecture-based teaching method. 52% of these students withdrew from the traditionally taught General Chemistry course, compared to 22% in a…

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

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Petry, Bradley; Serbonich, Nadine

2018-01-01

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

Computerized tablet based versus traditional paper- based survey methods: results from adolescent's health research in schools of Maharashtra, India

OpenAIRE

Naveen Agarwal; Balram Paswan; Prakash H. Fulpagare; Dhirendra N Sinha; Thaksaphon Thamarangsi; Manju Rani

2018-01-01

Background and challenges to implementation Technological advancement is growing very fast in India and majority of young population is handling electronic devices often during leisure as well as at work. This study indicates that electronic tablets are less time consuming and improves survey response rate over the traditional paper-pencil survey method. Intervention or response An Android-based Global School-based Health Survey (GSHS) questionnaire was used with the...

Debating Life on Mars: The Knowledge Integration Environment (KIE) in Varied School Settings.

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Shear, Linda

Technology-enabled learning environments are beginning to come of age. Tools and frameworks are now available that have been shown to improve learning and are being deployed more widely in varied school settings. Teachers are now faced with the formidable challenge of integrating these promising new environments with the everyday context in which…

Tradition and Technology. A Magnet School-Museum Partnership.

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Judd, Michael; Judd, Elizabeth

1996-01-01

Presents a case study of an educational partnership between an Albuquerque magnet elementary school and the New Mexico Museum of Natural History and Science. Descriptions of the school and museum are provided as well as the program's goals, current activities and products, outcomes, and future directions. The Proyecto Futuro program, a multiyear…

Sluggish cognitive tempo and attention-deficit/hyperactivity disorder (ADHD) inattention in the home and school contexts: Parent and teacher invariance and cross-setting validity.

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Burns, G Leonard; Becker, Stephen P; Servera, Mateu; Bernad, Maria Del Mar; García-Banda, Gloria

2017-02-01

This study examined whether sluggish cognitive tempo (SCT) and attention-deficit/hyperactivity disorder (ADHD) inattention (IN) symptoms demonstrated cross-setting invariance and unique associations with symptom and impairment dimensions across settings (i.e., home SCT and ADHD-IN uniquely predicting school symptom and impairment dimensions, and vice versa). Mothers, fathers, primary teachers, and secondary teachers rated SCT, ADHD-IN, ADHD-hyperactivity/impulsivity (HI), oppositional defiant disorder (ODD), anxiety, depression, academic impairment, social impairment, and peer rejection dimensions for 585 Spanish 3rd-grade children (53% boys). Within-setting (i.e., mothers, fathers; primary, secondary teachers) and cross-settings (i.e., home, school) invariance was found for both SCT and ADHD-IN. From home to school, higher levels of home SCT predicted lower levels of school ADHD-HI and higher levels of school academic impairment after controlling for home ADHD-IN, whereas higher levels of home ADHD-IN predicted higher levels of school ADHD-HI, ODD, anxiety, depression, academic impairment, and peer rejection after controlling for home SCT. From school to home, higher levels of school SCT predicted lower levels of home ADHD-HI and ODD and higher levels of home anxiety, depression, academic impairment, and social impairment after controlling for school ADHD-IN, whereas higher levels of school ADHD-IN predicted higher levels of home ADHD-HI, ODD, and academic impairment after controlling for school SCT. Although SCT at home and school was able to uniquely predict symptom and impairment dimensions in the other setting, SCT at school was a better predictor than ADHD-IN at school of psychopathology and impairment at home. Findings provide additional support for SCT's validity relative to ADHD-IN. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Will Large DSO-Managed Group Practices Be the Predominant Setting for Oral Health Care by 2025? Two Viewpoints: Viewpoint 1: Large DSO-Managed Group Practices Will Be the Setting in Which the Majority of Oral Health Care Is Delivered by 2025 and Viewpoint 2: Increases in DSO-Managed Group Practices Will Be Offset by Models Allowing Dentists to Retain the Independence and Freedom of a Traditional Practice.

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Cole, James R; Dodge, William W; Findley, John S; Young, Stephen K; Horn, Bruce D; Kalkwarf, Kenneth L; Martin, Max M; Winder, Ronald L

2015-05-01

This Point/Counterpoint article discusses the transformation of dental practice from the traditional solo/small-group (partnership) model of the 1900s to large Dental Support Organizations (DSO) that support affiliated dental practices by providing nonclinical functions such as, but not limited to, accounting, human resources, marketing, and legal and practice management. Many feel that DSO-managed group practices (DMGPs) with employed providers will become the setting in which the majority of oral health care will be delivered in the future. Viewpoint 1 asserts that the traditional dental practice patterns of the past are shifting as many younger dentists gravitate toward employed positions in large group practices or the public sector. Although educational debt is relevant in predicting graduates' practice choices, other variables such as gender, race, and work-life balance play critical roles as well. Societal characteristics demonstrated by aging Gen Xers and those in the Millennial generation blend seamlessly with the opportunities DMGPs offer their employees. Viewpoint 2 contends the traditional model of dental care delivery-allowing entrepreneurial practitioners to make decisions in an autonomous setting-is changing but not to the degree nor as rapidly as Viewpoint 1 professes. Millennials entering the dental profession, with characteristics universally attributed to their generation, see value in the independence and flexibility that a traditional practice allows. Although DMGPs provide dentists one option for practice, several alternative delivery models offer current dentists and future dental school graduates many of the advantages of DMGPs while allowing them to maintain the independence and freedom a traditional practice provides.

Teacher Experiences of Delivering an Obesity Prevention Programme (The WAVES Study Intervention) in a Primary School Setting

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Griffin, Tania L; Clarke, Joanne L; Lancashire, Emma R; Pallan, Miranda J; Passmore, Sandra; Adab, Peymane

2015-01-01

Objective: There has been a wealth of childhood obesity prevention studies in school-based settings. However, few have investigated the experiences of school staff charged with delivery of such programmes. This study aimed to elicit teachers' experiences of delivering a childhood obesity prevention programme for children aged 6-7 years. Design:…

THE STROGANOV OR OLD BELIEVERS’ ICON PAINTING TRADITION IN THE WORKS OF N.S. LESKOV

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Yana Valeryevna Karsakova

2012-11-01

Full Text Available N.S. Leskov is known to have been a collector of icons and a connoisseur of history and techniques of icon painting. In his work as a writer he made use of his visual impression of icons painted in the old believers' tradition. Unlike modern scholars, when acting as an iconographer, Leskov did not classify old believers' icon painting as a separate trend, subsuming it within the “Stroganov school”. In the 19th century, the Stroganov school icons were distinguished by the mark of the Stroganov family name on the icon's reverse side. Such icons were believed to have been painted in the workshops officially set up by the Stroganov family. “An old believers' school icon” would be the one painted by at a workshop owned by old believers for the use in their prayer rooms or churches. Leskov's opinion on the insoluble link between the Stroganov and old believers' school of icon painting well agreed with the works of I.P. Sakharov the writer was quite familiar with, as well as with the ideas old believers themselves expressed concerning the history and traditions of icon painting. Leskov knew these opinions through communication with icon painters who professed the old belief version of Orthodox Christianity.

From Normal Schools to Primary Teaching Schools: historic journey of primary teachers’ training schools

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Joaquim António Sousa Pintassilgo

2015-02-01

Full Text Available This article provides a brief outline of the teacher training schools in Portugal for what was traditionally known as primary education, starting in the second half of the nineteenth century, when such schools began functioning regularly.  Initially know as Primary Normal Schools, these institutions were renamed in 1930 to Primary Teaching Schools. In the second half of the 1980s, under full democracy, they were phased out, their place being taken by the Higher Schools of Education. In this article we seek to chronicle their evolution with a set of reflections on the ideals professed in their day, which are to be found primarily in training contexts and in textbooks. These principles deal mainly with such issues as the social roles to be played by the primary school teachers, the values inherent to the profession, pedagogical options considered to be legitimate and educational practices thought to be exemplary. We will analyse in particular the importance that the conceptions of the New School had in the construction of identity references during the republican period and their appropriation by the conservative pedagogy that circulated in the New State. We will also take into account the process of feminization, which left its own mark on the development of this teaching sector. Finally, we will outline a model of analysis for training institutions, using as our reference the case of Portugal. 

Setting Proficiency Standards for School Leadership Assessment: An Examination of Cut Score Decision Making

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Cravens, Xiu Chen; Goldring, Ellen B.; Porter, Andrew C.; Polikoff, Morgan S.; Murphy, Joseph; Elliott, Stephen N.

2013-01-01

Purpose: Performance evaluation informs professional development and helps school personnel improve student learning. Although psychometric literature indicates that a rational, sound, and coherent standard-setting process adds to the credibility of an assessment, few studies have empirically examined the decision-making process. This article…

Healthy kids out of school: using mixed methods to develop principles for promoting healthy eating and physical activity in out-of-school settings in the United States.

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Sliwa, Sarah A; Sharma, Shanti; Dietz, William H; Dolan, Peter R; Nelson, Miriam E; Newman, Molly B; Rockeymoore, Maya; Economos, Christina D

2014-12-31

Widespread practices supporting availability of healthful foods, beverages, and physical activity in out-of-school-time (OST) settings would further obesity prevention efforts. The objective of this article was to describe principles to guide policy development in support of healthy eating and physical activity practices in out-of-school settings to promote obesity prevention. The Institute of Medicine's L.E.A.D. framework (Locate Evidence, Evaluate it, Assemble it, and Inform Decisions) was used to identify practices relevant to children's healthful eating in most OST settings: 1) locate and evaluate information from a national survey of children's perceptions of healthful-food access; published research, reports, policies and guidelines; and roundtables with OST organizations' administrators; 2) assemble information to prioritize actionable practices; and 3) inform programmatic direction. Three evidence-informed guiding principles for short-duration OST resulted: 1) drink right: choose water instead of sugar-sweetened beverages; 2) move more: boost movement and physical activity in all programs; and 3) snack smart: fuel up on fruits and vegetables. Healthy Kids Out of School was launched to support the dissemination and implementation of these guiding principles in short-duration OST settings, complementing efforts in other OST settings to shift norms around eating and physical activity.

A Multi-Factor Analysis of Job Satisfaction among School Nurses

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Foley, Marcia; Lee, Julie; Wilson, Lori; Cureton, Virginia Young; Canham, Daryl

2004-01-01

Although job satisfaction has been widely studied among registered nurses working in traditional health care settings, little is known about the job-related values and perceptions of nurses working in school systems. Job satisfaction is linked to lower levels of job-related stress, burnout, and career abandonment among nurses. This study evaluated…

Traditional Chinese Celebrations: Continuity and Change in Taiwan.

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Wong, Wendy L.

This teaching unit is designed to introduce elementary school students to traditional Chinese celebrations in Taiwan. An introductory activity asks students to distinguish between various kinds of celebrations (traditional or modern; religious or secular), and to identify U.S. and Chinese examples of each kind. The body of the unit concerns four…

Stress predictors in two Asian dental schools with an integrated curriculum and traditional curriculum.

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Nguyen, T T T; Seki, N; Morio, I

2018-05-01

This study explored stress predictors and the role of instructional methods and institutional differences in perceived stress levels amongst students at two Asian dental schools. An anonymous questionnaire was distributed to undergraduate dental students at Tokyo Medical and Dental University (TMDU), Japan and the University of Medicine and Pharmacy (UMP), Hochiminh City, Vietnam in 2016. Data concerning the students' demographic information and grades, and responses to the Perceived Stress Scale (PSS) and Dental Environment Stress questionnaire (DES) were collected. The questionnaires were prepared in English and translated into Japanese and Vietnamese following a forward-backward translation process. Altogether 684 students answered the questionnaire with a response rate of 97% for TMDU and 89% for UMP. The mean DES score of UMP students was significantly higher than TMDU (P stress scores in several areas than UMP preclinical students. Having dentistry as their first choice of educational programme was a significant stress predictor for Japanese students whilst the clinical practicum was a significant stress predictor for Vietnamese students. Previous academic performance was not a significant stress predictor for students at either dental school. Dental students of an integrated, active-learning curriculum reported lower stress levels than students of a traditional, discipline-based curriculum. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Fresh Fruit and Vegetable Program and Requests for Fruits and Vegetables Outside School Settings.

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Ohri-Vachaspati, Punam; Dachenhaus, Elizabeth; Gruner, Jessie; Mollner, Kristina; Hekler, Eric B; Todd, Michael

2018-01-08

Consumption of fruits and vegetables (F/V) among elementary school-aged children remains inadequate, especially among low-income children. The US Department of Agriculture's Fresh Fruit and Vegetable Program (FFVP) provides F/V as snacks to children during the school day, outside of school meals. School-based initiatives are successful in changing behaviors in school settings; however, their influence on behaviors outside of schools needs investigation. To examine whether FFVP participation is associated with F/V requests at stores, self-efficacy to ask for and choose F/V at home, and F/V consumption. Cross-sectional study. Fourth graders in six classrooms (n=296) from three urban, low-income school districts in Phoenix, AZ, were surveyed during 2015; one FFVP and one non-FFVP school from each district that were similar in school size, percent free/reduced-price meal eligibility, and race/ethnicity of enrolled students were selected. Children's self-reported F/V requests during shopping, their self-efficacy to ask for and choose F/V at home, and F/V consumption on the previous day (non-FFVP school day) were measured using questions adapted from validated surveys. Multivariable mixed-effect regression models, adjusting for clustering of students within classes and classes within schools were explored. In models adjusting for individual-level factors (ie, age and sex) only, several significant positive associations were observed between school FFVP participation and healthier F/V outcomes. After additionally adjusting for school-level factors (ie, total enrollment and % Hispanic/Latino students) significant associations were observed between school FFVP participation and more requests for vegetables during shopping (Pvegetables at home (P=0.004), stronger preferences for vegetables (Pfruit (P=0.006). School FFVP participation was associated with more requests for vegetables during shopping and higher self-efficacy to make healthy choices at home, suggesting the

Experiences With and Perceptions of Workplace Bullying Among Athletic Trainers in the Secondary School Setting.

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Pitney, William A; Weuve, Celest; Mazerolle, Stephanie M

2016-09-01

Workplace bullying (WPB) has recently received much attention in society. Research on WPB in athletic training practice settings is limited. To determine the prevalence of WPB in the secondary school setting and explore the factors related to it. Mixed-methods study. Secondary school. A total of 567 athletic trainers (women = 322 [56.8%], men = 245 [43.2%]), aged 36.5 ± 11.1 years with 11.9 ± 9.5 years of experience took part in phase I. Ten participants (7 women and 3 men), aged 39.3 ± 10.1 years with 14.3 ± 8.3 years of experience, took part in phase II. For the online survey, we used the previously validated and reliable (Cronbach α = .84) Athletic Training Workplace Environment Survey, which included the Negative Acts Questionnaire-Revised. The prevalence of WPB was measured with descriptive statistics, and χ 2 analyses were used to compare differences between groups (ie, females and males, perpetrators' titles). The interview data were examined using an inductive content analysis. Of the participants, 44 (7.8%) were empirically identified as targets of bullying, though a higher percentage (12.4%, n = 70) self-identified as bullying targets. Men and women did not differ with respect to having experienced WPB, but more perpetrators were male (71.6%, n = 48) than female (28.4%, n = 19; χ 2 1 = 12.55, P = discrimination were antecedents of bullying. Stress, depression, and sleep disturbances were reported consequences. Participants coped with bullying by avoidance and role refocusing. Bullying was experienced by a small percentage of athletic trainers in the secondary school setting, a contrast to the findings in the collegiate practice setting.

Blending Online Learning with Traditional Approaches: Changing Practices

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Condie, Rae; Livingston, Kay

2007-01-01

Considerable claims have been made for the development of e-learning, either as stand-alone programmes or alongside more traditional approaches to teaching and learning, for students across school and tertiary education. National initiatives have improved the position of schools in terms of access to hardware and electronic networking, software…

Do Multiple Mini-Interview and Traditional Interview Scores Differ in Their Associations With Acceptance Offers Within and Across Five California Medical Schools?

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Jerant, Anthony; Henderson, Mark C; Griffin, Erin; Hall, Theodore R; Kelly, Carolyn J; Peterson, Ellena M; Wofsy, David; Franks, Peter

2018-03-20

In single-school studies, multiple mini-interview (MMI) and traditional interview (TI) scores are associated with acceptance offers. Unexamined is whether scores at one school are associated with acceptance at other schools; such analyses would mitigate single-school design biases and better estimate how well interviews capture desired applicant attributes. Using data from the five California Longitudinal Evaluation of Admissions Practices (CA-LEAP) public medical schools, the authors examined associations of MMI and TI scores with acceptance offers within and across schools. The analyses included applicants who interviewed at ≥1 CA-LEAP school during the 2011-2013 admissions cycles, when three CA-LEAP schools employed TIs and two employed MMIs. Interview scores were standardized (z-scores: mean = 0, SD = 1) and associations with acceptance offers were examined within and across schools in analyses stratified by school, adjusting for applicant sociodemographics, academic metrics, year, and total number of interviews. Of 4,993 applicants interviewed, 428 (8.6%) interviewed at both MMI schools, 681 (13.6%) at ≥2 TI schools, and 1,327 (26.6%) at ≥1 MMI and ≥1 TI school. For each school, acceptance was associated with interview score at that school and also with interview scores at the other four schools. Cross-school associations of MMI versus TI scores with acceptance did not differ statistically. Interview score at a given CA-LEAP school was associated with acceptance at the other four schools, with no significant differences in associations for MMIs versus TIs. The findings suggest both MMIs and TIs captured attributes valued by admissions teams across CA-LEAP schools.

Challenges and opportunities: using a science-based video game in secondary school settings

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Muehrer, Rachel; Jenson, Jennifer; Friedberg, Jeremy; Husain, Nicole

2012-12-01

Simulations and games are not new artifacts to the study of science in secondary school settings (Hug, Kriajcik and Marx 2005), however teachers remain skeptical as to their value, use and appropriateness (Rice 2006). The difficulty is not only the design and development of effective play environments that produce measurable changes in knowledge and/or understanding, but also in their on-the-ground use (Jaipal and Figg 2010). This paper reports on the use of a science-focused video game in five very different secondary school settings in Ontario, Canada. A mixed-methods approach was used in the study, and included data gathered on general gameplay habits and technology use, as well as informal interviews with teachers and students who played the game. In total, 161 participants played a series of games focused on the "life of a plant", and were given both a pre and post quiz to determine if the game helped them retain and/or change what they knew about scientific processes like plant cell anatomy and photosynthesis. Participants showed statistically significant improvement on quizzes that were taken after playing the game for approximately one-hour sessions, despite difficulties in some cases both accessing and playing the game for the full hour. Our findings also reveal the ongoing challenges in making use of technology in a variety of school sessions, even when using a browser-based game, that demanded very little other than a reliable internet connection.

Why Context Matters: Social Inclusion and Multilingualism in an Austrian School Setting

Directory of Open Access Journals (Sweden)

Ulrike Jessner

2017-12-01

Full Text Available This article draws attention to language choice and language use of Austrian bi- and multilingual school children. We explore some implications of their linguistic practices with regard to social inclusion in an Austrian educational school setting. Pursuing a Dynamic Systems and Complexity Theory approach, we hypothesise that before language users actually use a language within a certain context, they have to evaluate the respective communicative situation by taking multiple contextual factors into consideration, meaning language users choose to use, or not to use, a language based on the socio-contextual information at hand. We consider these contextual factors to be most relevant as they provide the basis on which speakers can actually make use of a certain language within a given context. By drawing on examples of empirical data obtained through a language background survey, we examine some of the complex and dynamic interactions of contextual parameters influencing language choice and language use in the formal educational setting of classroom instruction. Based on the results of this study, we display a selection of the dynamic and complex interactions of pupils’ language use in one specific context as well as their language preferences and how these relate to social inclusion.

A systematic review of Functional Communication Training (FCT) interventions involving augmentative and alternative communication in school settings.

Science.gov (United States)

Walker, Virginia L; Lyon, Kristin J; Loman, Sheldon L; Sennott, Samuel

2018-06-01

The purpose of this meta-analysis was to summarize single-case intervention studies in which Functional Communication Training (FCT) involving augmentative and alternative communication (AAC) was implemented in school settings. Overall, the findings suggest that FCT involving AAC was effective in reducing challenging behaviour and promoting aided or unaided AAC use among participants with disability. FCT was more effective for the participants who engaged in less severe forms of challenging behaviour prior to intervention. Additionally, FCT was more effective when informed by a descriptive functional behaviour assessment and delivered within inclusive school settings. Implications for practice and directions for future research related to FCT for students who use AAC are addressed.

Effects of a settings-based intervention to promote student wellbeing and reduce smoking in vocational schools

DEFF Research Database (Denmark)

Andersen, Susan; Rod, Morten Hulvej; Ersbøll, Annette Kjær

2016-01-01

RATIONALE: School dropout and health risk behavior such as cigarette smoking represent major problems among students attending upper secondary vocational education. Modifications to the social environment may promote educational attainment as well as health and wellbeing of young people. However......, there is a need for more evidence-based intervention programs. OBJECTIVE: The aim of this study was to assess the effectiveness of an intervention targeting the socio-environmental setting at vocational schools on student wellbeing and smoking. METHODS: We conducted a non-randomized controlled trial of 5794...... non-smoking environment. Outcomes were student wellbeing (four subscales: school connectedness, student support, teacher relatedness, positive valuing of the profession) and daily smoking measured at 10-week follow-up. RESULTS: We found statistically significant between-group difference in school...

Traditional and cyberbullying co-occurrence and its relationship to psychiatric symptoms.

Science.gov (United States)

Tural Hesapcioglu, Selma; Ercan, Filiz

2017-01-01

The effect of cyberbullying accompanied by traditional bullying on mental health has been less studied. In this study, the frequency, co-occurrence, and the relationship to psychiatric symptoms of traditional bullying and cyberbullying among bullies and victims are examined. All of the high schools in the province of Mus, Turkey were stratified according to Placement Test for High Schools admission points for 2014-2015. By choosing schools using simple random sampling, 1276 students were reached. Students were given the Brief Symptom Inventory and three separate scale assessments: peer bullying rating, cybervictimization, and cyberbullying scales. High scores in all subscale scores of bullying and victimization were significantly related to higher depression, anxiety, low self-esteem, somatization, and hostility scores. For people who were exposed to cyberbullying in addition to traditional bullying, the severity of the psychiatric symptoms was significantly higher. For all psychiatric symptoms, major predictors were gender, total victimization score, and total cybervictimization score. Moreover, the bullying total score was among the predictors of low self-esteem and hostility. Cybervictimization and cyberbullying occur less often than traditional bullying and victimization, but people who were exposed to or performed cyberbullying were also exposed to or performed traditional bullying. The addition of cyberbullying to traditional bullying is associated with more intense psychiatric symptoms. © 2016 Japan Pediatric Society.

Associations between structural characteristics of the school setting and irregular lunch consumption – are there gender differences?

DEFF Research Database (Denmark)

Pagh Pedersen, Trine; Holstein, Bjørn Evald; Krølner, Rikke

.52 (1.26-1.82). At the individual level, irregular lunch consumption was associated with being a boy, attending 7th grade, medium and low family social class, migration status, and living in a single and reconstructed family structure. Analyses stratified by gender showed similar results but among girls...... schoolchildren, and 2) examine whether gender modified these associations. Methods: Danish data from the international cross-sectional study ‘Health Behaviour in School-Aged Children in 2010 were used. Data were collected among schoolchildren aged 11, 13 and 15 years from a random sample of 75 schools....... The schoolchildren (N=4922) completed a self-administered questionnaire at school (response rate=86.3%). School principals (N=69) completed the school setting questionnaire (response rate=92 %). Associations between school level variables and irregular lunch consumption were estimated by multilevel logistic...

Future goal setting, task motivation and learning of minority and non-minority students in Dutch schools.

Science.gov (United States)

Andriessen, Iris; Phalet, Karen; Lens, Willy

2006-12-01

Cross-cultural research on minority school achievement yields mixed findings on the motivational impact of future goal setting for students from disadvantaged minority groups. Relevant and recent motivational research, integrating Future Time Perspective Theory with Self-Determination Theory, has not yet been validated among minority students. To replicate across cultures the known motivational benefits of perceived instrumentality and internal regulation by distant future goals; to clarify when and how the future motivates minority students' educational performance. Participants in this study were 279 minority students (100 of Turkish and 179 of Moroccan origin) and 229 native Dutch students in Dutch secondary schools. Participants rated the importance of future goals, their perceptions of instrumentality, their task motivation and learning strategies. Dependent measures and their functional relations with future goal setting were simultaneously validated across minority and non-minority students, using structural equation modelling in multiple groups. As expected, Positive Perceived Instrumentality for the future increases task motivation and (indirectly) adaptive learning of both minority and non-minority students. But especially internally regulating future goals are strongly related to more task motivation and indirectly to more adaptive learning strategies. Our findings throw new light on the role of future goal setting in minority school careers: distant future goals enhance minority and non-minority students' motivation and learning, if students perceive positive instrumentality and if their schoolwork is internally regulated by future goals.

Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index

Science.gov (United States)

Brown, Katie E.; Steele, Aimy S. L.

2015-01-01

Research from the past 40 years indicates that Black students in primary and secondary school settings are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children's Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002). Although this phenomenon has…

Technical and tactical performance indicators based on the outcome of the set in the school volleyball

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Yago Pessoa da Costa

2017-09-01

Full Text Available The aim of the study was to identify and compare the technical and tactical performance indicators based on the outcome of the set in the school female volleyball. The study included 110 athletes, aged between 12 and 14 years, belonging to 11 teams. Fifty-eight sets of 28 games were filmed and 7194 actions, 2830 serves, 2157 serve reception, 1358 passes and 1299 attacks were analyzed. Afterwards, the game sets were divided into winners and losers sets. Teams that won the sets had advantage at the serve reception, set and attack on error and excellence/point criteria (p< 0.05 and of serve, set and attack (p< 0.001. In conclusion, the winner’s sets were those with a better technical-tactical performance quantitatively and qualitatively.

Perspectives on parenthood and working of female athletic trainers in the secondary school and collegiate settings.

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Kahanov, Leamor; Loebsack, Alice R; Masucci, Matthew A; Roberts, Jeff

2010-01-01

Female athletic trainers (ATs) are currently underrepresented in the collegiate setting. Parenting and family obligations may play a role in this underrepresentation. To examine female ATs' perspectives on parenting and working in the secondary school and collegiate employment settings. Cross-sectional study. Online survey. A total of 1000 nonstudent, female certified ATs who were currently members of the National Athletic Trainers' Association. An original survey was developed to assess perceptions related to motherhood and work responsibilities. Descriptive statistics were used to assess age, years of experience as a certified AT, employment position, and parent or nonparent status. A correlation matrix was conducted to determine factors among parent and nonparent status, perceptions of motherhood, and employment-setting decisions. Of the 1000 surveys sent via e-mail, 411 (41.1%) female ATs responded. Responses indicated that a majority of the female ATs worked in the secondary school setting. Sixty-one percent of the respondents did not have children. Past female ATs' experiences indicated a perception that motherhood created more challenges or struggles (or both) in the work and family settings. Whether parents considered children a factor in employment-setting changes produced conflicting results: no significant correlations or differences were found among responses. Parenting considerations had influences on both the home and employment settings. Although parents and nonparents had different views on the implications of parenting in the workplace, both groups agreed that parenting could affect the work environment and the choice to change employment settings and careers. Administrative decisions need to be considered in relation to parenting concerns. Mentoring that includes employment-setting choices relative to life goals should be provided to ATs, regardless of sex.

PAKIAH AND SADAKAH: The Phenomenon of Mamakiah Tradition in Padang Pariaman

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Novizal Wendry

2017-06-01

Full Text Available This article reveals the phenomenon of mamakiah tradition among pakiah community, traditional pesantren (Islamic boarding school students in Padang Pariaman. Niimma claims that sadakah received by pakiah in several schools is given to buya. The writer attempts to trace the origin of mamakiah tradition, motivation, and responses of society to the tradition. Through phenomenological approach, it is found that mamakiah has been found since the advent of Islam in Ulakan, West Sumatera in the fifteenth century. It is argued that pakiah is supported by society and institutions. Pakiahs do their mamakiah activities in order to support their basic needs during their study in surau. Two other motives are the cultural and religious understanding reasons. The writer believes that in addition to these motives, pakiah has also a cultural capital.

A school responding to its cultural setting

OpenAIRE

Howes, Andrew; Kaplan, I

2004-01-01

This article examines the journey of a secondary school in its attempts to be more responsive to community values. The school had worked hard for many years to gain the trust of the Asian-heritage population, and, after much debate and consultation, it was agreed to teach boys and girls separately in the first three years. The article examines the way in which existing research on single-sex schooling was used in support of this change, and focuses on an evaluation of the change that involved...

The School Leader's Tool for Assessing and Improving School Culture

Science.gov (United States)

Wagner, Christopher R.

2006-01-01

School culture consists of "the beliefs, attitudes, and behaviors which characterize a school" (Phillips, 1996, p. 1). It is the shared experiences both in school and out of school (traditions and celebrations) that create a sense of community, family, and team membership. It affects everything that happens in a school, including student…

Players' perceptions of accountability factors in secondary school sports settings.

Science.gov (United States)

Hastie, P A

1993-06-01

The purpose of this study was to gauge the extent to which students believed that the accountability strategies employed by their coaches had significant effects on their involvement in sports training sessions. Questionnaire data from 235 secondary school athletes were analyzed using linear structural relations to test a model of accountability hypothesized as operating in these coaching settings. The accountability strategy of active instruction was found to be a variable that significantly affected the students' valuing of their coaches as well as their task involvement. However, the rewards/consequences variable was not found to be a predictor of valuing or task involvement, suggesting that these athletes seemed more task oriented than reliant on external sanctions. The results of this study can only be generalized to team sport settings. Detailed examination needs to be made of the processes through which accountability factors operate for other contexts, including individual sports and competitive levels. Further research could also be undertaken into gender differences, especially in relation to the gender of coaches.

Treating Violence in the School through Traditional Martial Arts

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Kim, Israel

2004-01-01

In a comprehensive survey of the literature title "Coping With Violence in the School System," Benbenisti, Astor, and Marachi (2003) map out the programs being deployed throughout the school system today. Those programs listed are "peace builders," "second step," "Richmond's youth against violence,"…

Biodiversity and Habitat Characteristics of the Bycatch Assemblages in Fish Aggregating Devices (FADs and School Sets in the Eastern Pacific Ocean

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Nerea Lezama-Ochoa

2017-08-01

Full Text Available This study examined diversity and habitat characteristics for bycatch assemblages in two different types of fishing (drifting fish aggregating devices sets and sets made on school of tunas in the eastern Pacific Ocean (20°S–30°N and 70°–150°W between 2005 and 2011 using biodiversity metrics and Generalized Additive Models. Bycatch information was based on data collected by onboard observers covering more than 80% of the purse seine fishing trips. Our results suggest that diversity and habitat characteristics of the bycatch assemblages differ depending of the fishing mode. Thus, diversity was mostly explained by area and set type; being higher in fish aggregating devices (FAD sets than School sets. Concretely, diversity seems to be directly related with the equatorial upwelling and the front system in FAD sets and with the Costa Rica Dome and the coastal upwelling of Panama induced by wind jets in School sets. Among environmental variables, temperature and chlorophyll were the most important predictors to describe the diversity of the bycatch assemblages. This work has investigated multiple indicators related to the bycatch assemblages and their habitat, which could be helpful for the development of an Ecosystem Approach to Fishery Management (EAFM.

Teachers' Perceptions of a Fundamental Movement Skill (FMS) Assessment Battery in a School Setting

Science.gov (United States)

Lander, Natalie; Morgan, Philip J.; Salmon, Jo; Barnett, Lisa M.

2016-01-01

Fundamental movement skills (FMS) competence is low in adolescent girls. An assessment tool for teachers is needed to monitor FMS in this demographic. The present study explored whether the Canadian Agility and Movement Skill Assessment (CAMSA) is feasible for use by physical education (PE) teachers of Australian Year 7 girls in a school setting.…

Exploring Daily Physical Activity and Nutrition Patterns in Early Learning Settings: Snapshots of Young Children in Head Start, Primary, and After-School Settings

Science.gov (United States)

Stegelin, Dolores A.; Anderson, Denise; Kemper, Karen; Wagner, Jennifer; Evans, Katharine

2014-01-01

The purpose of this research project was to gain a greater understanding of daily routines of 4-7 year olds regarding physical activity and nutrition practices in typical early learning environments. The settings selected for this observational study included Head Start, primary, and after-school learning environments in a city in the southeast.…

Shanghai-School Theater

Institute of Scientific and Technical Information of China (English)

1993-01-01

SHANGHAl-SCHOOL Thea-ter has played an importantrole in modern Chinese cul-tural history.At the turn of the 20thcentury,when there were great so-cial changes.Chinese traditionaltheater extended itself to take inWestern cultural elements,causingchanges and developments in thestructure and form of traditionalChinese theater.Because this newtype.of theater started in shang-hai,it was named Shanghai-SchoolTheater.The fundaments of thetheatrical school emphasized the opening,integration and renovation of theatrlcal art.It actually tried tomodermize the traditional Chinesetheater.

The effectiveness of three sets of school-based instructional materials and community training on the acquisition and generalization of community laundry skills by students with severe handicaps.

Science.gov (United States)

Morrow, S A; Bates, P E

1987-01-01

This study examined the effectiveness of three sets of school-based instructional materials and community training on acquisition and generalization of a community laundry skill by nine students with severe handicaps. School-based instruction involved artificial materials (pictures), simulated materials (cardboard replica of a community washing machine), and natural materials (modified home model washing machine). Generalization assessments were conducted at two different community laundromats, on two machines represented fully by the school-based instructional materials and two machines not represented fully by these materials. After three phases of school-based instruction, the students were provided ten community training trials in one laundromat setting and a final assessment was conducted in both the trained and untrained community settings. A multiple probe design across students was used to evaluate the effectiveness of the three types of school instruction and community training. After systematic training, most of the students increased their laundry performance with all three sets of school-based materials; however, generalization of these acquired skills was limited in the two community settings. Direct training in one of the community settings resulted in more efficient acquisition of the laundry skills and enhanced generalization to the untrained laundromat setting for most of the students. Results of this study are discussed in regard to the issue of school versus community-based instruction and recommendations are made for future research in this area.

Can Virtual Schools Thrive in the Real World?

Science.gov (United States)

Wang, Yinying; Decker, Janet R.

2014-01-01

Despite the relatively large number of students enrolled in Ohio's virtual schools, it is unclear how virtual schools compare to their traditional school counterparts on measures of student achievement. To provide some insight, we compared the school performance from 2007-2011 at Ohio's virtual and traditional schools. The results suggest that…

School-based intervention for childhood disruptive behavior in disadvantaged settings: A randomized controlled trial with and without active teacher support

NARCIS (Netherlands)

Liber, J.M.; de Boo, G.M.; Huizenga, H.; Prins, P.J.M.

2013-01-01

Objective: In this randomized controlled trial, we investigated the effectiveness of a school-based targeted intervention program for disruptive behavior. A child-focused cognitive behavioral therapy (CBT) program was introduced at schools in disadvantaged settings and with active teacher support

Future goal setting, task motivation and learning of minority and non-minority students in Dutch schools

NARCIS (Netherlands)

Andriessen, I.; Phalet, K.; Lens, W.

2006-01-01

Background. Cross-cultural research on minority school achievement yields mixed findings on the motivational impact of future goal setting for students from disadvantaged minority groups. Relevant and recent motivational research, integrating Future Time Perspective Theory with Self-Determination

A Comparison of Alienation among Alternatively and Traditionally Certified Teachers.

Science.gov (United States)

Shoho, Alan R.; Martin, Nancy K.

The purpose of this study was to investigate the perceptions of alienation among alternatively and traditionally certified teachers. A total of 228 teachers in grades K-12 from a public university offering both traditional certification (TC) and cooperative alternative certification (AC) graduate programs were assessed using the School Alienation…

Optimisation of window settings for traditional and noise-optimised virtual monoenergetic imaging in dual-energy computed tomography pulmonary angiography

International Nuclear Information System (INIS)

D'Angelo, Tommaso; ''G. Martino'' University Hospital, Messina; Bucher, Andreas M.; Lenga, Lukas; Arendt, Christophe T.; Peterke, Julia L.; Martin, Simon S.; Leithner, Doris; Vogl, Thomas J.; Wichmann, Julian L.; Caruso, Damiano; University Hospital, Latina; Mazziotti, Silvio; Blandino, Alfredo; Ascenti, Giorgio; University Hospital, Messina; Othman, Ahmed E.

2018-01-01

To define optimal window settings for displaying virtual monoenergetic images (VMI) of dual-energy CT pulmonary angiography (DE-CTPA). Forty-five patients who underwent clinically-indicated third-generation dual-source DE-CTPA were retrospectively evaluated. Standard linearly-blended (M 0 .6), 70-keV traditional VMI (M70), and 40-keV noise-optimised VMI (M40+) reconstructions were analysed. For M70 and M40+ datasets, the subjectively best window setting (width and level, B-W/L) was independently determined by two observers and subsequently related with pulmonary artery attenuation to calculate separate optimised values (O-W/L) using linear regression. Subjective evaluation of image quality (IQ) between W/L settings were assessed by two additional readers. Repeated measures of variance were performed to compare W/L settings and IQ indices between M 0 .6, M70, and M40+. B-W/L and O-W/L for M70 were 460/140 and 450/140, and were 1100/380 and 1070/380 for M40+, respectively, differing from standard DE-CTPA W/L settings (450/100). Highest subjective scores were observed for M40+ regarding vascular contrast, embolism demarcation, and overall IQ (all p<0.001). Application of O-W/L settings is beneficial to optimise subjective IQ of VMI reconstructions of DE-CTPA. A width slightly less than two times the pulmonary trunk attenuation and a level approximately of overall pulmonary vessel attenuation are recommended. (orig.)

First aid facilities in the school settings: Are schools able to manage adequately?

Science.gov (United States)

Qureshi, Farhan Muhammad; Khalid, Nadia; Nigah-E-Mumtaz, Seema; Assad, Tahira; Noreen, Khola

2018-01-01

Children spend most of their time in schools and are vulnerable to injuries and mild ailments, hence requiring first-aid care. School teacher can provide immediate first-aid care in the absence of any health professional. This study assesses first-aid facilities within school premises and assessment of teachers on first aid training. A cross sectional study was conducted from July-December 2017, participants were full time school teachers of both public and private sectors at both primary and secondary levels, having a minimum of one year experience. Questionnaire was filled on one to one basis by taking oral interview. Out of 209 teachers, 72.7% were from private sector. Stomachache was the most common medical incident (82.29%) requiring first-aid care in schools. First aid box was available in all schools but its contents were not satisfactory. Sick bay was not found in any school. 68.42% of teachers were not trained in first-aid management because of lack of opportunity, however 56% were willing to enroll in any first aid training and majority (91.38%) considered it essential for their professional life. First aid facilities at various schools of Karachi and availability of trained teachers who can provide first aid care is unsatisfactory.

Cathedral outreach: student-led workshops for school curriculum enhancement in non-traditional environments

Science.gov (United States)

Posner, Matthew T.; Jantzen, Alexander; van Putten, Lieke D.; Ravagli, Andrea; Donko, Andrei L.; Soper, Nathan; Wong, Nicholas H. L.; John, Pearl V.

2017-08-01

Universities in the United Kingdom have been driven to work with a larger pool of potential students than just the more traditional student (middle-class white male), in order to tackle the widely-accepted skills-shortage in the fields of science, technology, engineering and mathematics (STEM), whilst honoring their commitment to fair access to higher education. Student-led outreach programs have contributed significantly to this drive. Two such programs run by postgraduate students at the University of Southampton are the Lightwave Roadshow and Southampton Accelerate!, which focus on photonics and particle physics, respectively. The program ambassadors have developed activities to enhance areas of the national curriculum through presenting fundamental physical sciences and their applications to optics and photonics research. The activities have benefitted significantly from investment from international organizations, such as SPIE, OSA and the IEEE Photonics Society, and UK research councils, in conjunction with university recruitment and outreach strategies. New partnerships have been formed to expand outreach programs to work in non-traditional environments to challenge stereotypes of scientists. This paper presents two case studies of collaboration with education learning centers at Salisbury Cathedral and Winchester Cathedral. The paper outlines workshops and shows developed for pupils aged 6-14 years (UK key stages 2-4) on the electromagnetic spectrum, particle physics, telecommunications and the human eye using a combination of readily obtainable items, hand-built kits and elements from the EYEST Photonics Explorer kit. The activities are interactive to stimulate learning through active participation, complement the UK national curriculum and link the themes of science with the non-traditional setting of a cathedral. We present methods to evaluate the impact of the activity and tools to obtain qualitative feedback for continual program improvement. We also

Does the "Negro" "Still" Need Separate Schools? Single-Sex Educational Settings as Critical Race Counterspaces

Science.gov (United States)

Terry, Clarence L., Sr.; Flennaugh, Terry K.; Blackmon, Samarah M.; Howard, Tyrone C.

2014-01-01

This article explores whether contemporary educators should consider single-sex educational settings as viable interventions in educating African American males. Using qualitative data from a 2-year study of single-sex educational spaces in two Los Angeles County high schools, the authors argue that when all-male spaces effectively function as…

Impact of Prolonged Periods Classroom Settings in Intra-abdominal fat area and its Consequence on Posture/Balance Control among Algerian Childhood College Preparatory School.

Directory of Open Access Journals (Sweden)

Zerf Mohammed

2017-08-01

Full Text Available The play has been shown to help children adjust to the school setting and to enhance children's learning [1]. Since this theory, the current study was designed to examine the significance of mechanical effects of intra-abdominal on posture/balance control among the Algerian Childhood Primary Schools. Since our teachers emphasise the good classroom settings as a discipline pedagogical aspect of success learning. While High-quality educational programs for children in preschool and kindergarten have play at the centre of the curriculum [2]. Our interventions in this study aimed to examine Impact of Prolonged Periods Classroom Settings in Intra-abdominal fat area and its Consequence on Posture/Balance Control among Algerian Childhood Preparatory Schools. for the purpose, a total of 61 schoolboys of Slimane provinces Naama, Municipality Mecheria, Algeria male gender their average age 5±1.52 years distributed into two homogeneous groups, according to them, school attendance (kindergarten School (29 boys - preschool (32 boys. Tested by saving tests (Body Fat Percentage-Abdominal circumference - Modified Bass Test of Dynamic Balance and standing balance. Based on the analysis statistics, we confirm: • Prolonged periods classroom settings increase Intra-Abdominal Fat which represents big risk posture/balance control. • Primary schools posture needs an interactive play method Learning classroom to improve body imbalance as health benefits physical activities. Based on the differences acquired by the research team, we emphasise that prolonged periods classroom settings Primary Schools increase the intra-abdominal which owing to the weakness of skeletal muscle fatigue and abnormal pathological alignment. While as a recommendation pedagogy practised, we suggested to our teachers, who work with these children to know that the balanced posture requires more energy in the class, Considering that our student seat more than 6 hours a day, 30 per week, and

Language Development in the Years before School: A Comparison of Developmental Assets in Home and Child Care Settings

Science.gov (United States)

Weigel, Daniel J.; Lowman, Jennifer L.; Martin, Sally S.

2007-01-01

In this paper, we examine the influences of two settings--home and child care--on the development of children's speaking and listening skills before they begin formal schooling. We propose that a developmental assets approach, one that focuses on strengths of these settings, can help our understanding of the development of young children's…

Work–Family Conflict Among Athletic Trainers in the Secondary School Setting

Science.gov (United States)

Pitney, William A.; Mazerolle, Stephanie M.; Pagnotta, Kelly D.

2011-01-01

Abstract Context: Work–family conflict (WFC) negatively affects a professional's ability to function at work or home. Objective: To examine perceptions of and contributing factors to WFC among secondary school athletic trainers. Design: Sequential explanatory mixed-methods study. Setting: Secondary school. Patients or Other Participants: From a random sample of 1325 individuals selected from the National Athletic Trainers' Association Member Services database, 415 individuals (203 women, 212 men; age = 36.8 ± 9.3 years) provided usable online survey data. Fourteen individuals participated in follow-up interviews. Intervention(s): Online WFC questionnaire followed by in-depth phone interviews. Main Outcome Measure(s): Descriptive statistics were obtained to examine perceived WFC. Pearson product moment correlations were calculated to examine the relationship between work hours, total athletic training staff, and number of children and WFC score. We performed analysis of variance to examine differences between the independent variables of sex and control over work schedule and the dependent variable of WFC score. The a priori α was set at P ≤ .05. Qualitative data were analyzed using inductive content analysis. Multiple-analyst triangulation and member checks established trustworthiness of the qualitative data. Results: Mean WFC scores were 23.97 ± 7.78 for scale 1 (family defined as having a partner or spouse with or without children) and 23.17 ± 7.69 for scale 2 (family defined as individuals, including parents, siblings, grandparents, and any other close relatives, involved in one's life), indicating moderate perceived WFC. A significant relationship was found between the average hours of work per week and WFC scores: those with less scheduling control experienced more WFC. Two dimensions emerged from the qualitative methods that relate to how WFC is mitigated in the secondary school environment: (1) organizational—having colleagues and administration

A Program Evaluation of an Alternative School in the Southeast United States

Science.gov (United States)

Beam, Timothy W.

2012-01-01

Graduation from high school is now more important than ever because of fewer opportunities in the blue collar work sector or within family businesses. Students with behavioral or emotional disorders may not be able to perform in the traditional work setting as they do not meet an acceptable level of achievement in the regular classroom and…

The Brothers and Sisters Learn To Write: Popular Literacies in Childhood and School Cultures.

Science.gov (United States)

Dyson, Anne Haas

Building on the author's groundbreaking work in "Building Superheroes," this book traces the influence of a wide-ranging set of "textual toys" from children's lives--church and hip-hop songs, rap music, movies, TV, traditional jump-rope rhymes, the words of professional sports announcers and radio deejays--upon school learning…

A cross-cultural comparison of sleep duration between US And Australian adolescents: the effect of school start time, parent-set bedtimes, and extracurricular load.

Science.gov (United States)

Short, Michelle A; Gradisar, Michael; Lack, Leon C; Wright, Helen R; Dewald, Julia F; Wolfson, Amy R; Carskadon, Mary A

2013-06-01

To test whether sleep duration on school nights differs between adolescents in Australia and the United States and, if so, whether this difference is explained by cultural differences in school start time, parental involvement in setting bedtimes, and extracurricular commitments. Three hundred eighty-five adolescents aged 13 to 18 years (M = 15.57, SD = 0.95; 60% male) from Australia and 302 adolescents aged 13 to 19 years (M = 16.03, SD = 1.19; 35% male) from the United States. Adolescents completed the School Sleep Habits Survey during class time, followed by an 8-day sleep diary. After controlling for age and gender, Australian adolescents obtained an average of 47 minutes more sleep per school night than those in the United States. Australian adolescents were more likely to have a parent-set bedtime (17.5% vs. 6.8%), have a later school start time (8:32 a.m. vs. 7:45 a.m.), and spend less time per day on extracurricular commitments (1 h 37 min vs. 2 h 41 min) than their U.S. peers. The mediating factors of parent-set bedtimes, later school start times, and less time spent on extracurricular activities were significantly associated with more total sleep. In addition to biological factors, extrinsic cultural factors significantly affect adolescent sleep. The present study highlights the importance of a cross-cultural, ecological approach and the impact of early school start times, lack of parental limit setting around bedtimes, and extracurricular load in limiting adolescent sleep.

Setting up Information Literacy Workshops in School Libraries: Imperatives, Principles and Methods

Directory of Open Access Journals (Sweden)

Reza Mokhtarpour

2010-09-01

Full Text Available While many professional literature have talked at length about the importance of dealing with information literacy in school libraries in ICT dominated era, but few have dealt with the nature and mode of implementation nor offered a road map. The strategy emphasized in this paper is to hold information literacy sessions through effective workshops. While explaining the reasons behind such workshops being essential in enhancing information literacy skills, the most important principles and stages for setting up of such workshops are offered in a step-by-step manner.

A School Responding to Its Cultural Setting

Science.gov (United States)

Howes, Andy; Kaplan, Ian

2004-01-01

This article examines the journey of a secondary school in its attempts to be more responsive to community values. The school had worked hard for many years to gain the trust of the Asian-heritage population, and, after much debate and consultation, it was agreed to teach boys and girls separately in the first three years. The article examines the…

Girls, girls, girls: Gender composition and female school choice

Science.gov (United States)

Schneeweis, Nicole; Zweimüller, Martina

2012-01-01

Gender segregation in employment may be explained by women's reluctance to choose technical occupations. However, the foundations for career choices are laid much earlier. Educational experts claim that female students are doing better in math and science and are more likely to choose these subjects if they are in single-sex classes. One possible explanation is that coeducational settings reinforce gender stereotypes. In this paper, we identify the causal impact of the gender composition in coeducational classes on the choice of school type for female students. Using natural variation in the gender composition of adjacent cohorts within schools, we show that girls are less likely to choose a traditionally female dominated school type and more likely to choose a male dominated school type at the age of 14 if they were exposed to a higher share of girls in previous grades. PMID:24850996

Girls, girls, girls: Gender composition and female school choice.

Science.gov (United States)

Schneeweis, Nicole; Zweimüller, Martina

2012-08-01

Gender segregation in employment may be explained by women's reluctance to choose technical occupations. However, the foundations for career choices are laid much earlier. Educational experts claim that female students are doing better in math and science and are more likely to choose these subjects if they are in single-sex classes. One possible explanation is that coeducational settings reinforce gender stereotypes. In this paper, we identify the causal impact of the gender composition in coeducational classes on the choice of school type for female students. Using natural variation in the gender composition of adjacent cohorts within schools, we show that girls are less likely to choose a traditionally female dominated school type and more likely to choose a male dominated school type at the age of 14 if they were exposed to a higher share of girls in previous grades.

The Lvov-Warsaw School: The forgotten tradition of historical psychology.

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Citlak, Amadeusz

2016-05-01

This article is an attempt to reconstruct the psychological achievements of the representatives of the Lvov-Warsaw School of historical psychology, virtually forgotten and unknown in the world's psychological literature. Kazimierz Twardowski (1866-1938), founder of the school, developed a philosophical and psychological program on the basis of (among other things) the theory of actions and products, including the research program that is now included in the thread of historical psychology. His student, Wladyslaw Witwicki (1878-1948), developed the cratism theory (the theory of power) on the basis Twardowski's assumptions, providing an alternative to Alfred Adler's theory of striving for superiority while also declaring it a few years before Adler. The consequence of Witwicki's theory and the methodological assumptions was the creation of psychobiography: the first nonpsychoanalytical psychobiography of Socrates (Witwicki, 1909, 1922) and the psychobiography of Jesus Christ (Witwicki, 1958). The school's activities weakened for political reasons, particularly the outbreak of the First World War. The members of the school dispersed after 1918, and they lost international connections with the world of science. Their significant achievements in the field of psychology remained unknown to psychologists for nearly a century. In this article, I would like to present the school's unique but unfinished program of reconstructing mental life through the psychological interpretation of cultural products (literature, arts, diaries), and its value for the practice of research in historical psychology. This program required additional development, but because of the war this never happened. Some of the school's theoretical findings and the first attempts to apply them have still significant value and show us the originality of Lvov-Warsaw School psychology. (c) 2016 APA, all rights reserved).

Hybrid Schools for the iGeneration

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Schulte, Brigid

2011-01-01

Carpe Diem, a public charter school, is an entirely new type of school and one of only a handful of its kind in the U.S. They seek to combine the best of traditional, face-to-face instruction with the best cutting-edge online curriculum. The result is something education experts call a hybrid school. Instead of a traditional brick-and-mortar…

The Relative Efficiency of Charter Schools: A Cost Frontier Approach

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Gronberg, Timothy J.; Jansen, Dennis W.; Taylor, Lori L.

2012-01-01

Charters represent an expansion of public school choice, offering free, publicly funded educational alternatives to traditional public schools. One relatively unexplored research question concerning charter schools asks whether charter schools are more efficient suppliers of educational services than are traditional public schools. The potential…

Grafting computer projected simulations and interactive engagement methods within a traditional classroom setting: The influence on secondary level students' understanding of Newtonian mechanics and on attitudes towards physics

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Zoubeir, Wassim Fouad

This research explored the effects of a constructivist approach using computer projected simulations (CPS) and interactive engagement (IE) methods on 12th grade school students. The treatment lasted 18 weeks during the 1999-2000 fall semester and seeked to evaluate three variations in students': (1)conceptual understanding of Newtonian mechanics as measured by the Force Concept Inventory (FCI), (2)modification of their views about science as measured by the Views About Science Survey (VASS), and (3)achievement on traditional examinations, as measured by their end of semester grades. Analysis of Covariance (ANCOVA) was applied to determine the differences between the mean scores of the experimental group students, and students of the control group, who were exposed to traditional teaching methods only. The FCI data analysis showed that, after 18 weeks, conceptual understanding of Newtonian mechanics had markedly improved only in the experimental group (F(1,99) = 44.739, p performance on the VASS instrument for both groups (F(1,99) = .033, p = .856), confirming previous and comparable findings for studies of short implementation period. The lack of statistically significant difference between the control and experimental groups in graded achievement, while controlling for students' previous achievement, was unexpected (F(1,99) = 1.178, p = .280). It is suggested that in this particular setting, the influence of a technical factor may have been overlooked: the monitored and systematic drill exercises using elaborate math formulae to prepare students for traditional math-loaded exams. Still, despite being intentionally deprived of such preparation throughout the study, students of the experimental group did not achieve less than their counterpart, and in addition, they had gained a satisfactory understanding of Newtonian mechanics. This result points unmistakably at a plausible positive correlation between a better grasp of basic concepts in physics in a challenging

A longitudinal study of the social and emotional predictors and consequences of cyber and traditional bullying victimisation.

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Cross, Donna; Lester, Leanne; Barnes, Amy

2015-02-01

Few longitudinal studies have investigated how cyberbullying interacts with traditional bullying among young people, who are increasingly using online environments to seek information, entertainment and to socialise. This study aimed to identify the associations between the relative contribution of cyberbullying victimisation and traditional bullying victimisation on social and emotional antecedents and outcomes among adolescents. Participants were a cohort of 1,504 adolescents from 16 Australian schools followed from age 13 to 15 years. Adolescents experiencing social and emotional difficulties were more likely to be cyberbullied and traditionally bullied, than traditionally bullied only. Those targeted in both ways experienced more harm and stayed away from school more often than those traditionally bullied only. These findings suggest a high coexistence of cyber and traditional bullying behaviours and their antecedents, and higher levels of harm from a combination of these behaviours for adolescents over time. Future research should engage students as co-researchers to enhance school and parent strategies to support adolescents experiencing difficulties, and to reduce the likelihood of both cyber and traditional bullying.

Comparison of traditional bullying and cyberbullying among students at the University of Ostrava

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Maria Vašutová

2011-01-01

Full Text Available The theoretical part of the paper describes the problems of new media, bullying and its modified form – cyberbullying, place, time and characteristics of the protagonists of traditional bullying and cyberbullying, including a comparison of traditional bullying and cyberbullying, according to criteria that are specifically defined. The second part informs about the results of research of traditional bullying and cyberbullying among university students provided by Ostrava´s questionnaire of cyberbullying. The conclusion of the work points out that most of university students are more likely to interfere with traditional bullying than cyberbullying. With traditional bullying met 466 students (45.2 % compared to 205 students (19.9 %, who clashed with cyberbullying. The preferred defense against cyberbullying strategies are: to confide in parents, to block access to footage of cyberbullying on the Internet, to tell a friend outside the school and the school report cyberbullying.

The Community Role of Schools in Jicamarca and Villa El Salvador (Peru: Crosscutting Behavior Settings in Personal Networks

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Isidro Maya-Jariego

2018-03-01

Full Text Available The personal networks of 138 parents of children participating in a child labor prevention initiative in three schools in Lima (Peru are analyzed. First, relevant behavior settings in two informal population settlements in the periphery of the big city were detected. Second, the distribution of personal relationships in that small set of community contexts served to describe the everyday interaction in the neighborhood. Each interviewee provided information on the 45 persons with whom he/she interacts regularly, indicating in each case the context where that relationship preferably takes place. They also reported on the involvement of families in school and citizen participation initiatives in their community. The clustered graphs technique showed that the school is the second most relevant space for the development of interpersonal relationships in the neighborhood. Relationships among different family households were the most powerful predictor of community integration in the neighborhood of residence. The highest rates of child labor coincide with the most recently created community environments, with more fragmented personal networks, and with a less structured community as a whole. School is a community hub that facilitates interaction between the families of the neighborhood and connect to value resources outside of their usual place of residence.

Work Environments and Labor Markets: Explaining Principal Turnover Gap between Charter Schools and Traditional Public Schools

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Sun, Min; Ni, Yongmei

2016-01-01

Purpose: Knowledge about principals' leadership roles in charter schools' success has become more important as the number of charter schools increases and as we have learned more about the influence of principal leadership on school effectiveness. To contribute to the limited empirical literature on the principal labor market, this study explores…

The overlap between cyberbullying and traditional bullying.

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Waasdorp, Tracy E; Bradshaw, Catherine P

2015-05-01

Cyberbullying appears to be on the rise among adolescents due in part to increased access to electronic devices and less online supervision. Less is known about how cyberbullying differs from traditional bullying which occurs in person and the extent to which these two forms overlap. Our first aim was to examine the overlap of traditional bullying (relational, verbal, and physical) with cyberbullying. The second aim examined student- and school-level correlates of cyber victimization as compared to traditional victims. The final aim explored details of the cyberbullying experience (e.g., who sent the message, how was the message sent, and what was the message about). Data came from 28,104 adolescents (grades, 9-12) attending 58 high schools. Approximately 23% of the youth reported being victims of any form of bullying (cyber, relational, physical, and verbal) within the last month, with 25.6% of those victims reporting being cyberbullied. The largest proportion (50.3%) of victims reported they were victimized by all four forms, whereas only 4.6% reported being only cyberbullied. Multilevel analyses indicated that as compared to those who were only traditionally bullied, those who were cyberbullied were more likely to have externalizing (odds ratio = 1.44) and internalizing symptoms (odds ratio = 1.25). Additional analyses examined detailed characteristics of the cyberbullying experiences, indicating a relatively high level of overlap between cyber and traditional bullying. Implications for preventive interventions targeting youth involved with cyberbullying and its overlap with other forms of bullying are discussed. Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Moral Education in the Changing Traditional Societies of Sub-Saharan Africa.

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Nduka, Otonti

1980-01-01

Since the nineteenth century, moral education in Africa's traditional societies, generally presented in schools as Christian instruction, has been hampered by difficulties inherent in colonial situations and in attempts to integrate western and indigenous values. Success in these circumstances calls for cooperation between school, home, and the…

The Making of Masculinities: Fighting the Forces of Hierarchy and Hegemony in the High School Setting

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Heinrich, Jill

2013-01-01

This study stems from a yearlong qualitative inquiry examining the influence that gender ideologies exercised in the lives of four young men in the high school setting. Utilizing a feminist, post-structuralist perspective (Davies, 1997, 1989; Connell, 1996, 1997, 1989; Martino, 1995), it analyzes how masculinity constructs itself through…

The Emergence of Student Creativity in Classroom Settings: A Case Study of Elementary Schools in Korea

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Cho, Younsoon; Chung, Hye Young; Choi, Kyoulee; Seo, Choyoung; Baek, Eunjoo

2013-01-01

This research explores the emergence of student creativity in classroom settings, specifically within two content areas: science and social studies. Fourteen classrooms in three elementary schools in Korea were observed, and the teachers and students were interviewed. The three types of student creativity emerging in the teaching and learning…

A Systematic Literature Review of Alcohol Education Programmes in Middle and High School Settings (2000-2014)

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Dietrich, Timo; Rundle-Thiele, Sharyn; Schuster, Lisa; Connor, Jason P.

2016-01-01

Purpose: Social marketing benchmark criteria were used to understand the extent to which single-substance alcohol education programmes targeting adolescents in middle and high school settings sought to change behaviour, utilised theory, included audience research and applied the market segmentation process. The paper aims to discuss these issues.…

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

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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…

Being the Bridge: The Lived Experience of Educating with Online Courseware in the High School Blended Learning Setting

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Rambo, Anna Lynn

2011-01-01

This dissertation explores the lived experiences of educators who teach in flex model blended learning settings using online, vendor-provided courseware. The tradition of hermeneutic phenomenology grounds this inquiry (Heidegger, 1927/2008). Phenomenological research activities designed by van Manen (1990, 2002) provide the methodological…

Relating price strategies and price-setting practices

NARCIS (Netherlands)

Ingenbleek, P.T.M.; Lans, van der I.A.

2013-01-01

Purpose - This article addresses the relationship between price strategies and price-setting practices. The first derive from a normative tradition in the pricing literature and the latter from a descriptive tradition. Price strategies are visible in the market, whereas price-setting practices are

Modern Traditions: reconfigurations of school mathematics in the 1960s Tradições Modernas: reconfigurações da matemática escolar nos anos 1960

Directory of Open Access Journals (Sweden)

Elizabete Zardo Búrigo

2010-06-01

Full Text Available Regarding school curricula as social constructions, in this paper we analyze the building up of a tradition, which goes back to the 1960s, related to the introduction of Algebra in elementary school. This tradition is presented as an inheritance of the modern mathematics movement and it is argued that the analysis of curricular innovation processes should not take into account only their proclaimed purposes, but should consider broader effects related to the breakdown of older traditions. Keywords: History of Mathematics Education. Curriculum. Modern Mathematics. Teaching of Algebra.Na linha dos estudos que investigam os currículos escolares como construções sociais, este artigo examina a constituição de uma tradição relativa à iniciação em Álgebra na escola, cuja origem remonta aos anos 1960. Ao apresentar essa tradição como uma herança do movimento da matemática moderna, argumenta que os processos de inovação curricular não devem ser analisados apenas no confronto com suas intenções anunciadas, mas pelos efeitos mais amplos que produzem de desconstituição das tradições mais antigas. Palavras-chave: História da Educação Matemática. Currículo. Matemática Moderna. Ensino de Álgebra.

Understanding the foundation: the state of generalist search education in library schools as related to the needs of expert searchers in medical libraries.

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Nicholson, Scott

2005-01-01

The paper explores the current state of generalist search education in library schools and considers that foundation in respect to the Medical Library Association's statement on expert searching. Syllabi from courses with significant searching components were examined from ten of the top library schools, as determined by the U.S. News & World Report rankings. Mixed methods were used, but primarily quantitative bibliometric methods were used. The educational focus in these searching components was on understanding the generalist searching resources and typical users and on performing a reflective search through application of search strategies, controlled vocabulary, and logic appropriate to the search tool. There is a growing emphasis on Web-based search tools and a movement away from traditional set-based searching and toward free-text search strategies. While a core set of authors is used in these courses, no core set of readings is used. While library schools provide a strong foundation, future medical librarians still need to take courses that introduce them to the resources, settings, and users associated with medical libraries. In addition, as more emphasis is placed on Web-based search tools and free-text searching, instructors of the specialist medical informatics courses will need to focus on teaching traditional search methods appropriate for common tools in the medical domain.

Academic Medicine Meets Traditional African Healing

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Lindow, Megan

2008-01-01

Cyril Naidoo, who directs the department of family medicine at the University of KwaZulu-Natal's Nelson R. Mandela School of Medicine, conducts workshops to traditional healers on how to help patients with AIDS and HIV. In Dr. Naidoo's workshop, the group discusses how to counsel patients about HIV and AIDS, how to refer them for testing, and then…

Preservice Educators' Perceptions of Teaching in an Urban Middle School Setting: A Lesson from the Amistad

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Hill, Pixita del Prado; Phelps, Stephen; Friedland, Ellen S.

2007-01-01

Preparing European-American preservice teachers for diverse urban school settings pose multiple challenges. Of primary concern are the differences in race, culture, and community between teachers and students. Because new teachers prefer to work where they grew up, most preservice teachers want to teach students who are like themselves in familiar…

Using Computational Chemistry Activities to Promote Learning and Retention in a Secondary School General Chemistry Setting

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Ochterski, Joseph W.

2014-01-01

This article describes the results of using state-of-the-art, research-quality software as a learning tool in a general chemistry secondary school classroom setting. I present three activities designed to introduce fundamental chemical concepts regarding molecular shape and atomic orbitals to students with little background in chemistry, such as…

Motivating the Learning of Science Topics in Secondary School: A Constructivist Edutainment Setting for Studying Chaos

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Bertacchini, Francesca; Bilotta, Eleonora; Pantano, Pietro; Tavernise, Assunta

2012-01-01

In this paper, we present an Edutainment (education plus entertainment) secondary school setting based on the construction of artifacts and manipulation of virtual contents (images, sound, and music) connected to Chaos. This interactive learning environment also foresees the use of a virtual theatre, by which students can manipulate 3D contents…

[Improving the control of food allergy and intolerance risks in school settings: qualitative inputs from focus groups].

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Londoño, Teresa; Trabado, Verónica; García-Rodríguez, Alejo; Balfagón, Pere; Villalbí, Joan R

2018-04-21

This paper describes the use of focus groups as part of the evaluation of programmes to control food allergy and intolerance (FAI) in school settings in the city of Barcelona (Spain). After fostering their adoption and as a qualitative component of their evaluation, the public health services ran two focus groups, one with people from schools that manage their own kitchen, and another from companies that outsource this service. There were 28 participants from 46% of the centres invited. All the schools seem to have implemented a self-control programme on FAI. Although outsourcing companies already had a programme, the schools that managed their own service mostly adopted the programme promoted by the public health services. The number of schoolchildren with reported FAI reduced after the programme, as it required more rigorous documentation from families. Copyright © 2018 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

Attitudes of High School Students Toward Traditional Views of Women Workers

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Frye, Virginia H.; Dietz, Siegfried C.

1973-01-01

An increase in the proportion of working women over earlier years and agitation for women's rights point toward change in traditional views. This study was undertaken to determine whether traditional views, i.e., views in agreement with common stereotypes, are still prevalent. Any change in attitudes toward working women has widespread…

Implementation of the HealthKick intervention in primary schools in low-income settings in the Western Cape Province, South Africa: a process evaluation.

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de Villiers, Anniza; Steyn, Nelia P; Draper, Catherine E; Hill, Jillian; Dalais, Lucinda; Fourie, Jean; Lombard, Carl; Barkhuizen, Gerhard; Lambert, Estelle V

2015-08-22

The HealthKick intervention, introduced at eight primary schools in low-income settings in the Western Cape Province, South Africa, aimed to promote healthy lifestyles among learners, their families and school staff. Eight schools from similar settings without any active intervention served as controls. The Action Planning Process (APP) guided school staff through a process that enabled them to assess areas for action; identify specific priorities; and set their own goals regarding nutrition and physical activity at their schools. Educators were introduced to the APP and trained to undertake this at their schools by holding workshops. Four action areas were covered, which included the school nutrition environment; physical activity and sport environment; staff health; and chronic disease and diabetes awareness. Intervention schools also received a toolkit comprising an educator's manual containing planning guides, printed resource materials and a container with physical activity equipment. To facilitate the APP, a champion was identified at each school to drive the APP and liaise with the project team. Over the three-years a record was kept of activities planned and those accomplished. At the end of the intervention, focus group discussions were held with school staff at each school to capture perceptions about the APP and intervention activities. Overall uptake of events offered by the research team was 65.6% in 2009, 75% in 2010 and 62.5% in 2011. Over the three-year intervention, the school food and nutrition environment action area scored the highest, with 55.5% of planned actions being undertaken. In the chronic disease and diabetes awareness area 54.2% actions were completed, while in the school physical activity and sport environment and staff health activity areas 25.9 and 20% were completed respectively. According to educators, the low level of implementation of APP activities was because of a lack of parental involvement, time and available resources

CULTURE, TRADITION, CUSTOM, LAW AND GENDER EQUALITY

African Journals Online (AJOL)

JMaluleke

2005-10-18

Oct 18, 2005 ... CULTURE, TRADITION, CUSTOM, LAW AND GENDER EQUALITY .... supremacy (sections 1(c) and 2 of the Constitution), and provides that any law ... protecting polygamy as well as related practices such as 'spouse inheritance', .... This school of thought argues that the practice of virginity testing puts the.

Medical School Applicant Characteristics Associated With Performance in Multiple Mini-Interviews Versus Traditional Interviews: A Multi-Institutional Study.

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Henderson, Mark C; Kelly, Carolyn J; Griffin, Erin; Hall, Theodore R; Jerant, Anthony; Peterson, Ellena M; Rainwater, Julie A; Sousa, Francis J; Wofsy, David; Franks, Peter

2017-10-31

To examine applicant characteristics associated with multi mini-interview (MMI) or traditional interview (TI) performance at five California public medical schools. Of the five California Longitudinal Evaluation of Admissions Practices (CA-LEAP) consortium schools, three used TIs and two used MMIs. Schools provided the following retrospective data on all 2011-2013 admissions cycle interviewees: age, gender, race/ethnicity (under-represented in medicine [UIM] or not), self-identified disadvantaged (DA) status, undergraduate GPA, Medical College Admission Test (MCAT) score, and interview score (standardized as z-score, mean = 0, SD = 1). Adjusted linear regression analyses, stratified by interview type, examined associations with interview performance. The 4,993 applicants who completed 7,516 interviews included 931 (18.6%) UIM and 962 (19.3%) DA individuals; 3,226 (64.6%) had one interview. Mean age was 24.4 (SD = 2.7); mean GPA and MCAT score were 3.72 (SD = 0.22) and 33.6 (SD = 3.7), respectively. Older age, female gender, and number of prior interviews were associated with better performance on both MMIs and TIs. Higher GPA was associated with lower MMI scores (z-score, per unit GPA = -0.26, 95% CI [-0.45, -0.06]), but unrelated to TI scores. DA applicants had higher TI scores (z-score = 0.17, 95% CI [0.07, 0.28]), but lower MMI scores (z-score = -0.18, 95% CI [-0.28, -.08]) than non-DA applicants. Neither UIM status nor MCAT score were associated with interview performance. These findings have potentially important workforce implications, particularly regarding DA applicants, and illustrate the need for other multi-institutional studies of medical school admissions processes.

How School Leadership Development Evolves: Crossing Timescales and Settings

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Jensen, Ruth; Vennebo, Kirsten Foshaug

2016-01-01

Purpose: This paper aims to address workplace learning in terms of investigating school leadership development in an inter-professional team (the team) in which principals, administrators and researchers work together on a local school improvement project. The purpose is to provide an enriched understanding of how school leadership development…

The influence of school culture and school climate on violence in ...

African Journals Online (AJOL)

Hinde (2004) views school culture as norms, beliefs, traditions and customs that deve ... not static, but a self-perpetuating cycle which reflects the collective ideas, ... violence is therefore negative behavioural patterns which can harm the .... school climate and school violence scales were 0.709, 0.760, and 0.815, respectively ...

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

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Sherman, Megan Callahan

2016-01-01

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

Comparison of Psychological and Social Characteristics among Traditional, Cyber, Combined Bullies, and Non-Involved

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Kwak, Misung; Oh, Insoo

2017-01-01

This study analysed the psychological and social characteristics of bullies involved in traditional and cyberbullying. The responses of 11,117 Korean elementary, middle, and high school students were analysed. Results indicate that the rate of traditional bullying was higher than the rate of cyberbullying. The four groups (traditional bullies,…

Holmes versus Traditional Teacher Candidates: Labor Market Receptivity.

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Young, I. Phillip; And Others

1997-01-01

"Typical" paper credentials were used to create 12 hypothetical teacher candidates. Credential contents were varied to reflect all combinations of college preparatory institutions (Holmes vs. traditional), education degree types, and chronological ages. Randomly selected high school principals then evaluated candidates. Holmes-prepared…

Comparison of Flipped Model to Traditional Classroom Learning in a Professional Pharmacy Course

Directory of Open Access Journals (Sweden)

Colleen McCabe

2017-09-01

Full Text Available The flipped classroom is an approach to incorporate active learning that is being used in secondary education, higher education, and professional schools. This study investigates its impact on student learning and confidence in a professional degree program course. A quasi-experimental study was conducted to evaluate pharmacy students enrolled in a semester-long didactic traditional classroom course compared to students learning the same material using a flipped model through online self-study modules in a hands-on experiential learning course. Before and after each learning experience, students of each group completed a 16-item knowledge assessment on four topic areas and rated their level of confidence with each topic area on a Likert scale. There was a significant difference in knowledge with students in the traditional course scoring higher than students using flipped approach in the experiential course. Furthermore, the flipped experiential course students did not improve assessment scores from pre-test to post-test. For confidence rating, the traditional course group ranked confidence higher than the flipped experiential group for all topics. These findings challenge the notion that the flipped model using self-study in an experiential setting can be a substitution for didactic delivery of pharmacy education.

Happiness and Depression in the Traditionally Bullied and Cyberbullied 12-Year-Old

Science.gov (United States)

Uusitalo-Malmivaara, Lotta; Lehto, Juhani E.

2016-01-01

This study investigated the overall happiness, school-related happiness, and depression of traditionally bullied and cyberbullied 12-year-old Finnish students. Among the more than 700 participants, traditional bullying (26%) was more frequent than cyberbullying (18%). Receiving insulting text messages or being the subject of offensive comments on…

Small Schools in Rural India: "Exclusion" and "Inequity" in Hierarchical School System

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Diwan, Rashmi

2015-01-01

Small schools have enjoyed rich traditions in the history of education. The Vedic-age gurukula small schools, an abode for children of the privileged few, followed a structured curriculum in the teaching of religion, scriptures, philosophy, literature, warfare, medicine, astrology and history. The rigvedic small schools, which were more…

The Clinical Practice of Traditional and Nontraditional Dental Hygienists. Final Report.

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Boyer, E. Marcia

Information is presented on a study designed to gather details about the services provided by clinical dental hygienists in traditional and nontraditional settings. The 10 research topics addressed include: services provided by the clinical RDH in the traditional and nontraditional setting; time allocated for such services; how patients are…

Traditional/Block Scheduling, Gender, and Test Scores in College Biology Course

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Huelskamp, Diana

2014-01-01

Block scheduling is the reallocation of a school day into longer class sessions to allow for more active teaching strategies and active engagement of students, in the effort to increase student performance. Various types of block scheduling exist. Traditional scheduling is when the school day is divided into six to eight sessions, with each…

Problems in diabetes managment in school setting in children and adolescents with type 1 diabetes in Serbia.

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Jesić, Maja D; Milenković, Tatjana; Mitrović, Katarina; Todorović, Sladjana; Zdravković, Vera; Jesić, Milos M; Bosnjović-Tucaković, Tatjana; Marković, Slavica; Vorguin, Ivana; Stanković, Sandra; Sajić, Silvija

2016-03-01

The obtained results show that not all children test blood glucose levels at school (50% of children in the 6-10-year-old age group and 67.3% in the age group over 11 years) and that not all children receive insulin at school (81.1% vs. 18.9%, and 57.7% vs. 42.3%, respectively). The frequency of severe hypoglycemia was 2.7% in children and 3.3% in adolescents. A high proportion of teachers did not have diabetes training. This brief report about problems in children and adolescents with type 1 diabetes at school in Serbia indicates what happens in the school setting and suggests how to improve control of this disease and facilitate the complete integration of children with diabetes at school. Children with type 1 diabetes typically spend one-third of the day in school and they should achieve the same level of diabetes management there as they do outside the school environment. The aim of this study was to identify problems in diabetes management in children with type 1 diabetes at school according to the perceptions reported by children and parents. This cross-sectional survey was carried out at nine public hospitals in Serbia with a cohort of 6-18-year old children/adolescents. The parents were personally informed about the objectives of the survey and the necessity to involve their children. The self-reporting questionnaire included demographic information as well as some questions that helped to evaluate the general situation of children with type 1 diabetes at school.

Gaelic in Scottish Schools.

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MacLeod, Findlay

In Scotland, Gaelic has traditionally been associated with social and economic inferiority. When the State school was introduced in the 1800's, school use of Gaelic was prohibited, even though it was widely used in the Western Islands Area. There are now 60 primary schools in this area (4,000 students), 56 schools are located in a rural Gaelic…

Charter School Teacher Job Satisfaction

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Roch, Christine H.; Sai, Na

2017-01-01

We examine whether working conditions in charter schools and traditional public schools lead to different levels of job satisfaction among teachers. We distinguish among charter schools managed by for-profit education management organizations (EMOs) and non-profit charter management organizations (CMOs) and stand-alone charter schools. We…

The pain of labour: Perspectives of traditional birth attendants in Edo ...

African Journals Online (AJOL)

Objective: To determine the concept of labour pain and its relief in a cultural setting using the perspectives of Traditional Birth Attendants (TBAs). Design: Cross Sectional Comparative Study. Setting: An urban area (Benin City) and a semi-urban town (Auchi) in Edo State, Nigeria. Subjects: Traditional Birth Attendants in an ...

Allergy/Anaphylaxis Management in the School Setting. Position Statement. Revised

Science.gov (United States)

Zacharski, Susan; DeSisto, Marie; Pontius, Deborah; Sheets, Jodi; Richesin, Cynthia

2012-01-01

It is the position of the National Association of School Nurses (NASN) that the safe and effective management of allergies and anaphylaxis in schools requires a collaborative, multidisciplinary team approach. The registered professional school nurse (hereinafter referred to as the school nurse), is the leader in a comprehensive management approach…

A Study on the Korean Medicine Education and the Changes in the Traditional Korean Medicine during the Japanese Colonial Era: Focused on the Korean Medicine Training Schools.

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Huang, Yongyuan

2018-04-01

The modern education institutes play an important role in fostering professional talents, reproducing knowledge and studies, and forming the identities of certain academic fields and vocational communities. It is a matter of common knowledge that the absence of an official Korean medicine medical school during the Japanese colonial era was a severely disadvantageous factor in the aspects of academic progress, fostering follow-up personnel, and establishment of social capability. Therefore, the then Korean medicine circle put emphasis on inadequate official education institutes as the main factor behind oppression. Furthermore, as the measure to promote the continuance of Korean medicine, the circle regarded establishing civilian Korean medicine training schools as their long-cherished wish and strived to accomplish the mission even after liberation. This study looked into how the Korean medicine circle during the Japanese colonial era utilized civilian training schools to conduct the Korean medicine education conforming to modern medical school and examined how the operation of these training schools influenced the changes in the traditional Korean medicine. After the introduction of the Western medical science, the Korean medicine circle aimed to improve the quality of Korean medicine doctors by establishing modern Korean medicine medical schools. However, after the annexation of Korea and Japan, official Korean medicine medical schools were not established since policies were organized centered on the Western medical science. In this light, the Korean medicine circle strived to nurture the younger generation of Korean medicine by establishing and operating the civilian Korean medicine training schools after the annexation between Korea and Japan. The schools were limited in terms of scale and status but possessed the forms conforming to the modern medical schools in terms of education system. In other words, the civilian training schools not only adhered to the

Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals.

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Dicke, Theresa; Marsh, Herbert W; Riley, Philip; Parker, Philip D; Guo, Jiesi; Horwood, Marcus

2018-01-01

School principals world-wide report high levels of strain and attrition resulting in a shortage of qualified principals. It is thus crucial to identify psychosocial risk factors that reflect principals' occupational wellbeing. For this purpose, we used the Copenhagen Psychosocial Questionnaire (COPSOQ-II), a widely used self-report measure covering multiple psychosocial factors identified by leading occupational stress theories. We evaluated the COPSOQ-II regarding factor structure and longitudinal, discriminant, and convergent validity using latent structural equation modeling in a large sample of Australian school principals ( N = 2,049). Results reveal that confirmatory factor analysis produced marginally acceptable model fit. A novel approach we call set exploratory structural equation modeling (set-ESEM), where cross-loadings were only allowed within a priori defined sets of factors, fit well, and was more parsimonious than a full ESEM. Further multitrait-multimethod models based on the set-ESEM confirm the importance of a principal's psychosocial risk factors; Stressors and depression were related to demands and ill-being, while confidence and autonomy were related to wellbeing. We also show that working in the private sector was beneficial for showing a low psychosocial risk, while other demographics have little effects. Finally, we identify five latent risk profiles (high risk to no risk) of school principals based on all psychosocial factors. Overall the research presented here closes the theory application gap of a strong multi-dimensional measure of psychosocial risk-factors.

Retail clinics versus traditional primary care: Employee satisfaction guaranteed?

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Lelli, Vanessa R; Hickman, Ronald L; Savrin, Carol L; Peterson, Rachel A

2015-09-01

To examine if differences exist in the levels of autonomy and job satisfaction among primary care nurse practitioners (NPs) employed in retail clinics versus traditional primary care settings. Data were collected from 310 primary care NPs who attended the American Association of NP's 28th Annual Conference in June 2013. Participants completed a demographic form, the Misener NP Job Satisfaction Scale, and the Dempster Practice Behavior Scale. Overall, there were no differences in job satisfaction or autonomy among NPs by practice setting. Retail NPs felt less valued and were less satisfied with social interaction, but more satisfied with benefits compared to NPs in traditional settings. NPs working in retail clinics were less likely to have intentions to leave current position compared to NPs in traditional practice settings. The results of this study enhance our current understanding of the linkages between levels of autonomy, job satisfaction, and practice setting among primary care NPs. The findings of this descriptive study offer valuable insights for stakeholders devoted to the development of the primary care workforce and identify modifiable factors that may influence retention and turnover rates among NPs. ©2015 American Association of Nurse Practitioners.

A School Day is a School Day

DEFF Research Database (Denmark)

Engelhardt, Robin

2007-01-01

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

A Comparative Case Study on School Management Practices in Two Schools in the United States and Turkey

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Silman, Fatos; Simsek, Hasan

2009-01-01

This study aimed at comparing administrative processes in two schools, one in the United States and one in Turkey, in light of the two distinct administrative paradigms: the Anglo-Saxon and Napoleonic traditions. The study showed that in the Turkish school, which is thought to be an example of the Napoleonic administrative tradition, school…

Tradition and innovation in Danish children's cookbooks

DEFF Research Database (Denmark)

Wistoft, Karen

2017-01-01

it was not the primary intention with MY Cooking, it is used in teaching home economics at most Danish public schools. The cookbook appeals to students as well as teachers and parents. Conclusion: For more than 150 years cooking has been taught to Danish children through cookbooks and different educational values have...... influenced traditional trends in food and taste education. Today children want to take mental and practical ownership to their own cooking. School teachers express great recognition of a new innovative children's cookbook and involve the book as a teaching tool in Home economics education....

Effect of cluster sets on plyometric jump power.

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Moreno, Steven D; Brown, Lee E; Coburn, Jared W; Judelson, Daniel A

2014-09-01

Cluster sets may lead to enhanced power (PW) production by allowing for partial recovery. The purpose of this study was to determine the effects of cluster sets vs. traditional sets on plyometric jump PW, ground reaction force, take-off velocity (TOV), and jump height (JH). Twenty-six recreationally trained college men completed 3 testing sessions, which involved performing repeated body-weight (BW) plyometric squat jumps across 3 different set configurations: traditional (2 sets of 10 with 90-second rest between sets), cluster 1 (4 sets of 5 with 30-second rest between sets), and cluster 2 (10 sets of 2 with 10-second rest between sets). Ground reaction force results demonstrated no interaction or main effect for condition, but there was a significant (p ≤ 0.05) main effect for repetition, where repetition 1 was significantly less than repetitions 3-5, 7-10, 12-15, and 17-20. For TOV, PW, and JH, there were significant interactions. Take-off velocity resulted in the following: Traditional, repetition 1 was significantly greater than repetitions 7-10 and 17-20, but was significantly less than repetition 13; cluster 1, repetition 1 was significantly less than repetitions 2-5; and cluster 2, there were no significant differences. Power resulted in the following: Traditional, repetition 1 was significantly greater than repetitions 4-10 and 14-20; cluster 1, repetition 1 was significantly greater than repetitions 7-10 and 12-20; and cluster 2, repetition 1 was significantly greater than repetitions 3, 6-18, and 20. Jump height resulted in the following: Traditional, repetition 1 was significantly greater than repetitions 18-20, but was significantly less than repetitions 3 and 13. For cluster 1 and cluster 2, there were no significant differences. These results demonstrate that cluster sets, specifically 10 sets of 2, allow for a greater maintenance of PW, TOV, and JH compared with a traditional 2 sets of 10 when performing repeated BW plyometric squat jumps. A lack

The Education in Local Islamic Culture of Maulid Nabi Tradition: a Case Study in Nurul Yaqin Ringan-Ringan Pakandangan Padang Pariaman Boarding School

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Ahmad Rivauzi

2015-08-01

Full Text Available A wave of globalization encourages intercultural contact more rapidly. This led to  an integration between the new values with the old ones that occur outside as well as inside the organization. This encourages the fusion of process and haziness value, even the erosion of the original values of the previously sacred and the identity of a nation. This paper focus on the tradition of Maulid Nabi as one of the local Islamic traditions in Nurul Yaqin Ringan-Ringan Pakandangan Padang Pariaman Boarding School. The tradition of the Maulid Nabi (Prophet's birthday is a particular religious practice as a result of the grounding the normative teachings of Islam into reality. Education through local Islamic culture is needed by a community in order to have resilience and ability to acquire the significance life such as found in the Nurul Yaqin Ringan-Ringan Pakandangan Pariaman Boarding School’s community. Keyword : Education, Local Islamic culture, and Warnings Birth of the ProphetCopyright © 2015 by Al-Ta'lim All right reserved

Insights: The Myth of the Traditional Family

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Willis, Mariam

2012-01-01

According to the U.S. Census Bureau, more than half of marriages have ended in divorce since the mid-1970s. Nonetheless, schools and community organizations continue to be inclined to act as if nontraditional/neo-traditional families are an anomaly. Despite the reality of new family structures, popular television, movies, and books continue to…

Emergency Preparedness and Response in the School Setting--The Role of the School Nurse. Position Statement

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Tuck, Christine M.; Haynie, Kathey; Davis, Catherine

2014-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) provides leadership in all phases of emergency preparedness and response. School nurses are a vital part of the school team responsible for developing emergency response procedures for the…

The American Indian: Tradition and Transition through Art.

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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,…

Developing mathematics learning set for special-needs junior high school student oriented to learning interest and achievement

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Ai Sadidah

2016-11-01

Full Text Available This study aims to produce a mathematics learning set for special-needs students (mathematical learning disability and mathematically gifted of Junior High School Grade VIII Second Semester oriented to learning interests and achievement which is valid, practical, and effective. This study was a research and development study using the Four-D development model consisting of four stages: (1 define, (2 design, (3 develop, and (4 disseminate. The quality of learning set consisting of the following three criterions: (1 validity, (2 practicality, and (3 effectiveness.  The data analysis technique used in this study is a descriptive quantitative analysis. The research produced learning set consisting of lesson plans and student worksheets. The result of the research shows that: (1 the learning set fulfill the valid criteria base on experts’ appraisal; (2 the learning set fulfill the practical criterion base on teacher’s and students’ questionnaire, and observation of learning implementation; (3 the learning set fulfill the effectiveness criterion base on learning interest and achievement.

Undergraduate medical student's perceptions on traditional and problem based curricula: pilot study.

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Meo, Sultan Ayoub

2014-07-01

To evaluate and compare students' perceptions about teaching and learning, knowledge and skills, outcomes of course materials and their satisfaction in traditional Lecture Based learning versus Problem-Based Learning curricula in two different medical schools. The comparative cross-sectional questionnaire-based study was conducted in the Department of Physiology, College of Medicine, King Saud University, Riyadh, Saudi Arabia, from July 2009 to January 2011. Two different undergraduate medical schools were selected; one followed the traditional curriculum, while the other followed the problem-based learning curriculum. Two equal groups of first year medical students were selected. They were taught in respiratory physiology and lung function lab according to their curriculum for a period of two weeks. At the completion of the study period, a five-point Likert scale was used to assess students' perceptions on satisfaction, academic environment, teaching and learning, knowledge and skills and outcomes of course materials about effectiveness of problem-based learning compared to traditional methods. SPSS 19 was used for statistical analysis. Students used to problem-based learning curriculum obtained marginally higher scores in their perceptions (24.10 +/- 3.63) compared to ones following the traditional curriculum (22.67 +/- 3.74). However, the difference in perceptions did not achieve a level of statistical significance. Students following problem-based learning curriculum have more positive perceptions on teaching and learning, knowledge and skills, outcomes of their course materials and satisfaction compared to the students belonging to the traditional style of medical school. However, the difference between the two groups was not statistically significant.

The School Mummy.

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Parent, Ronald G.

1983-01-01

To introduce a secondary school sculpture class to art history, the students created a modern version of an Egyptian mummy of Pariscraft. The mummy was painted in traditional Egyptian colors, but the symbols represented the high school where it was produced. (IS)

Survey of parents, nurses, and school principals on their perceptions of the controversial role of schools in health promotion.

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Gross, Samuel; Cohen, Herman Avner; Kahan, Ernesto

2006-02-01

The aim of this paper was to study the perceptions of parents, nurses, and school principals of the role of the health services in elementary schools. A questionnaire was distributed to the heads of parents' committees, school nurses, and school principals of 35 randomly selected elementary public schools in Israel. Respondents were asked to qualify the degree of importance of the traditional and contemporary roles of the school health-care team. Response rates were 80.0% for parents, 100% for nurses, and 97.1% for principals. All respondents agreed that both the traditional and new roles are very important. Nurses rated three interconnected roles significantly lower than parents and school principals: 'Evaluation of students with behavioral problems', 'Evaluation of students with low academic performance', and 'Follow up and care of students with behavioral problems and low performance'. Nurses, parents and school principals in Israel agree that the traditional roles of health teams in elementary schools, that is, providing first aid and ensuring school hygiene, are very important. Most are ready to accept a move from an illness-based to a social-based model, with less time spent on screening and surveillance and more on identifying and managing special needs of children and staff.

A nursing student's reflective account of decision-making in a school nursing setting.

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Squirrell, Bethaney; Hunt, Jane

2018-05-11

Reflection is integral to professional revalidation and enhancing nursing practice; it is an art and a science to be learned. Learning the art of reflection begins as a student in clinical placement settings. Drawing on a reflective model, this article presents an account of one second-year children's nursing student's experiences in a community-based placement with a school nursing team. A school nurse appointment was reflected on where advice was offered to a 13-year-old student with sleep difficulties, low affect and lethargy, which included avoiding caffeinated drinks, reducing use of a laptop and mobile phone before going to sleep, and establishing a regular bedtime routine. Providing nursing care to this young person enabled the nursing student to improve their decision-making skills, become more self-aware, increase their confidence when communicating with a patient and reinforce the importance of applying theory to practice. ©2018 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

Changing Educational Traditions with the Change Laboratory

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Botha, Louis Royce

2017-01-01

This paper outlines the use of a form of research intervention known as the Change Laboratory to illustrate how the processes of organisational change initiated at a secondary school can be applied to develop tools and practices to analyse and potentially re-make educational traditions in a bottom-up manner. In this regard it is shown how a…

School Libraries and Innovation

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McGrath, Kevin G.

2015-01-01

School library programs have measured success by improved test scores. But how do next-generation school libraries demonstrate success as they strive to be centers of innovation and creativity? These libraries offer solutions for school leaders who struggle to restructure existing systems built around traditional silos of learning (subjects and…

Pain management for children with cerebral palsy in school settings in two cultures: action and reaction approaches.

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Adolfsson, Margareta; Johnson, Ensa; Nilsson, Stefan

2017-05-18

Children with cerebral palsy (CP) face particular challenges, e.g. daily pain that threaten their participation in school activities. This study focuses on how teachers, personal assistants, and clinicians in two countries with different cultural prerequisites, Sweden and South Africa, manage the pain of children in school settings. Participants' statements collected in focus groups were analysed using a directed qualitative content analysis framed by a Frequency of attendance-Intensity of involvement model, which was modified into a Knowing-Doing model. Findings indicated that pain management focused more on children's attendance in the classroom than on their involvement, and a difference between countries in terms of action-versus-reaction approaches. Swedish participants reported action strategies to prevent pain whereas South African participants primarily discussed interventions when observing a child in pain. Differences might be due to school- and healthcare systems. To provide effective support when children with CP are in pain in school settings, an action-and-reaction approach would be optimal and the use of alternative and augmentative communication strategies would help to communicate children's pain. As prevention of pain is desired, structured surveillance and treatment programs are recommended along with trustful collaboration with parents and access to "hands-on" pain management when needed. Implications for rehabilitation • When providing support, hands-on interventions should be supplemented by structured preventive programs and routines for parent collaboration (action-and-reaction approach). • When regulating support, Sweden and South Africa can learn from each other; ○ In Sweden, the implementation of a prevention program has been successful. ○ In South Africa, the possibilities giving support directly when pain in children is observed have been beneficial.

[Traditional medicine under Japanese rule after 1930s].

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Shin, Dong-won

2003-12-01

Japan, which occupied Korea from 1910 through the end of World War II, transformed traditional medicine. Japanese colonialists propagandized the "benefits of modern civilization such as western medicine" and rejected the advantages of traditional medicine. This bias against Korean traditional medicine mirrored the government's rejection of its own traditional medicine. So, Korean traditional medicine was marginalized in the national health care system: traditional doctors were excluded from public institutions and references to traditional medicine were purged from school textbooks and newspapers. The wars that Japan waged between 1931 and 1944 effected a favorable change toward traditional medicines, however. The wars created a severe shortage of drugs and medical personnel. Thus the colonial government was eager for Koreans to cultivate and gather herbal drugs; it also built a large research institute for herbalism at the Keijo Imperial University in 1938. The colonial government made pharmacopoeia for traditional herbal drugs including plant and animal drugs from 1937 to 1942, independently from Japan. Under these conditions, the prestige of traditional medicine was greatly improved. Influential newspapers and magazines covered the traditional medicine and public lectures on traditional medicine drew large audiences. The wartime government abandoned its opposition to traditional medicine, and appointed a traditional practitioner to the staff of the public hospital in 1934. Moreover, the government allowed the association of the traditional medical doctors in Seoul to train three hundred more practitioners between 1937 and 1942. Japanese colonial policy toward traditional medicine reflected the contradiction between modernizing ideology and the reality of poor colonial medical care. Japanese propaganda promised that the colonial regime would provide more advanced medicine to Korea, but the promise was an empty one. In this situation, traditional medical doctors

Gay-Straight Alliances as Settings for Youth Inclusion and Development: Future Conceptual and Methodological Directions for Research on These and Other Student Groups in Schools

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Poteat, V. Paul; Yoshikawa, Hirokazu; Calzo, Jerel P.; Russell, Stephen T.; Horn, Stacey

2017-01-01

Outside the immediate classroom setting, efforts within other school spaces also can shape school climate, address inequality, and affect student performance. Nevertheless, in this respect there has been little research on school-based extracurricular groups focused on issues of social inclusion and justice. An exception to this lack of focus has…

Shaping the Social: design of a settings-based intervention study to improve well-being and reduce smoking and dropout in Danish vocational schools.

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Andersen, Susan; Tolstrup, Janne Schurmann; Rod, Morten Hulvej; Ersbøll, Annette Kjær; Sørensen, Betina Bang; Holmberg, Teresa; Johansen, Christoffer; Stock, Christiane; Laursen, Bjarne; Zinckernagel, Line; Øllgaard, Anne Louise; Ingholt, Liselotte

2015-06-20

The social environment at schools is an important setting to promote educational attainment, and health and well-being of young people. However, within upper secondary education there is a need for evidence-based school intervention programmes. The Shaping the Social intervention is a comprehensive programme integrating social and educational activities to promote student well-being and reduce smoking and dropout in upper secondary vocational education. The evaluation design is reported here. The evaluation employed a non-randomised cluster controlled design, and schools were selected to either implement the intervention or continue with normal practice for comparison. In the baseline survey conducted 2011-2012, 2,329 students from four intervention schools and 3,371 students from six comparison schools answered a computer-based questionnaire during class, representing 73% and 81% of eligible students, and 22% of all technical/agricultural vocational schools in Denmark. Follow-up assessment was conducted 10 weeks after baseline and at the same time teachers of the intervention classes answered a questionnaire about implementation. School dropout rates will be tracked via national education registers through a 2-year follow-up period. Shaping the Social was designed to address that students at Danish vocational schools constitute a high risk population concerning health behaviour as well as school dropout by modifying the school environment, alongside developing appropriate evaluation strategies. To address difficulties in implementing settings-based interventions, as highlighted in prior research, the strategy was to involve intervention schools in the development of the intervention. Baseline differences will be included in the effectiveness analysis, so will the impact of likely mediators and moderators of the intervention. ISRCTN57822968. Date of registration: 16/01/2013.

Settings for Suicide Prevention

Science.gov (United States)

... Suicide Populations Racial/Ethnic Groups Older Adults Adolescents LGBT Military/Veterans Men Effective Prevention Comprehensive Approach Identify ... Based Prevention Settings American Indian/Alaska Native Settings Schools Colleges and Universities Primary Care Emergency Departments Behavioral ...

The commercialization of traditional medicine in modern Cambodia.

Science.gov (United States)

Ros, Bandeth; Lê, Gillian; McPake, Barbara; Fustukian, Suzanne

2018-01-01

Globally, traditional medicine has long been used to address relatively common illness, mental ill health and during childbirth and post-natal care. However, traditional medicine is primarily provided by the private sector and it is unclear how far expenditures on traditional medicine contribute to household impoverishment. A life history method was used to understand the health seeking experience of 24 households over the last 60 years in Cambodia, a country with high out-of-pocket expenditures for health. The life histories suggest that traditional medicine in Cambodia has been undergoing a process of commercialization, with significant impacts on poor households. In the earlier lives of respondents, payments for traditional medicine were reported to have been flexible, voluntary or appropriate to patients' financial means. In contrast, contemporary practitioners appear to seek immediate cash payments that have frequently led to considerable debt and asset sales by traditional medicine users. Given traditional medicine's popularity as a source of treatment in Cambodia and its potential to contribute to household impoverishment, we suggest that it needs to be included in a national conversation about achieving Universal Health Coverage in the country. © The Author 2017. Published by Oxford University Press in association with The London School of Hygiene and Tropical Medicine.

Determinants of patronage of traditional bone setters in the middle belt of Nigeria.

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Nwadiaro, H C; Ozoilo, K N; Nwadiaro, P O; Kidmas, A T; Oboiren, M

2008-01-01

Traditional bone setting is a practice that is common in our environment. This is a community based survey of opinions concerning orthodox and traditional fracture management in four states of the middle belt of Nigeria. We set out to ascertain the factors influencing preference of treatment of fractures among populations in the middle belt of Nigeria. A community based questionnaire survey of randomly selected adults regarding preference of choice of treatment between orthodox and traditional fracture management. One hundred and eighty-six questionnaires were found analyzable with a male to female ratio of 2:1. There was a preponderance of preference for orthodox fracture management (70.4%). Decisions were mainly collegiate, outside the influence of the individual; only 9.9% decided to attend traditional bone setters on their own. Reasons adduced for preference of traditional bone setters were incongruous and inconsistent. A fixated cultural outlook was recognized as being the motivating factor for patronage of traditional bone setters. Need for enlightenment campaign of the public against patronage of traditional bone setters is emphasized. A gradual phasing out of traditional bone setting with a road map towards making orthodox fracture management available to all is advocated.

A Comparison of Retention Rates of Alternatively Certified and Traditional Certified Teachers.

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Dial, Micah

1992-01-01

A survey of 2,500 teachers entering a large urban school district over the last 7 years showed that alternatively certified teachers were as likely as traditional, university-certified teachers to remain in the profession and pay back the school district's initial investment in teacher training. Many become committed to teaching as a meaningful…

The relationship between cultural competence education and increasing diversity in nursing schools and practice settings.

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Pacquiao, Dula

2007-01-01

This article attempted to examine the relationship between cultural competence education and increasing diversity in nursing schools and practice settings. In addition to the review of the literature, a panel of experts was interviewed regarding institutional practices in response to the challenge of increasing diversity and cultural competence education. Evidence of positive outcomes of cultural competent care and impact of race and ethnic concordance between patients and providers are presented. The challenge of increasing underrepresented minorities in health care professions remains elusive. An ecological analysis is recommended to address the social and cultural barriers that transcend the micro system of the school and the macro system of the society. The challenge of increasing diversity and realizing outcomes of cultural competence education requires social and comprehensive remedies to level life inequities that perpetuate a history of disadvantages in some groups.

Traditional and formal education: Means of improving grasscutter ...

African Journals Online (AJOL)

The study concludes that both traditional and non-formal education are important for the development and efficiency of grasscutter farming in Ogun Waterside Local Government Area of Ogun State. The following are the recommendations of the study: revision of the curriculum of formal schools to include items that inculcate ...

Stressors of college: a comparison of traditional and nontraditional students.

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Dill, P L; Henley, T B

1998-01-01

Perceived stress and stressors of nontraditional (returning-adult) and traditional college students were compared. Forty-seven nontraditional students 24-54 years old and 47 traditional students, matched for demographics, completed the Adolescent Perceived Events Scale (Compas, Davis, Forsythe, & Wagner, 1987) for college students. They rated 210 life events according to the desirability, impact, and frequency of the events. Significant differences were found between the nontraditional and traditional students for events in the following categories: academics, peer and social relations, family and network, autonomy and responsibility, and intimacy. Nontraditional students enjoyed going to classes and doing homework more, whereas traditional students worried more about school performance. Peer events, including social activities, had much more impact on traditional students, whereas nontraditional students reported much more responsibility in the home. The results suggest that there are significant differences between the groups in their perceptions of stressors.

Resource Manual for Handling Body Fluids in the School Setting To Prevent the Transmission of Human Immunodeficiency Virus and Hepatitis B Virus.

Science.gov (United States)

Maryland State Dept. of Health and Mental Hygiene, Baltimore.

Guidelines to prevent the transmission of blood-borne diseases, especially those caused by the Human Immunodeficiency Virus (HIV) and the Hepatitis B Virus (HBV), in the school setting are provided in this resource manual for school staff. Sections include information on the reasons for the development of this manual; a summary of the means of HIV…

Lesher Middle School: Commitment by Choice

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Principal Leadership, 2012

2012-01-01

This article features Lesher Middle School, a school of choice, as are all of the schools in the Poudre School District in Ft. Collins, Colorado. In 2004, it was a traditional junior high school with a declining enrollment that housed an application-based International Baccalaureate Middle Years Programme (IB MYP) that resulted in tracking…

Urban School Choice and Integration: The Effect of Charter Schools in Little Rock

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Ritter, Gary W.; Jensen, Nathan C.; Kisida, Brian; Bowen, Daniel H.

2016-01-01

We examine the impact of charter schools on school integration in the Little Rock, Arkansas metropolitan area. We find that charters are less likely to be hyper-segregated than traditional public schools (TPS), but TPS have compositions more closely reflecting the region. However, differences in each case are slight. Using student-level data to…

Is traditional male circumcision effective as an HIV prevention strategy? Evidence from Lesotho.

Directory of Open Access Journals (Sweden)

Elisa M Maffioli

Full Text Available In many developing countries, male circumcision has been promoted as an effective HIV prevention strategy, and medical randomized controlled trials have indeed shown a causal link. However, there is limited empirical evidence to support this conclusion in countries where individuals can voluntary opt for different types of circumcision. The present study considers male circumcision in Lesotho, where HIV prevalence is among the highest in the world (23%. Here, men can opt for one of two types of circumcision: traditional male circumcision in initiation schools, or the medical option in health clinics. This paper investigates whether the former has medical effects on individual HIV status that are as beneficial as those shown for the latter. Controlling for the potential individual behavioral response after the operation, it was found that circumcision performed in initiation schools wholly offset the medical benefits of the surgical procedure. This supports anecdotal evidence that the operation performed by traditional circumcisers does not have the same protective effect against HIV transmission as the medical operation. No evidence of "disinhibition" behavior among circumcised men was found, nor differential risky sexual behavior among men circumcised, traditionally or medically. Considering that, in Lesotho, traditional male circumcision is undertaken by more than 90% of circumcised men, the findings highlight the need for further research into how the operation in initiation schools is performed and its medical benefits.

Physiopathology of dementia from the perspective of traditional Persian medicine.

Science.gov (United States)

Seifaddini, Rostam; Tajadini, Haleh; Choopani, Rasool

2015-07-01

The most common cognitive disorder that is disabling is dementia. During the medieval period, traditional Persian medicine was an outstanding source of medicine that was used as standard references in medical schools of in the West and Middle East. In ancient manuscripts of traditional Persian medicine, a condition has been introduced similar to dementi (raoonat and homgh). In this article, by collecting materials of traditional medicine texts on dementia, we aim to provide theories for further studies on this topics, as there is an obvious difference between traditional Persian medicine and modern medicine with regard to dementia; however, since modern medicine has not found a suitable response to treatment for all diseases, reviewing traditional Persian medicine for finding better treatment strategies is wise. Use of all medical potentials approved by the World Health Organization beside classic medicine like traditional medicine and considering the availability and acceptability among people is recommended. © The Author(s) 2015.

Traditional versus Contemporary Navajo Views of Special Education.

Science.gov (United States)

Medina, Catherine; Jones, Doris; Miller, Susan

A survey and interviews examined the beliefs of traditional and contemporary Navajos concerning individuals with disabilities. Participants were 30 staff members from the Kayenta and Pinon Unified School Districts (Arizona), of whom 21 were Navajos, 8 Anglos, and 1 Hispanic; 1 Anglo and 8 Navajo community professionals; and 15 Navajo parents,…

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

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

2014-01-01

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

Determinants of Patronage of Traditional Bone Setters in the Middle ...

African Journals Online (AJOL)

Determinants of Patronage of Traditional Bone Setters in the Middle Belt of Nigeria. ... Results: One hundred and eighty-six questionnaires ... A gradual phasing out of traditional bone setting with a road map towards making orthodox fracture ...

Evaluation of health promotion in schools: a realistic evaluation approach using mixed methods

Science.gov (United States)

2010-01-01

Background Schools are key settings for health promotion (HP) but the development of suitable approaches for evaluating HP in schools is still a major topic of discussion. This article presents a research protocol of a program developed to evaluate HP. After reviewing HP evaluation issues, the various possible approaches are analyzed and the importance of a realistic evaluation framework and a mixed methods (MM) design are demonstrated. Methods/Design The design is based on a systemic approach to evaluation, taking into account the mechanisms, context and outcomes, as defined in realistic evaluation, adjusted to our own French context using an MM approach. The characteristics of the design are illustrated through the evaluation of a nationwide HP program in French primary schools designed to enhance children's social, emotional and physical health by improving teachers' HP practices and promoting a healthy school environment. An embedded MM design is used in which a qualitative data set plays a supportive, secondary role in a study based primarily on a different quantitative data set. The way the qualitative and quantitative approaches are combined through the entire evaluation framework is detailed. Discussion This study is a contribution towards the development of suitable approaches for evaluating HP programs in schools. The systemic approach of the evaluation carried out in this research is appropriate since it takes account of the limitations of traditional evaluation approaches and considers suggestions made by the HP research community. PMID:20109202

Practice Location Characteristics of Non-Traditional Dental Practices.

Science.gov (United States)

Solomon, Eric S; Jones, Daniel L

2016-04-01

Current and future dental school graduates are increasingly likely to choose a non-traditional dental practice-a group practice managed by a dental service organization or a corporate practice with employed dentists-for their initial practice experience. In addition, the growth of non-traditional practices, which are located primarily in major urban areas, could accelerate the movement of dentists to those areas and contribute to geographic disparities in the distribution of dental services. To help the profession understand the implications of these developments, the aim of this study was to compare the location characteristics of non-traditional practices and traditional dental practices. After identifying non-traditional practices across the United States, the authors located those practices and traditional dental practices geographically by zip code. Non-traditional dental practices were found to represent about 3.1% of all dental practices, but they had a greater impact on the marketplace with almost twice the average number of staff and annual revenue. Virtually all non-traditional dental practices were located in zip codes that also had a traditional dental practice. Zip codes with non-traditional practices had significant differences from zip codes with only a traditional dental practice: the populations in areas with non-traditional practices had higher income levels and higher education and were slightly younger and proportionally more Hispanic; those practices also had a much higher likelihood of being located in a major metropolitan area. Dental educators and leaders need to understand the impact of these trends in the practice environment in order to both prepare graduates for practice and make decisions about planning for the workforce of the future.

Work-family conflict among athletic trainers in the secondary school setting.

Science.gov (United States)

Pitney, William A; Mazerolle, Stephanie M; Pagnotta, Kelly D

2011-01-01

Work-family conflict (WFC) negatively affects a professional's ability to function at work or home. To examine perceptions of and contributing factors to WFC among secondary school athletic trainers. Sequential explanatory mixed-methods study. Secondary school. From a random sample of 1325 individuals selected from the National Athletic Trainers' Association Member Services database, 415 individuals (203 women, 212 men; age = 36.8 ± 9.3 years) provided usable online survey data. Fourteen individuals participated in follow-up interviews. Online WFC questionnaire followed by in-depth phone interviews. Descriptive statistics were obtained to examine perceived WFC. Pearson product moment correlations were calculated to examine the relationship between work hours, total athletic training staff, and number of children and WFC score. We performed analysis of variance to examine differences between the independent variables of sex and control over work schedule and the dependent variable of WFC score. The a priori α was set at P ≤ .05. Qualitative data were analyzed using inductive content analysis. Multiple-analyst triangulation and member checks established trustworthiness of the qualitative data. Mean WFC scores were 23.97 ± 7.78 for scale 1 (family defined as having a partner or spouse with or without children) and 23.17 ± 7.69 for scale 2 (family defined as individuals, including parents, siblings, grandparents, and any other close relatives, involved in one's life), indicating moderate perceived WFC. A significant relationship was found between the average hours of work per week and WFC scores: those with less scheduling control experienced more WFC. Two dimensions emerged from the qualitative methods that relate to how WFC is mitigated in the secondary school environment: (1) organizational-having colleagues and administration that understood the role demands and allowed for modifications in schedule and personal time and (2) personal-taking time for oneself

Irrational antibiotic usage in boarding secondary school settings in ...

African Journals Online (AJOL)

Objective: To assess the prevalence of antibiotic misuse among boarding secondary school students in Dar es Salaam. Methodology: This descriptive cross-sectional study was conducted over 3-month period amongst boarding secondary school students. A randomized sample of students was recruited from at least 3 ...

Music therapy assessment in school settings: a preliminary investigation.

Science.gov (United States)

Wilson, B L; Smith, D S

2000-01-01

The present investigation was undertaken in response to music therapists working in school settings for information relating to the availability of music therapy assessments and the feasibility of standardizing an assessment instrument for music therapists to use in school settings. Five research questions were identified, and the music therapy literature was surveyed to compile responses to those questions. Three different online data bases (ERIC, PsycINFO, and Article 1st) were used, covering articles published between 1980 and 1997. Individual hand searches were done of the Arts in Psychotherapy, Journal of Music Therapy, Journal of Research in Music Education, Journal of the International Association of Music for the Handicapped, Music Therapy and Music Therapy Perspectives. The questions and responses were as follows: 1. Which music-based assessment tools are being used with children with disabilities? Little commonality in assessment tools being used by music therapists and researchers was discovered. Of the total 41 studies, 20 (49%) reported using a "named" or "titled" assessment tool, and in the remaining 51% of studies, the authors reported using an untitled, and usually experimenter-designed, original assessment tool. 2. Have certain assessments been used in more than one study? Very limited replication of existing assessments was found. Of the 16 "named" assessments, only 3 were found to be used in more than one research study. 3. Are the actual assessments published along with the articles describing their use? Only 3 of the 20 studies using named assessments were published along with the journal article. Of the remaining 21 studies using original, experimenter-designed assessment tools, only 6 (28%) had the assessment instrument published with the article. 4. What is the primary purpose for using the assessment? Six primary purposes emerged from the review of the literature: to compare with data obtained from other assessment measures or from other

How do out-of-school activities support science learning in informal settings ?

DEFF Research Database (Denmark)

Hyllested, Trine

2005-01-01

An analysis of out-of -school learning in a naturecenter, in a secondary school and a public school.The teacher is a key-person in the use of out of school.......An analysis of out-of -school learning in a naturecenter, in a secondary school and a public school.The teacher is a key-person in the use of out of school....

Collaborative School Improvement: Eight Practices for District-School Partnerships to Transform Teaching and Learning

Science.gov (United States)

Kaufman, Trent E.; Grimm, Emily Dolci; Miller, Allison E.

2012-01-01

How can districts bring instructional improvement to scale within and across schools? The authors of "Collaborative School Improvement" argue that districts can play a powerful part in helping schools build the capacity to engage in inquiry-based reform--but that this effort requires a shift in districts' traditional role as a professional…

Student perceptions of digital versus traditional slide use in undergraduate education.

Science.gov (United States)

Solberg, Brooke L

2012-01-01

Digitized slides provide a number of intriguing benefits for educators. Before their implementation, however, educators should consider student opinion related to their use. This mixed-methods study directly compared Medical Laboratory Science (MLS) student perceptions of learning experiences in both digital and traditional slide laboratory settings. Results suggested that the majority of students preferred learning with digital slides, and numerous reasons for this preference were identified. Survey responses indicated that students using digital slides tended to view their performances, instructor feedback, and their learning environment more positively than students using traditional slides. Apprehensions about digital slide use were also detected from students preferring traditional slides. These findings provide a guide on how best to exploit both digital and traditional slides in an educational setting.

The Path Forward: School Autonomy and Its Implications for the Future of Boston's Public Schools. Understanding Boston

Science.gov (United States)

French, Dan; Hawley Miles, Karen; Nathan, Linda

2014-01-01

Boston Public Schools is at a crossroads. Nearly one-third of the system's schools operate under one of several "autonomy" structures, where school leaders have increased flexibility regarding staffing and other resources, and choice data indicate parents are far more likely to prefer these schools over so-called "traditional"…

Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry ("Traditional") and Graduate-Entry ("Nontraditional") Medical Students.

Science.gov (United States)

Feeley, Anne-Marie; Biggerstaff, Deborah L

2015-01-01

PHENOMENON: The literature on learning styles over many years has been replete with debate and disagreement. Researchers have yet to elucidate exactly which underlying constructs are measured by the many learning styles questionnaires available. Some academics question whether learning styles exist at all. When it comes to establishing the value of learning styles for medical students, a further issue emerges. The demographics of medical students in the United Kingdom have changed in recent years, so past studies may not be applicable to students today. We wanted to answer a very simple, practical question: what can the literature on learning styles tell us that we can use to help today's medical students succeed academically at medical school? We conducted a literature review to synthesise the available evidence on how two different aspects of learning-the way in which students like to receive information in a learning environment (termed learning "styles") and the motivations that drive their learning (termed learning "approaches")-can impact on medical students' academic achievement. Our review confirms that although learning "styles" do not correlate with exam performance, learning "approaches" do: those with "strategic" and "deep" approaches to learning (i.e., motivated to do well and motivated to learn deeply respectively) perform consistently better in medical school examinations. Changes in medical school entrant demographics in the past decade have not altered these correlations. Optimistically, our review reveals that students' learning approaches can change and more adaptive approaches may be learned. Insights: For educators wishing to help medical students succeed academically, current evidence demonstrates that helping students develop their own positive learning approach using "growth mind-set" is a more effective (and more feasible) than attempting to alter students' learning styles. This conclusion holds true for both "traditional" and graduate

Procedure for the Disposal of Controlled Medication in the School Setting.

Science.gov (United States)

Kleinschmidt, Karen A

2015-09-01

The disposal of controlled medication left in the school nurse office is problematic for school nurses. Medications are left for a variety of reasons: students transfer out of the district, state, or country; parents and guardians lack transportation to pick up their child's medication; and some families simply forget. The medications of concern are controlled substances, primarily Schedule II medications including Adderall, Concerta, and methylphenidate. Over time, these medications begin to accumulate in a school nurse's office. Schools should establish procedures that address safe disposal of controlled medications as well as liability protection for the school nursing staff. This article will discuss a procedure created for the Christina School District in conjunction with a state board of pharmacy and subsequently shared with other school nurses in the State of Delaware. © 2015 The Author(s).

School setting and irregular lunch consumption among adolescents

DEFF Research Database (Denmark)

Pagh Pedersen, Trine; Holstein, Bjørn Evald; Rasmussen, Mette

in a multilevel model controlled for factors at the individual level. Further, we investigated whether grade modified the association. Methods: We used data from the Danish 2010 contribution to the international collaborative cross-sectional study ‘Health Behaviour in School-Aged Children (HBSC). Data collection...... were conducted in 2010 among schoolchildren aged 11, 13 and 15 years (in Denmark, equivalent to 5th, 7th and 9th grade, respectively) from a random sample of schools, i.e. cluster sampling. The schoolchildren completed the self-administered and internationally standardised anonymous HBSC questionnaire...

Rescue Medicine for Epilepsy: New Options for Education Settings.

Science.gov (United States)

Galemore, Cynthia A

2016-11-01

The American Academy of Pediatrics (AAP) recently published a clinical report recommending expanded options for seizure rescue medications in the school setting. School nurses rely on prescribing professionals for medical orders to manage children with epilepsy in the school setting. The report suggests additional medications beyond rectal diazepam gel along with discussing the purpose of the medications, the variations in prescribing practices for seizure rescue medications, inconsistencies in legislation based on jurisdictions, and the need for school medical orders for students with epilepsy. There are many issues faced by school personnel when caring for students with a diagnosis of epilepsy, chief among them the presence of licensed health professions for the school to be able to respond quickly and appropriately in the event of a seizure. School nurses can assist health care providers in determining the rescue medication most easily delivered and monitored in the variety of activities that are part of the school experience, including transportation to and from school, field trips, and before- and after-school activities, all beyond the regular classroom setting.

A Web Based Educational Programming Logic Controller Training Set Based on Vocational High School Students' Demands

Directory of Open Access Journals (Sweden)

Abdullah Alper Efe

2018-01-01

Full Text Available The purpose of this study was to design and develop aProgramming Logic Controller Training Set according to vocational high school students’ educational needs. In this regard, by using the properties of distance education the proposed system supported “hands-on” PLC programming laboratory exercises in industrial automation area. The system allowed students to access and control the PLC training set remotely. For this purpose, researcher designed a web site to facilitate students’ interactivity and support PLC programming. In the training set, Induction Motor, Frequency Converter and Encoder tripart controlled by Siemens Simatic S7-200 PLC controller by the help of SIMATIC Step 7 Programming Software were used to make the system more effective and efficient. Moreover, training set included an IP camera system allowing to monitor devices and pilot application. By working with this novel remote accessible training set, students and researchers recieved a chance to inhere self paced learning experiences. Also, The PLC training set offered an effective learning enviroenment for distance education, which is based on presenting the content on the web and opening it to the online users and provided a safe and economical solution for multiple users in a workplace to enhance the quality of education with less overall cost.

Children aged 4-8 years treated with parent training and child therapy because of conduct problems: generalisation effects to day-care and school settings.

Science.gov (United States)

Drugli, May Britt; Larsson, Bo

2006-10-01

In this study, generalisation effects to day-care/school settings were examined in an outpatient clinic sample of 127 children aged 4-8 years treated because of oppositional conduct problems in the home with parent training (PT) and parent training combined with child therapy (CT) ("Incredible Years"). Before treatment all children scored above the 90th percentile on the Eyberg Child Behavior Inventory (ECBI) for home problems, and met criteria for a possible or a confirmed diagnosis of either an oppositional defiant (ODD) or a conduct (CD) disorder. Further, 83% of the children showed clinical levels of conduct problems both at home and in day-care/school before treatment. Although most children improved at home, the majority still showed clinical levels of conduct problems in day-care/school settings after treatment and 1-year later. Combined PT and CT produced the most powerful and significant generalisation effects across the treatment period, however these improvements were not maintained 1-year later for most areas. The results of the present study, therefore, underline the need to target conduct problems not only exhibited at home but also in day-care/school settings, and to develop strategies to maintain positive generalisation effects after treatment for this age and problem-group.

Teacher community in elementary charter schools.

Directory of Open Access Journals (Sweden)

Marisa Cannata

2007-05-01

Full Text Available The organizational context of charter schools may facilitate the formation of a strong teacher community. In particular, a focused school mission and increased control over teacher hiring may lead to stronger teacher professional communities. This paper uses the 1999-2000 Schools and Staffing Survey to compare the level of teacher community in charter public and traditional public schools. It also estimates the effect of various charter policy variables and domains of school autonomy on teacher community. Charter school teachers report higher levels of teacher community than traditional public school teachers do, although this effect is less than one-tenth of a standard deviation and is dwarfed by the effect of a supportive principal, teacher decision-making influence, and school size. Charter public schools authorized by universities showed lower levels of teacher community than those authorized by local school districts. Teachers in charter schools that have flexibility over tenure requirements and the school budget report higher levels of teacher community. This study reveals that charter schools do facilitate the formation of strong teacher communities, although the effect is small. The analysis also suggests that the institutional origin of the charter school and specific areas of policy flexibility may influence teacher community.

The Charter School Experience: Autonomy in Practice

Science.gov (United States)

McDonald, Tonya Senne

2013-01-01

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

Suicide Prevention in the Schools: Guidelines for Middle and High School Settings. Second Edition

Science.gov (United States)

Capuzzi, David

2009-01-01

In this book, David Capuzzi, a renowned expert on suicide, encourages suicide prevention in schools through the use of a clear and effective crisis management plan designed to identify and serve at-risk youth. His concise, step-by-step framework provides essential information for school counselors, administrators, and faculty on suicide…

Laboratory activities and physics learning at high school: an exploratory study in portuguese settings

Directory of Open Access Journals (Sweden)

Margarida Saraiva-Neves

2006-12-01

Full Text Available In this paper we present findings of an exploratory study, included in a wider investigation which intends to promote meaningful learning of physics concepts, based on experimental work and supported by metacognition tools. The aim of this research was to recognize promoting learning situations in Physics lab. Interviews and questionnaires were applied to teachers and students from four Lisbon high schools. Results show that lab work in physics has a low frequency and, generally, has a demonstration format. Both teachers and students recognize potentialities of lab work to promote learning. Learning is poor when students just observe and/or accomplish commands. Both teachers and students consider the relation theory/experimentation and students doing themselves as fundamental to achieve better learning. In addition to pointing out several problems concerning lab work, teachers envisage it in a very traditional way. So, innovative strategies and methodologies, such as computer use and open-ended problems, pointed by research in science investigation as promoting learning, are left aside.

Community schools unfolded: a review of the literature

NARCIS (Netherlands)

Heers, M.; van Klaveren, C.; Groot, W.; Maassen van den Brink, H.

2011-01-01

Community schools are quickly increasing in number, but there is no evidence whether they are more effective than traditional schools. No study has empirically compared community schools to other schools. This study reviews the literature on the effectiveness of community schools. We focus on their

A cross-cultural comparison of sleep duration between U.S. and Australian adolescents: the effect of school start time, parent-set bedtimes and extracurricular load

NARCIS (Netherlands)

Short, M.A.; Gradisar, M.; Lack, L.C.; Wright, H.R.; Dewald, J.F.; Wolfson, A.R.; Carskadon, M.A.

2013-01-01

Study Objective. To test whether sleep duration on school nights differs between adolescents in Australia and the United States and, if so, whether this difference is explained by cultural differences in school start time, parental involvement in setting bedtimes, and extracurricular commitments.

Mental Health Problems in a School Setting in Children and Adolescents.

Science.gov (United States)

Schulte-Körne, Gerd

2016-03-18

10-20% of children and adolescents have a mental health problem of some type. Manifestations such as attention deficits, cognitive disturbances, lack of motivation, and negative mood all adversely affect scholastic development. It is often unclear what factors associated with school affect children's mental development and what preventive measures and interventions at school might be effective. This review is based on systematic reviews, meta-analyses, and randomized and non-randomized controlled trials that were retrieved by a selective search in the PubMed, PsycInfo, and Google Scholar databases. The prevalence of hyperkinetic disorder is 1-6%. Its main manifestations are motor hyperactivity, an attention deficit, and impulsive behavior. Learning disorders such as dyscalculia and dyslexia affect 4-6% of children each, while 4-5% of children and adolescents suffer from depression, which is twice as prevalent in girls as in boys. Mental health problems increase the risk of repeating a grade, truancy, and dropping out of school. The risk of developing an internalizing or externalizing mental health problem can be lessened by changes in the school environment and by the implementation of evidencebased school programs. Physicians, in collaboration with school social workers and psychologists, should help teachers recognize and contend with mental health problems among the children and adolescents whom they teach, to enable the timely detection of stress factors at school and the initiation of the necessary measures and aids. In particular, the school-entrance examination and screening for risk factors at school can make a positive contribution. Evidence-based preventive programs should be implemented in schools, and beneficial changes of the school environment should be a further goal.

PATRIARCHY IN THE SCHOOL: COVARIATES OF GENDER TRADITIONALISM IN ADOLESCENCE

Directory of Open Access Journals (Sweden)

Hatos Adrian

2009-05-01

Full Text Available Gender traditionalism is one of the cultural traits of contemporary Romania which has severe consequences on the effectiveness of human resource allocation. How is this cultural framework produced and reproduced in time is a major question for any attempt

International Symposium: “Scientific School of L.S. Vygotsky: Traditions and Innovations” and International ISCAR Summer University for PhD Students

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Baykovskaya N.A.,

2016-12-01

Full Text Available The article represents a brief report on the work of the International Symposium: «Scientific School of L.S. Vygotsky: Traditions and Innovations» and VI th International ISCAR Summer University for PhD Students and young scholars, that were held in Moscow State University of Psychology & Education on June, 28 — July, 3 in 2016 in commemoration of the 120th anniversary of the great Russian psychologist L.S. Vygotsky. The main goals of the events organised by MSUPE include: analysis of the basic principles and the system of concepts of L.S. Vygotsky’s scientific school, discussion of the current state and the prospect for the development of the cultural-historical theory in Russia and abroad, integration of the ideas of the cultural-historical psychology and activity approach in various kinds of social and educational practices, as well as conducting research in the international scientific space. Symposium gathered the world’s leading experts and young scholars in the field of cultural-historical theory and activity approach from 19 countries, including United Kingdom, Australia, Switzerland, Greece, Brasil and USA.

Setting the stage for school health-promoting programmes for deaf children in Spain.

Science.gov (United States)

Munoz-Baell, Irma M; Alvarez-Dardet, Carlos; Ruiz, M Teresa; Ferreiro-Lago, Emilio; Aroca-Fernandez, Eva

2008-12-01

Implementing health-promoting programmes for the most excluded and at-risk social groups forms a key part of any efforts to address underserved populations and reduce health inequalities in society. However, many at-risk children, particularly children in deaf communities, are not reached, or are poorly served, by health-promoting programmes within the school setting. This is so because schools are effective as health-promoting environments for d/Deaf children only to the extent that they properly address their unique communication needs and ensure they are both able and enabled to learn in a communication-rich and supportive psycho-social environment. This article examines how the usually separate strands of school health promotion and d/Deaf education might be woven together and illustrates research with deaf community members that involves them and gives their perspective. The primary objective of this study was to map deaf pilot bilingual education programmes in Spain-one of the first countries to ratify the Convention on the Rights of Persons with Disabilities (United Nations. (2006) Convention on the Rights of Persons with Disabilities, Resolution A/RES/61/106.)-with particular attention to their compliance to the Convention's article 24. Following pre-testing, 516 key informants were surveyed by mail (response rate: 42.08%) by using a snow-ball key-informant approach, within a Participatory Action Research framework, at a national, regional and local level. The results show that although some schools have achieved recommended standards, bilingual programmes are in various stages of formulation and implementation and are far from being equally distributed across the country, with only four regions concentrating more than 70% of these practices. This uneven geographical distribution of programmes probably reflects more basic differences in the priority given by regions, provinces, and municipalities to the deaf community's needs and rights as an important

Politics, Markets, and America's Schools.

Science.gov (United States)

Chubb, John E.; Moe, Terry M.

The effect of institutions on school effectiveness is explored in this book, which argues that school reforms in the United States are destined to fail because of the failure to address the root of the problem, which is found in the institutions of direct democratic control by which schools have traditionally been governed. Methodology involved…

Building school-based reading practices

African Journals Online (AJOL)

Erna Kinsey

context of the academic subjects which they study at school, rather than in areas traditionally associated with learners' out-of-school interests ... the majority of the learners had not seen their parents reading a book ..... Harvard University Press.

School Collective Efficacy and Bullying Behaviour: A Multilevel Study

Science.gov (United States)

Olsson, Gabriella; Låftman, Sara Brolin; Modin, Bitte

2017-01-01

As with other forms of violent behaviour, bullying is the result of multiple influences acting on different societal levels. Yet the majority of studies on bullying focus primarily on the characteristics of individual bullies and bullied. Fewer studies have explored how the characteristics of central contexts in young people’s lives are related to bullying behaviour over and above the influence of individual-level characteristics. This study explores how teacher-rated school collective efficacy is related to student-reported bullying behaviour (traditional and cyberbullying victimization and perpetration). A central focus is to explore if school collective efficacy is related similarly to both traditional bullying and cyberbullying. Analyses are based on combined information from two independent data collections conducted in 2016 among 11th grade students (n = 6067) and teachers (n = 1251) in 58 upper secondary schools in Stockholm. The statistical method used is multilevel modelling, estimating two-level binary logistic regression models. The results demonstrate statistically significant between-school differences in all outcomes, except traditional bullying perpetration. Strong school collective efficacy is related to less traditional bullying perpetration and less cyberbullying victimization and perpetration, indicating that collective norm regulation and school social cohesion may contribute to reducing the occurrence of bullying. PMID:29261114

School Collective Efficacy and Bullying Behaviour: A Multilevel Study

Directory of Open Access Journals (Sweden)

Gabriella Olsson

2017-12-01

Full Text Available As with other forms of violent behaviour, bullying is the result of multiple influences acting on different societal levels. Yet the majority of studies on bullying focus primarily on the characteristics of individual bullies and bullied. Fewer studies have explored how the characteristics of central contexts in young people’s lives are related to bullying behaviour over and above the influence of individual-level characteristics. This study explores how teacher-rated school collective efficacy is related to student-reported bullying behaviour (traditional and cyberbullying victimization and perpetration. A central focus is to explore if school collective efficacy is related similarly to both traditional bullying and cyberbullying. Analyses are based on combined information from two independent data collections conducted in 2016 among 11th grade students (n = 6067 and teachers (n = 1251 in 58 upper secondary schools in Stockholm. The statistical method used is multilevel modelling, estimating two-level binary logistic regression models. The results demonstrate statistically significant between-school differences in all outcomes, except traditional bullying perpetration. Strong school collective efficacy is related to less traditional bullying perpetration and less cyberbullying victimization and perpetration, indicating that collective norm regulation and school social cohesion may contribute to reducing the occurrence of bullying.

School Collective Efficacy and Bullying Behaviour: A Multilevel Study.

Science.gov (United States)

Olsson, Gabriella; Låftman, Sara Brolin; Modin, Bitte

2017-12-20

As with other forms of violent behaviour, bullying is the result of multiple influences acting on different societal levels. Yet the majority of studies on bullying focus primarily on the characteristics of individual bullies and bullied. Fewer studies have explored how the characteristics of central contexts in young people's lives are related to bullying behaviour over and above the influence of individual-level characteristics. This study explores how teacher-rated school collective efficacy is related to student-reported bullying behaviour (traditional and cyberbullying victimization and perpetration). A central focus is to explore if school collective efficacy is related similarly to both traditional bullying and cyberbullying. Analyses are based on combined information from two independent data collections conducted in 2016 among 11th grade students ( n = 6067) and teachers ( n = 1251) in 58 upper secondary schools in Stockholm. The statistical method used is multilevel modelling, estimating two-level binary logistic regression models. The results demonstrate statistically significant between-school differences in all outcomes, except traditional bullying perpetration. Strong school collective efficacy is related to less traditional bullying perpetration and less cyberbullying victimization and perpetration, indicating that collective norm regulation and school social cohesion may contribute to reducing the occurrence of bullying.

School-based interventions to address bullying

Directory of Open Access Journals (Sweden)

Peter K. Smith

2016-10-01

Full Text Available Following some background studies on the nature of school bullying, its prevalence, and the negative consequences it can have, this article reviews the history of anti-bullying interventions over the last 30 years. It considers several major programmes in detail, such as the Olweus Bullying Prevention Program, KiVa, Steps to Respect, and Friendly Schools. The nature and evaluation of the interventions is discussed, followed by a review of meta-analyses of the programmes effectiveness. Issues considered are the effect at different ages; components of interventions; work with peers; disciplinary methods, non-punitive and restorative approaches; challenges regarding cyberbullying; the role of parents; the role of teachers and teacher training; set menu versus à la carte approaches; sustainability of interventions and societal context. Conclusions show that interventions have had some success, with traditional bullying. However, further progress is needed in strengthening theoretical underpinnings to interventions, and in tackling cyberbullying.

Is Blended e-Learning as Measured by an Achievement Test and Self-Assessment Better than Traditional Classroom Learning for Vocational High School Students?

Directory of Open Access Journals (Sweden)

Chi-Cheng Chang

2014-04-01

Full Text Available The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment. Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33 which studied through blended e-learning or the control group (n = 32 which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.

Competing perspectives during organizational socialization on the role of certified athletic trainers in high school settings.

Science.gov (United States)

Mensch, James; Crews, Candice; Mitchell, Murray

2005-01-01

When certified athletic trainers (ATCs) enter a workplace, their potential for professional effectiveness is affected by a number of factors, including the individual's ability to put acquired knowledge, skills, and attitudes into practice. This ability may be influenced by the preconceived attitudes and expectations of athletes, athletes' parents, athletic directors, physical therapists, physicians, and coaches. To examine the perspectives of high school coaches and ATCs toward the ATC's role in the high school setting by looking at 3 questions: (1) What are coaches' expectations of ATCs during different phases of a sport season? (2) What do ATCs perceive their role to be during different phases of a season? and (3) How do coaches' expectations compare with ATCs' expectations? Qualitative research design involving semistructured interviews. High schools. Twenty high school varsity basketball coaches from 10 high schools in 2 states and the ATCs assigned to these teams. For the coaches, 12 questions focused on 3 specific areas: (1) the athletic training services they received as high school basketball coaches, (2) each coach's expectations of the ATC with whom he or she was working during various phases of the season, and (3) coaches' levels of satisfaction with the athletic training services provided to their team. For the ATCs, 17 questions focused on 3 areas: (1) the ATC's background, (2) the ATC's perceived duties at different phases of the basketball season and his or her relationship with the coach, and (3) other school factors that enhanced or interfered with the ATC's ability to perform duties. Three themes emerged. Coaches had limited knowledge and understanding of ATCs' qualifications, training, professional preparation, and previous experience. Coaches simply expected ATCs to be available to complement their roles. Positive communication was identified as a critical component to a good coach-ATC relationship. Although all participants valued good

Mellan tradition och förnyelse : Utmaningar i religionsläraruppdraget

OpenAIRE

Jonsson, Linda

2016-01-01

The current assignment of religious studies teachers is grounded on a confession-free foundation, expressed through the values of Swedish society. However, the subject still carries traces of a confessional tradition. Up until recently, Christianity played a major role in both teaching and teacher assignments. This study focuses on the complexity that emerges when it comes to the assignment of religious studies teachers in Swedish schools. In order to shed light on two traditions of importanc...

Learning Music Literacies across Transnational School Settings

Science.gov (United States)

Skerrett, Allison

2018-01-01

This article examines an adolescent's music literacy education across Caribbean and U.S. schools using qualitative research methods and theories of multimodality, transnationalism, and global cultural flows. Findings include that the youth's music literacy practices continuously shifted in response to the cultural practices and values of the…

Teaching Traditions in Physical Education in France, Switzerland and Sweden: A Special Focus on Official Curricula for Gymnastics and Fitness Training

Science.gov (United States)

Forest, Emmanuelle; Lenzen, Benoît; Öhman, Marie

2018-01-01

The aim of this paper is to identify and discuss similarities and differences between the curricula for physical education (PE) in secondary schools in Sweden, France and the canton of Geneva (Switzerland) in the light of PE teaching traditions (PETTs). Teaching traditions concern ideas about the goals of school disciplines and therefore about the…

Reaching High-Need Youth Populations With Evidence-Based Sexual Health Education in California.

Science.gov (United States)

Campa, Mary I; Leff, Sarah Z; Tufts, Margaret

2018-02-01

To explore the programmatic reach and experience of high-need adolescents who received sexual health education in 3 distinct implementation settings (targeted-prevention settings, traditional schools, and alternative schools) through a statewide sexual health education program. Data are from youth surveys collected between September 2013 and December 2014 in the California Personal Responsibility Education Program. A sample of high-need participants (n = 747) provided data to examine the impact of implementation setting on reach and program experience. Implementation in targeted-prevention settings was equal to or more effective at providing a positive program experience for high-need participants. More than 5 times as many high-need participants were served in targeted-prevention settings compared with traditional schools. Reaching the same number of high-need participants served in targeted-prevention settings over 15 months would take nearly 7 years of programming in traditional schools. To maximize the reach and experience of high-need youth populations receiving sexual health education, state and local agencies should consider the importance of implementation setting. Targeted resources and efforts should be directed toward high-need young people by expanding beyond traditional school settings.

Socio-demographic characteristics of traditional gold smelters in Makassar, south Sulawesi, Indonesia

Science.gov (United States)

Habo Abbas, Hasriwiani; Sakakibara, Masayuki; Hakim Arma, Lukmanul; Hardi Yanti, Iva

2017-06-01

The traditional gold smelting in Makassar, South Sulawesi, Indonesia, is an informal work with the manufacture of gold jewelry as the core activity. Stages of the gold processing include panning, smelting, and refining with mercury. In the current study, we used a social demography analysis to classify the traditional gold smelter workers in this region. Data (e.g. sex, age, education level, time working, and income) were obtained from a questionnaire survey of 58 smelter workers in the Wajo and Tallo Sub-districts of Makassar. Results showed that 84.5% of the workers were males aged from 21 to 50 years with on the average 15 year of work. The gold smelter were last educated in elementary school (31.0%), junior high school (36.2%), and senior high school (27.6%) levels whereas 5.1% have no education. We found that the monthly income of an un-skilled worker was ∼Rp. 2 million (USD 147.0) whereas that of a skilled worker was between Rp. 2.5 million (USD 183.76) and Rp. 5 million (USD 367.51). An owner could earn over Rp. 5 million (USD 367.51) per month. The result suggested that the traditional gold smelting used rudimentary technique and attracted young people with a low education level. This business continues to exist because the worker earn sufficient income and may higher through mastering gold smelter proficiency.

School-Based Management: Theory and Practice.

Science.gov (United States)

George, Patricia, Ed.; Potter, Eugenia Cooper, Ed.

School-based management (SBM), sometimes called site-based management, is fast becoming the hottest restructuring item in the arsenal of reformers, teachers' unions, governors, and legislators who want to change the traditional ways in which schools and school districts do business. This document comprises three main sections with contributions…

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research.

Science.gov (United States)

Richardson, Michelle; Moore, Darren A; Gwernan-Jones, Ruth; Thompson-Coon, Jo; Ukoumunne, Obioha; Rogers, Morwenna; Whear, Rebecca; Newlove-Delgado, Tamsin V; Logan, Stuart; Morris, Christopher; Taylor, Eric; Cooper, Paul; Stein, Ken; Garside, Ruth; Ford, Tamsin J

2015-01-01

BACKGROUND Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by age-inappropriate levels of inattention, impulsivity and hyperactivity. School can be particularly challenging for children with ADHD. Few reviews have considered non-pharmacological interventions in school settings. OBJECTIVES To assess the effectiveness of non-pharmacological interventions delivered in school settings for pupils with, or at risk of, ADHD and to explore the factors that may enhance, or limit, their delivery. DATA SOURCES Twenty electronic databases (including PsycINFO, MEDLINE, EMBASE, Education Resources Information Centre, The Cochrane Library and Education Research Complete) were searched from 1980 to February-August 2013. Three separate searches were conducted for four systematic reviews; they were supplemented with forward and backwards citation chasing, website searching, author recommendations and hand-searches of key journals. REVIEW METHODS The systematic reviews focused on (1) the effectiveness of school-based interventions for children with or at risk of ADHD; (2) quantitative research that explores attitudes towards school-based non-pharmacological interventions for pupils with ADHD; (3) qualitative research investigating the attitudes and experiences of children, teachers, parents and others using ADHD interventions in school settings; and (4) qualitative research exploring the experience of ADHD in school among pupils, their parents and teachers more generally. Methods of synthesis included a random-effects meta-analysis, meta-regression and narrative synthesis for review 1, narrative synthesis for review 2 and meta-ethnography and thematic analysis for reviews 3 and 4. RESULTS For review 1, 54 controlled trials met the inclusion criteria. For the 36 meta-analysed randomised controlled trials, beneficial effects (p views about the impact of interventions, although it was clear that interventions both influence and are

Integration of educational methods and physical settings: design guidelines for High/Scope methodology in pre-schools

Directory of Open Access Journals (Sweden)

Shirin Izadpanah

2014-06-01

Full Text Available Quality design and appropriate space organization in preschool settings can support preschool children's educational activities. Although the relationship between the well-being and development of children and physical settings has been emphasized by many early childhood researchers, there is still a need for theoretical design guidelines that are geared towards the improvement of this issue. This research focuses on High/Scope education and aims to shape a theoretical guideline that raises teachers' awareness about the potential of learning spaces and guides them to improve the quality of the physical spaces. To create a theoretical framework, reliable sources are investigated in the light of High/Scope education and the requirements of pre-school children educational spaces. Physical space characteristics, the preschool child's requirements and High/Scope methodology identified design inputs, design considerations and recommendations that shape the final guideline for spatial arrangement in a High/Scope setting are integrated. Discussions and suggestions in this research benefit both designers and High/ Scope teaching staff. Results help High/Scope teaching staff increase the quality of a space in an educational setting without having an architectural background. The theoretical framework of the research allows designers to consider key features and users' possible activities in High/ Scope settings and shape their designs accordingly.

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…

Indiana Third Grade Reading ISTEP+ Scores Comparisons in a Public Elementary School to a Public Elementary Charter School

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Gray, Cassandra D.

2011-01-01

The purpose of this study was to determine if there was a difference with student achievement at third grade in reading with a traditional public school as compared to a public charter school; both schools were a part of the Southwest Region School Corporation. This quasi-experimental study compared third grade ISTEP+ scale scores in…

Do Charter Schools Ruin Local Public Schools in Poor Neighborhoods? Evidence from New York City. Working Paper #02-14

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Cordes, Sarah

2014-01-01

Charter schools and school choice are popular reforms believed to improve student performance largely through market competition, increased innovation, or some combination of the two mechanisms. Opponents of school choice argue that such reforms sap needed funds and resources from the traditional public school system. Despite this claim, there has…

Education Unit Transformation for Maintain Its Existence in Islamic Boarding School (Multi-Case Study on Tebuireng Islamic Boarding School, Gading Islamic Boarding School Malang, and Sidogiri Islamic Boarding School Pasuruan)

Science.gov (United States)

Busyairi AS, M.

2017-01-01

Islamic Boarding School which serves as native Islamic education institution is a continuation of education tradition grown strongly in Islamization history in unitary nation Republic of Indonesia. The education of Islamic Boarding School is also a sub-system of National Education with the purpose to make intelligent national life, to make…

Single-Sex Education in Public School Settings

Science.gov (United States)

Crawford-Ferre, Heather Glynn; Wiest, Lynda R.

2013-01-01

Although researchers have studied the effectiveness of single-sex education (SSE), the findings have been mixed. This exploratory study reports the perceived goals and effectiveness of single-sex education based on interviews with a small group of educators involved with SSE in various ways. Research participants included a school principal and…

The impact of traditional use on vultures in South Africa

African Journals Online (AJOL)

Campbell Murn

are betting and gambling, for improved business success, and intelligence in school children. Vulture is ... some 59,000 consumption events of vulture pieces. The total ... spirits (Berglund 1976). For this ... plants and animals to earn a living .... relationship with traders / Traditional. Healers at ..... through enhanced policy and.

Schooling's Contribution to Social Capital: Study from a Native Amazonian Society in Bolivia

Science.gov (United States)

Godoy, Ricardo; Seyfried, Craig; Reyes-Garcia, Victoria; Huanca, Tomas; Leonard, William R.; McDade, Thomas; Tanner, Susan; Vadez, Vincent

2007-01-01

Understanding why traditional cultures weaken matters because they embody humanity's heritage. Schooling has been singled out as an abrader of traditional culture. We assess whether schooling erodes one aspect of traditional culture: social capital as shown by generosity to people outside the household. In industrial nations researchers find…

Assessing the Promise of a Supplemental Reading Intervention for At-Risk First Grade Students in a Public School Setting

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Mokhtari, Kouider; Neel, Joanna L.; Kaiser, Forrest; Le, Hong-Hai

2015-01-01

In this exploratory quasi-experimental case study, we assessed the promise of a yearlong supplemental reading intervention with a small pilot group of at-risk first grade readers in an elementary school setting. Using standardized measures of reading proficiency, we found that after 47 hours of one-on-one tutoring instruction, students read…

THE STUDY OF AFRICAN TRADITIONAL RELIGION AND ITS CHALLENGES IN CONTEMPORARY TIMES

OpenAIRE

Rotimi Williams Omotoye

2011-01-01

African Traditional Religion is the traditional religion of the African people before the coming of Islam and Christianity. However, the missionaries of the two foreign religions succeeded in converting some African people to the new religions. The African religion was condemned by the Early European scholars, travelers, investigators and missionaries. The educated Elite who were products of the schools established by the Christian missionaries in particular and the converts in general did no...

Cross-contextual stability of bullying victimization: a person-oriented analysis of cyber and traditional bullying experiences among adolescents.

Science.gov (United States)

Erentaitė, Rasa; Bergman, Lars R; Zukauskienė, Rita

2012-04-01

Using a person-oriented approach the study examined whether bullying victimization at school continued into cyberspace victimization in a large sample of high school students in Lithuania (N = 1667, 58% girls), age 15-19 (M = 17.29, SD = 0.95). Three forms of traditional bullying (verbal, physical and relational) and seven forms of cyberbullying victimization through cell phones and computers were included in the analysis. The findings revealed that 35% of traditional bullying victims were also bullied in cyberspace. In particular, adolescents who experienced predominantly verbal and relational bullying at school, showed a higher risk of victimization in cyberspace a year later, while this was not observed for predominantly physical forms of traditional bullying. The findings point to the importance of a cross-contextual perspective in studies on stability of bullying victimization. © 2012 The Authors. Scandinavian Journal of Psychology © 2012 The Scandinavian Psychological Associations.

School Competition and Teacher Labor Markets: Evidence from Charter School Entry in North Carolina

OpenAIRE

C. Kirabo Jackson

2011-01-01

I analyze changes in teacher turnover, hiring, effectiveness, and salaries at traditional public schools after the opening of a nearby charter school. While I find small effects on turnover overall, difficult to staff schools (low-income, high-minority share) hired fewer new teachers and experienced small declines in teacher quality. I also find evidence of a demand side response where schools increased teacher compensation to better retain quality teachers. The results are robust across a va...

Whole School Meetings and the Development of Radical Democratic Community

Science.gov (United States)

Fielding, Michael

2013-01-01

Serious re-examination of participatory traditions of democracy is long overdue. Iconically central to such traditions of democratic education is the practice of whole School Meetings. More usually associated with radical work within the private sector, School Meetings are here explored in detail through two examples from publicly funded…

Tradition and Innovation in the Practical Culture of Schools in Franco's Spain

Science.gov (United States)

Calvo, Carmen Benso

2006-01-01

The paper reviews school practice in Spain through the long historic period of the dictatorship of Gen. Francisco Franco between the 1936 Civil War and Franco's death in 1975. For this purpose, an analysis is made of the most relevant documents (school materials, reports, direct testimonies by practising teachers, scientific papers on education…

The Joint Development of Traditional Bullying and Victimization with Cyber Bullying and Victimization in Adolescence

Science.gov (United States)

Jose, Paul E.; Kljakovic, Moja; Scheib, Emma; Notter, Olivia

2012-01-01

The present study investigated the stabilities of and interrelationships among traditional (i.e., face-to-face) bullying, traditional victimhood, cyber bullying, and cyber victimhood among adolescents over time. About 1,700 adolescents aged 11-16 years at Time 1 self-reported levels of both bullying and victimization in four contexts (in school,…

Virtual Charter Schools: Realities and Unknowns

Science.gov (United States)

Torre, Daniela

2013-01-01

Virtual charter schools have emerged over the last decade as an increasingly popular alternative to traditional public schooling. Unlike their face-to-face counterparts, virtual charter schools educate students through blended or entirely online curricula. They present a host of new policy issues that should be scrutinized in order to ensure that…

Comparing Two Survey Research Approaches: E-Mail and Web-Based Technology versus Traditional Mail.

Science.gov (United States)

Howes, Colleen M.; Mailloux, Mark R.

2001-01-01

Contrasted two survey methodologies: e-mail-Web and traditional mail. Found that: (1) e-mail-Web respondents were proportionately more likely to be male and enrolled in school full-time; (2) more individual question non-response was present for the e-mail-Web sample; and (3) e-mail-Web respondents value different aspects of graduate school. (EV)

Health-promoting schools

DEFF Research Database (Denmark)

Kwan, Stella Y L; Petersen, Poul Erik; Pine, Cynthia M

2005-01-01

Schools provide an important setting for promoting health, as they reach over 1 billion children worldwide and, through them, the school staff, families and the community as a whole. Health promotion messages can be reinforced throughout the most influential stages of children's lives, enabling...... them to develop lifelong sustainable attitudes and skills. Poor oral health can have a detrimental effect on children's quality of life, their performance at school and their success in later life. This paper examines the global need for promoting oral health through schools. The WHO Global School...... Health Initiative and the potential for setting up oral health programmes in schools using the health-promoting school framework are discussed. The challenges faced in promoting oral health in schools in both developed and developing countries are highlighted. The importance of using a validated...

Adopting a Social Marketing Mind-Set in School Social Work Practice

Science.gov (United States)

Beauchemin, Pat; Kelly, Michael S.

2009-01-01

School social workers often conduct their business behind closed doors because much of their work is confidential. Even when they are not working in their offices, school social workers often blend into the fabric of the school culture, typically working behind the scenes and rarely taking credit for the valuable work they perform. However, if…

Forming a joint dialogue among faith healers, traditional healers and formal health workers in mental health in a Kenyan setting: towards common grounds.

Science.gov (United States)

Musyimi, Christine W; Mutiso, Victoria N; Nandoya, Erick S; Ndetei, David M

2016-01-07

Qualitative evidence on dialogue formation and collaboration is very scanty in Kenya. This study thus aimed at the formation of dialogue and establishment of collaboration among the informal (faith and traditional healers) and formal health workers (clinicians) in enhancing community-based mental health in rural Kenya. Qualitative approach was used to identify barriers and solutions for dialogue formation by conducting nine Focus Group Discussions each consisting of 8-10 participants. Information on age, gender and role in health care setting as well as practitioners' (henceforth used to mean informal (faith and traditional healers) and formal health workers) perceptions on dialogue was collected to evaluate dialogue formation. Qualitative and quantitative data analysis was performed using thematic content analysis and Statistical Package Social Sciences (SPSS) software respectively. We identified four dominant themes such as; (i) basic understanding about mental illnesses, (ii) interaction and treatment skills of the respondents to mentally ill persons, (iii) referral gaps and mistrust among the practitioners and (iv) dialogue formation among the practitioners. Although participants were conversant with the definition of mental illness and had interacted with a mentally ill person in their routine practice, they had basic information on the causes and types of mental illness. Traditional and faith healers felt demeaned by the clinicians who disregarded their mode of treatment stereotyping them as "dirty". After various discussions, majority of practitioners showed interest in collaborating with each other and stated that they had joined the dialogue in order interact with people committed to improving the lives of patients. Dialogue formation between the formal and the informal health workers is crucial in establishing trust and respect between both practitioners and in improving mental health care in Kenya. This approach could be scaled up among all the

The impact of computer-based versus "traditional" textbook science instruction on selected student learning outcomes

Science.gov (United States)

Rothman, Alan H.

This study reports the results of research designed to examine the impact of computer-based science instruction on elementary school level students' science content achievement, their attitude about science learning, their level of critical thinking-inquiry skills, and their level of cognitive and English language development. The study compared these learning outcomes resulting from a computer-based approach compared to the learning outcomes from a traditional, textbook-based approach to science instruction. The computer-based approach was inherent in a curriculum titled The Voyage of the Mimi , published by The Bank Street College Project in Science and Mathematics (1984). The study sample included 209 fifth-grade students enrolled in three schools in a suburban school district. This sample was divided into three groups, each receiving one of the following instructional treatments: (a) Mixed-instruction primarily based on the use of a hardcopy textbook in conjunction with computer-based instructional materials as one component of the science course; (b) Non-Traditional, Technology-Based -instruction fully utilizing computer-based material; and (c) Traditional, Textbook-Based-instruction utilizing only the textbook as the basis for instruction. Pre-test, or pre-treatment, data related to each of the student learning outcomes was collected at the beginning of the school year and post-test data was collected at the end of the school year. Statistical analyses of pre-test data were used as a covariate to account for possible pre-existing differences with regard to the variables examined among the three student groups. This study concluded that non-traditional, computer-based instruction in science significantly improved students' attitudes toward science learning and their level of English language development. Non-significant, positive trends were found for the following student learning outcomes: overall science achievement and development of critical thinking

Engaging Our School Teachers: an Augmented Reality (AR Approach to Continuous Professional Development

Directory of Open Access Journals (Sweden)

Debbie Holley

2016-04-01

Full Text Available Currently, teachers in the UK learn about behaviour management strategies from theoretical perspectives when training, through discussions with mentors, and by trial and error at their schools. Existing literature mainly focuses on such issues from the ‘adult’ viewpoint, not the voice of the child. This paper reports on work-in-progress developing a range of Augmented Reality (AR resources for these issues, drawing upon co-design research workshops with children from a Year 6 class (aged 10 in a UK Primary School. Our research informs approaches to classroom management by encouraging reflection and analysis of ‘critical incidents’ identified by the pupils, and explored by teachers in workshops through the medium of AR, giving a reality previously uncaptured in more traditional approaches. Our final resources will be a set of Open Education Resources (OER, offered to the wider community for reuse/repurposing for educational settings through a Creative Commons (cc licence.

Comparision of alternatively certified and traditionally certified Missouri high school science teachers' perceptions of self-efficacy during the induction period

Science.gov (United States)

Gaither, Linda

Sixty percent of America's teachers choose traditional baccalaureate programs while the remaining choose one of several alternative pathways. While certification/training is certainly important to preparing effective teachers, other research indicates that teacher efficacy serves as the foundation of teacher behaviors and classroom practice. The purpose of this study ( N = 94 induction high school science teachers) was to determine the relationships between certification pathway and opportunities to observe modeling; between years of experience and personal teaching efficacy; and teachers' perceptions of what characteristics/ experiences best explain personal teaching efficacy. The Teacher Sense of Efficacy Scale was used in an on-line survey for Phase 1 (n = 91), to measure teacher self-efficacy. In Phase 2, a basic qualitative study was conducted using telephone interviews ( n = 2) and a focus group (n = 4) along with a series of short essay questions from the online survey (n = 91). The findings indicate a significant relationship (p = 0.01) between years of teaching and overall personal teaching-efficacy, student engagement, and instructional strategies; a relationship between opportunities to see modeling and certification pathway, where traditionally certified teachers had significantly more opportunities (p = 0.000); and a relationship between classroom management and opportunities to see modeling (p = 0.005). Qualitative analyses confirmed that traditionally-prepared teachers saw a range of "modeling" and model teachers; respondents related such opportunities to more effective teaching, especially in the realm of classroom management. As more teachers choose alternative certification, it is imperative that adequate opportunities to observe teaching strategies are modeled during the certification process and once teachers enter the classroom; they must have intrinsic and extrinsic support to be successful.

The relationship of mentoring on middle school girls' science-related attitudes

Science.gov (United States)

Clark, Lynette M.

This quantitative study examined the science-related attitudes of middle school girls who attended a science-focused mentoring program and those of middle school girls who attended a traditional mentoring program. Theories related to this study include social cognitive theory, cognitive development theory, and possible selves' theory. These theories emphasize social and learning experiences that may impact the science-related attitudes of middle school girls. The research questions examined the science-related attitudes of middle school girls who participate in a science-related mentoring program. The hypotheses suggested that there are significant differences that exist between the attitudes of middle school female participants in a science-related mentoring program and female participants in a traditional mentoring program. The quantitative data were collected through a survey entitled the Test of Science-Related Attitudes (TOSRA) which measures science-related attitudes. The population of interest for this study is 11-15 year old middle school girls of various racial and socio-economic backgrounds. The sample groups for the study were middle school girls participating in either a science-focused mentoring program or a traditional mentoring program. Results of the study indicated that no significant difference existed between the science-related attitudes of middle school girls in a science-related mentoring program and the attitudes of those in a traditional mentoring program. The practical implications for examining the concerns of the study would be further investigations to increase middle school girls' science-related attitudes.

Action Research in a Non-Profit Agency School Setting: Analyzing the Adoption of an Innovation after Initial Training and Coaching

Science.gov (United States)

Sandoval-Lucero, Elena; Maes, Johanna B.; Pappas, Georgia

2013-01-01

Action research is a method of organizational development and improvement often used in educational settings. This study implemented an action research process in an alternative school that serves students with significant special needs. The action research process was implemented by classroom teams who developed a research question, collected and…

Team Teaching School Law

Science.gov (United States)

Vanko, John G.; Rogina, Raymond P.

2005-01-01

Graduate students preparing themselves for a career in school administration are typically apprehensive about the legal issues they will face in their first administrative position. After teaching school law for the first time, the author believed that there had to be a more effective way to reach these students rather than the traditional methods…

Active school of Adolphe Ferrière

Directory of Open Access Journals (Sweden)

Kocić Ljubomir P.

2004-01-01

Full Text Available The paper presents views of Adolphe Ferrière, a Swiss educator and psychologist and a Professor at the "Jean-Jacques Rousseau" Institute, about active school - one of the "new school" movements that emerged in the first half of 20th century as a countermove to traditional school founded on Herbartian conception of education. Condemning old school’s intellectualism and verbalism, active school turns towards a child, his nature, needs and interests, and declares activity, "child’s self-work", the basic principle of education. The paper points out Ferrière’s contributions to the transformation of "learning school" into "working and activity school". After presenting Ferrière’s criticism of traditional school as well as a number of "new school" movements, the author provides in more detail essential features of active school. Ferrière’s argumentation against attempts to identify active school with "handwork school" and against tendencies to make it equal with "active methods" is herein presented. Also, the author elaborates why Ferrière turns down the objection that active school neglects intellectual education and why he does not accept pragmatic qualifications of active school. Consideration is given to the demands of active school for teacher education i.e. characteristics that a "new school" teacher should possess as required by Ferrière.

THE PROMOTION OF POPULAR AND TRADITIONAL GAMES IN ELEMENTARY EDUCATION OF BOIRO´S MUNICIPALITY (A CORUÑA

Directory of Open Access Journals (Sweden)

José Eugenio Rodríguez Fernández

2015-01-01

Full Text Available The current curriculum for elementary education in the autonomous community of Galicia includes the importance of Galician traditional and popular games and sets the content to work on all this educational stage, mainly based on recognition, practice, research, history and cultural value that this type of practice has for the students of this community. The skittles´s game in Boiro in the past had a great repercussion among the people, being probably the principal entertainment of the Boiro´s people in the first third of the 20th century. The objective of this study is to analyze the promotion, dissemination and practice of popular and traditional games in general and the skittles´s game in particular into the elementary schools of the municipality of Boiro, using qualitative techniques for data collection, the personal interview to be the main tool used for this purpose. The results of the study show the need to deepen the work of these recreational practices in education centers, nowadays more oriented to comply with the minimum laid down in the official curriculum that give true meaning to games that are part of the history and culture of the village of Boiro, still skittles´s game clearer reference in this regard. Public administrations must be coordinated to implement a much more ambitious project of recovery of this kind of practice, in which the school should be considered as the starting point.

"We Are a Chinese School": Constructing School Identity from the Lived Experiences of Expatriate and Chinese Teaching Faculty in a Type C International School in Shanghai, China

Science.gov (United States)

Poole, Adam

2018-01-01

This study explores school identity by analysing the perceptions of Chinese and expatriate teachers in a Type C, non-traditional international school in Shanghai, China. The purpose of this study was to build on Hayden's (2016) work by offering a detailed description of this type of school which continues to be under researched. A mixed-methods…

From medical tradition to traditional medicine: A Tibetan formula in the European framework.

Science.gov (United States)

Schwabl, Herbert; Vennos, Cécile

2015-06-05

shows that in principle complex herbal formulas from Asian medicine can meet the requirements of the European regime of traditional herbal medicinal products. A structured process of transformation from a traditional herbal formula to a modern medicinal product has to include selection of a suitable formula, development of an analytic concept and selection of a suitable indication with regard to the empirical set of possible indications. To extend the range of high quality medicinal products from other medical traditions within the European context the European legislators have to re-evaluate the imposed restrictions given in directive 2004/24/EC. Without amendment of the prerequisite of 15 years documented use in the EU and the limitation of indications for traditional herbal medicinal products, European citizens will be excluded from access to high quality medical traditions with their accumulated empirical knowledge. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Inventing International Citizenship: Badminton School and the Progressive Tradition between the Wars

Science.gov (United States)

Watkins, Christopher

2007-01-01

This article explores an educational experiment mounted at a public school for girls in Bristol in the 1920s and 1930s. In examining the aims and methods of the Badminton School for girls in this period it aims to do two things. The first is to analyse the relationship between the gendered, class-based and nationalist values of the public school…

Principal Turnover: Upheaval and Uncertainty in Charter Schools?

Science.gov (United States)

Ni, Yongmei; Sun, Min; Rorrer, Andrea

2015-01-01

Purpose: Informed by literature on labor market and school choice, this study aims to examine the dynamics of principal career movements in charter schools by comparing principal turnover rates and patterns between charter schools and traditional public schools. Research Methods/Approach: This study uses longitudinal data on Utah principals and…

GreatSchools.org Finds Its Niche

Science.gov (United States)

Samuels, Christina A.

2012-01-01

GreatSchools.org neatly ranks more than 136,000 traditional public, private, and charter schools nationwide on a scale of 1 to 10, based on state test scores. But what often draws readers are the gossipy insider comments posted by parents, students, and teachers, and the star ratings those commenters contribute. The growth of online school rating…

School-Community Partnership Models: Implications for Leadership

Science.gov (United States)

Valli, Linda; Stefanski, Amanda; Jacobson, Reuben

2018-01-01

School-community partnerships have shown promise as an educational reform effort. In these partnerships, schools expand their traditional educational mission to include health and social services for children and families and to involve the broader community. Such partnerships have been found to enhance student learning, strengthen schools and…

Teacher Accountability at High Performing Charter Schools

Science.gov (United States)

Aguirre, Moises G.

2016-01-01

This study will examine the teacher accountability and evaluation policies and practices at three high performing charter schools located in San Diego County, California. Charter schools are exempted from many laws, rules, and regulations that apply to traditional school systems. By examining the teacher accountability systems at high performing…

Charter School Spending and Saving in California

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Reed, Sherrie; Rose, Heather

2015-01-01

Examining resource allocation practices, including savings, of charter schools is critical to understanding their financial viability and sustainability. Using 9 years of finance data from California, we find charter schools spend less on instruction and pupil support services than traditional public schools. The lower spending on instruction and…

THE FRENCH REGULATION SCHOOL: A CRITICAL REVISION

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Natalia, Gajst

2010-01-01

Full Text Available The French regulation school sets out to carry out an analysis of Capitalism and its transformations, with the purpose of understanding the periods of stable growth and the moments of structural change. The object of this paper consists of carrying out a critical revision of the contributions of this school, concentrating on the conceptual framework that it has developed. For this, in the first place the influences that marked the regulation approach will be reviewed, with special attention on its recovery from the Marxist tradition. Secondly, the ontological and methodological differences between the regulation approach and the neoclassic economy theory will be highlighted. Thirdly, the fundamental concepts of the regulation school will be examined. In fourth place, it will be seen how, from these concepts, the crisis at the beginning of the 1970s was interpreted. In fifth place, how the regulation approach is thought as to the relation between economy and policy. In sixth place, the question of the international dimension will be examined. Finally, the main objections that have been presented to the regulation approach, will be shown and will be evaluated critically.

Using cross-classified multilevel models to disentangle school and neighborhood effects: an example focusing on smoking behaviors among adolescents in the United States.

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Dunn, Erin C; Richmond, Tracy K; Milliren, Carly E; Subramanian, S V

2015-01-01

Despite much interest in understanding the influence of contexts on health, most research has focused on one context at a time, ignoring the reality that individuals have simultaneous memberships in multiple settings. Using the example of smoking behavior among adolescents in the National Longitudinal Study of Adolescent Health, we applied cross-classified multilevel modeling (CCMM) to examine fixed and random effects for schools and neighborhoods. We compared the CCMM results with those obtained from a traditional multilevel model (MLM) focused on either the school and neighborhood separately. In the MLMs, 5.2% of the variation in smoking was due to differences between neighborhoods (when schools were ignored) and 6.3% of the variation in smoking was due to differences between schools (when neighborhoods were ignored). However in the CCMM examining neighborhood and school variation simultaneously, the neighborhood-level variation was reduced to 0.4%. Results suggest that using MLM, instead of CCMM, could lead to overestimating the importance of certain contexts and could ultimately lead to targeting interventions or policies to the wrong settings. Copyright © 2014 Elsevier Ltd. All rights reserved.

School Climate and the National School Climate Standards

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Ciccone, Patricia A.; Freibeg, Jo Ann

2013-01-01

Increasingly, more and more areas of educational practice are being guided by sets of national standards for content, leadership, professional ethics, family-school partnerships, and school accreditation, among others. Similarly, there is growing appreciation that standards are needed to effectively measure improvement in school climate. The…

Making Sense of School Turnarounds

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Hess, Frederick M.

2012-01-01

Today, in a sector flooded with $3.5 billion in School Improvement Grant funds and the resulting improvement plans, there's great faith that "turnaround" strategies are a promising way to tackle stubborn problems with persistently low-performing schools. Unlike traditional reform efforts, with their emphasis on incremental improvement, turnarounds…

Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017

Science.gov (United States)

Yoder, N.; Darling-Churchill, K.; Colombi, G. D.; Ruddy, S.; Neiman, S.; Chagnon, E.; Mayo, R.

2017-01-01

This reference manual identifies five overarching sets of activities for improving school climate, with the goal of improving student outcomes (e.g., achievement, attendance, behaviors, and skills). These sets of activities help to initiate, implement, and sustain school climate improvements. For each activity set, the manual presents a clear…

Food Practices and School Connectedness: A Whole-School Approach

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Neely, Eva; Walton, Mat; Stephens, Christine

2016-01-01

Purpose: The health-promoting schools (HPSs) framework has emerged as a promising model for promoting school connectedness in the school setting. The purpose of this paper is to explore the potential for food practices to promote school connectedness within a HPSs framework. Design/methodology/approach: This study explores food practices within a…

Origins of the ancient constellations: I. The Mesopotamian traditions

Science.gov (United States)

Rogers, J. H.

1998-02-01

In the sky-map of ancient Babylon, constellations had two different roles, and thus developed into two overlapping traditions. One set of constellations represented the gods and their symbols; the other set represented rustic activities and provided a farming calendar. Many constellations were shared by the two traditions, but in some regions of sky there were alternative divine and rustic figures. These figures developed in stages from ~3200 BC to ~500 BC. Of the divine set, the most important (although the last to be finalised) were the twelve zodiacal signs, plus several associated animals (the serpent, crow, eagle, and fish), which were all transmitted to the classical Greek sky-map that we still use today. Conversely, the rustic constellations of workers and tools and animals were not transmitted to the West. However, a few of them may have survived in Bedouin Arab sky-maps of the first millennium AD.

Skynet Junior Scholars: From Idea to Enactment--Tales from the Trenches III. Implementing SJS in Out-of-School Time Settings

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Heatherly, Sue Ann; Elyea, Charlene; Goodman, Joel; Gurton, Suzanne; Hoette, Vivian L.; Holt, Geoff; Sanchez, Rick; Skynet Robotic Telescope Network, University of North Carolina

2016-01-01

The creators of Skynet Junior Scholars were ambitious to say the least when they set out to:- Develop online tools that enable middle school and high school aged youth to use robotic optical and radio telescopes to do astronomy- Create an inquiry-based curriculum that promotes critical thinking and scientific habits of mind- Proactively incorporate Principles of Universal Design in all SJS development tasks to ensure access by blind/low vision and deaf/hard of hearing youth- Prepare 180 adult youth leaders from diverse backgrounds including 4-H leaders, museum educators, amateur astronomers and teachers to facilitate SJS activities in a variety of settings.So, after three years of development, how is SJS actually working? In this paper we describe what it takes for a successful implementation of Skynet Junior Scholars, from the viewpoint of adult leaders in the trenches who work with youth at schools but in free-choice learning environments. What are the lessons learned in recruiting and engaging youth in observational astronomy projects when academic incentives like grades are no longer part of the equation? Stories and ideas will be presented from classroom teachers, informal educators and amateur astronomers who work with youth in this environment.Skynet Junior Scholars is supported by the National Science Foundation under Grant Numbers 1223687, 1223235 and 1223345.

Evaluating the Performance of Online K-12 Schools

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Carpenter, Dick; Kafer, Krista; Reeser, Kelly; Shafer, Sheryl

2015-01-01

This article examines K-12 online student and school performance across an entire state (Colorado) in the United States through two comparisons. First, state assessment scores of students in online schools are compared to those in traditional brick and mortar schools. Second, the accountability scores of online schools are compared to those of…

Sexual harassment in public medical schools in Ghana.

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Norman, I D; Aikins, M; Binka, F N

2013-09-01

This study investigated the prevalence and incidence of Traditional (where a person in a position of power harasses a subordinate) and contra power sexual harassment, (where a subordinate is the harasser of authority figure) in medical schools in Ghana. among. Cross-sectional study. Four hundred and nine medical students from four medical schools in Ghana were interviewed. We also considered if academic and financial dependence would predict either traditional or contra power sexual harassment. We further investigated, whether women were more bothered by sexual harassment than men and the correlation between sexual harassment and health. Women were 61% more likely to be sexually harassed than men 39%. Sexual harassment negatively affects the victims' health outcome. We found that the traditional form of sexual harassment was prevalent in medical schools in Ghana and that academic dependence predicted attacks. In the first and second years, women at these institutions are more likely to be sexually harassed than men. Sexual harassment policies of medical school need to be widely circulated. The various medical schools should provide reporting procedures and counseling for victims. This paper would inform policy and research.

Institutional traditions in teachers' manners of teaching

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Lundqvist, Eva; Almqvist, Jonas; Östman, Leif

2012-03-01

The aim of this article is to make a close case study of one teacher's teaching in relation to established traditions within science education in Sweden. The teacher's manner of teaching is analysed with the help of an epistemological move analysis. The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices. The empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The students are all in Year 7 in a Swedish 9-year compulsory school. During these lessons the students work with a subject area called "Properties of materials". The results show that the teacher makes a number of different moves with regard to how to proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge production process, but with methodological aspects. The function of the moves turns the students' attention from one source of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity and their own thinking that learning takes place. This is characteristic in the teacher's manner of teaching. When compared in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism and progressivism. This educational philosophy is a central aspect of what is called the academic tradition—a selective tradition common in science education in Sweden between 1960 and 1990.

Comparing Student Perceptions of Coping Strategies and School Interventions in Managing Bullying and Cyberbullying Incidents

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Paul, Simone; Smith, Peter K.; Blumberg, Herbert H.

2012-01-01

A total of 407 students in a central London secondary school participated in a survey of different approaches to managing traditional bullying and cyberbullying. Student perceptions of individual coping strategies and school interventions for traditional bullying and cyberbullying were measured. Rankings of the strategies for traditional bullying…

The Impact and Feasibility of Introducing Height-Adjustable Desks on Adolescents’ Sitting in a Secondary School Classroom

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Rick Baldock

2016-05-01

Full Text Available Children spend over 60% of their school day sitting; much of this occurs in the classroom. Emerging research has examined the impact of environmental interventions on classroom sitting. While this research is promising, it has predominantly focused on the primary school setting. This study examined the impact and feasibility of height-adjustable desks on time spent sitting/standing during classroom lessons in a secondary school. Traditional desks in a Melbourne secondary school classroom were replaced with 27 height-adjustable desks (intervention classroom. Forty-three adolescents (51% male; mean age 13.7 ± 1.4 years from Grades 7, 9 and 10 wore an inclinometer and accelerometer for schooldays and completed a survey after using the desks during lessons for seven weeks. Ten teachers (50% male completed a survey. Time spent sitting, standing, and the length of sitting bouts were compared between periods when adolescents were in the intervention classroom versus traditional classrooms (matched on teacher and subject. Compared to the traditional classroom, adolescents spent 25% less time sitting and 24% more time standing in the intervention classroom (effect size > 0.8, and had a greater frequency of short sitting bouts and fewer longer bouts. The majority of teachers (71% and students (70% reported wanting to continue to use the height-adjustable desks. When standing during lessons, adolescents reported working well (69%; however, a third reported difficulties paying attention (28% and becoming distracted (36%. Few teachers reported negative influences on adolescents’ ability to work (14% and concentrate (14%. Half the adolescents reported leg, or back pain with standing. Introducing height-adjustable desks resulted in lower levels of sitting compared with traditional classrooms, was acceptable and had some adverse effects on concentration and discomfort. The study provides preliminary evidence that height-adjustable desks may help reduce

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research.

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Richardson, Michelle; Moore, Darren A; Gwernan-Jones, Ruth; Thompson-Coon, Jo; Ukoumunne, Obioha; Rogers, Morwenna; Whear, Rebecca; Newlove-Delgado, Tamsin V; Logan, Stuart; Morris, Christopher; Taylor, Eric; Cooper, Paul; Stein, Ken; Garside, Ruth; Ford, Tamsin J

2015-06-01

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by age-inappropriate levels of inattention, impulsivity and hyperactivity. School can be particularly challenging for children with ADHD. Few reviews have considered non-pharmacological interventions in school settings. To assess the effectiveness of non-pharmacological interventions delivered in school settings for pupils with, or at risk of, ADHD and to explore the factors that may enhance, or limit, their delivery. Twenty electronic databases (including PsycINFO, MEDLINE, EMBASE, Education Resources Information Centre, The Cochrane Library and Education Research Complete) were searched from 1980 to February-August 2013. Three separate searches were conducted for four systematic reviews; they were supplemented with forward and backwards citation chasing, website searching, author recommendations and hand-searches of key journals. The systematic reviews focused on (1) the effectiveness of school-based interventions for children with or at risk of ADHD; (2) quantitative research that explores attitudes towards school-based non-pharmacological interventions for pupils with ADHD; (3) qualitative research investigating the attitudes and experiences of children, teachers, parents and others using ADHD interventions in school settings; and (4) qualitative research exploring the experience of ADHD in school among pupils, their parents and teachers more generally. Methods of synthesis included a random-effects meta-analysis, meta-regression and narrative synthesis for review 1, narrative synthesis for review 2 and meta-ethnography and thematic analysis for reviews 3 and 4. For review 1, 54 controlled trials met the inclusion criteria. For the 36 meta-analysed randomised controlled trials, beneficial effects (p intervention features were linked with effectiveness. For review 2, 28 included studies revealed that educators' attitudes towards interventions ranged in positivity

Tradition, Modernity and the Role of Confucianism in the Creation of the Japanese Nation-State

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Luka Culiberg

2016-05-01

Full Text Available The paper explores the development of Confucian thought in Japan, showing that Confucianism, with its key concept of the Way, remained the foundation of Japanese intellectual circles even as it underwent numerous transformations and reinterpretations. The universal Way as a natural Principle was transformed into a product of the sages within the framework of the kogaku school, whereas the kokugaku school applied the concept of the Way to the Japanese Shinto tradition. The adherents of the rangaku school, on the other hand, adopted Western science and technology in the Confucian intellectual universe. The new nation-state built by the Meiji revolutionaries thus became a mixture of all these intellectual currents. The Meiji state was a modern, industrial and technologically advanced state that identified itself with the imperial system and native Shinto tradition while being held together institutionally by a firm Confucian ideology.

A Comparison of For-Profit and Traditional Universities' Student Persistence, Graduation Rate, and Job Placement

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Sandlin, Deborah L.

2017-01-01

This research project is a study comparing for-profit schools and traditional universities related to student persistence, graduation rate, and job placement. The results based on a sample size of 92 students indicate that there is no significant difference between persistence, graduation rates and successful job placement at either school. There…

The shaping of organic & healthy school meal provision concepts

DEFF Research Database (Denmark)

He, Chen; Mikkelsen, Bent Egberg

2009-01-01

School food in Denmark has unlike many other European countries traditionally been the responsibility of parents. However publically driven healthy school food and nutrition strategies is increasingly being applied as a measure to counteract the growing prevalence of obesity among young people. I...... for studying this shaping process and thus has the potential to give valuable insight into the further development of healthy and organic school meals in Denmark.......School food in Denmark has unlike many other European countries traditionally been the responsibility of parents. However publically driven healthy school food and nutrition strategies is increasingly being applied as a measure to counteract the growing prevalence of obesity among young people....... In addition school food has become a major focus for public organic procurement strategies that seeks to create more sustainable public service provision. Since there are no national regulation of school food provision the school and its food supply in Denmark has become an arena for development...

Prepared for School Violence: School Counselors' Perceptions of Preparedness for Responding to Acts of School Violence

Science.gov (United States)

Chambers, Rebecca Anne; Zyromski, Brett; Asner-Self, Kimberly K.; Kimemia, Muthoni

2010-01-01

Analyses of 103 St. Louis metro area school counselors' using the National School Violence Survey (Astor et al., 1997; Astor et al., 2000; Furlong et al., 1996) suggests school counselors' perceptions of school violence and their preparedness to respond to said violence vary by both community setting and years of experience. Discussion frames the…

Analysis and modification of traditional games and sports towards their correct use in educational contexts

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Antonio Méndez-Giménez

2011-01-01

Full Text Available This article supports the idea of modifying traditional games and sports in order to provide students with significant educational experiences. First, a structural-functional analysis of traditional games is presented. Second, a teaching strategy to enhance their potential in physical education classes is introduced. Third, an approach to make traditional games more vivid for students is offered. The structure of each of the traditional games’ categories is revised, and a few changes are introduced bearing in mind the children’s characteristics and the school context’s limitations. Finally, homemade materials are presented as a perfect tool for these changes, and to foster children’s participation and motivation on traditional games

School Leadership and Cyberbullying-A Multilevel Analysis.

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Låftman, Sara B; Östberg, Viveca; Modin, Bitte

2017-10-15

Cyberbullying is a relatively new form of bullying, with both similarities and differences to traditional bullying. While earlier research has examined associations between school-contextual characteristics and traditional bullying, fewer studies have focused on the links to students' involvement in cyberbullying behavior. The aim of the present study is to assess whether school-contextual conditions in terms of teachers' ratings of the school leadership are associated with the occurrence of cyberbullying victimization and perpetration among students. The data are derived from two separate data collections performed in 2016: The Stockholm School Survey conducted among students in the second grade of upper secondary school (ages 17-18 years) in Stockholm municipality, and the Stockholm Teacher Survey which was carried out among teachers in the same schools. The data include information from 6067 students distributed across 58 schools, linked with school-contextual information based on reports from 1251 teachers. Cyberbullying victimization and perpetration are measured by students' self-reports. Teachers' ratings of the school leadership are captured by an index based on 10 items; the mean value of this index was aggregated to the school level. Results from binary logistic multilevel regression models show that high teacher ratings of the school leadership are associated with less cyberbullying victimization and perpetration. We conclude that a strong school leadership potentially prevents cyberbullying behavior among students.

School Leadership and Cyberbullying—A Multilevel Analysis

Directory of Open Access Journals (Sweden)

Sara B. Låftman

2017-10-01

Full Text Available Cyberbullying is a relatively new form of bullying, with both similarities and differences to traditional bullying. While earlier research has examined associations between school-contextual characteristics and traditional bullying, fewer studies have focused on the links to students’ involvement in cyberbullying behavior. The aim of the present study is to assess whether school-contextual conditions in terms of teachers’ ratings of the school leadership are associated with the occurrence of cyberbullying victimization and perpetration among students. The data are derived from two separate data collections performed in 2016: The Stockholm School Survey conducted among students in the second grade of upper secondary school (ages 17–18 years in Stockholm municipality, and the Stockholm Teacher Survey which was carried out among teachers in the same schools. The data include information from 6067 students distributed across 58 schools, linked with school-contextual information based on reports from 1251 teachers. Cyberbullying victimization and perpetration are measured by students’ self-reports. Teachers’ ratings of the school leadership are captured by an index based on 10 items; the mean value of this index was aggregated to the school level. Results from binary logistic multilevel regression models show that high teacher ratings of the school leadership are associated with less cyberbullying victimization and perpetration. We conclude that a strong school leadership potentially prevents cyberbullying behavior among students.

School Leadership and Cyberbullying—A Multilevel Analysis

Science.gov (United States)

Låftman, Sara B.; Östberg, Viveca; Modin, Bitte

2017-01-01

Cyberbullying is a relatively new form of bullying, with both similarities and differences to traditional bullying. While earlier research has examined associations between school-contextual characteristics and traditional bullying, fewer studies have focused on the links to students’ involvement in cyberbullying behavior. The aim of the present study is to assess whether school-contextual conditions in terms of teachers’ ratings of the school leadership are associated with the occurrence of cyberbullying victimization and perpetration among students. The data are derived from two separate data collections performed in 2016: The Stockholm School Survey conducted among students in the second grade of upper secondary school (ages 17–18 years) in Stockholm municipality, and the Stockholm Teacher Survey which was carried out among teachers in the same schools. The data include information from 6067 students distributed across 58 schools, linked with school-contextual information based on reports from 1251 teachers. Cyberbullying victimization and perpetration are measured by students’ self-reports. Teachers’ ratings of the school leadership are captured by an index based on 10 items; the mean value of this index was aggregated to the school level. Results from binary logistic multilevel regression models show that high teacher ratings of the school leadership are associated with less cyberbullying victimization and perpetration. We conclude that a strong school leadership potentially prevents cyberbullying behavior among students. PMID:29036933

Telematics supported education for traditional universities in Europe.

NARCIS (Netherlands)

Collis, Betty

1999-01-01

Telematics is the combination of information technology and communication technology. Telematics applications to support educational delivery and participation in traditional European universities are rapidly becoming part of the educational setting. Sometimes they are used specifically to increase

Incorporating Library Provision in School Self-Evaluation

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McNicol, Sarah

2004-01-01

Traditionally, school libraries have been evaluated primarily in terms of library management; the impact they have on teaching and learning has rarely been a focus. For this reason, they have often been omitted from whole school self-evaluation. Self-evaluation can help schools to prepare for inspection, but more importantly to identify strengths…

School Autonomy, Leadership and Learning: A Reconceptualisation

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

2016-01-01

Purpose: The purpose of this paper is to develop a framework for reconceptualising research on school autonomy to redress the limitations of traditional research, strengthen the conceptual links between school autonomy and learning outcomes and offer a range of new strategies for studying the interplay of school autonomy, leadership and learning.…

Sexism in schools.

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Leaper, Campbell; Brown, Christia Spears

2014-01-01

Sexism is gender-based prejudice or discrimination. As with other forms of prejudice and discrimination, it functions to maintain status and power differences between groups in society. One manifestation of sexism involves prejudice and discrimination against girls and women who seek to achieve in prestigious fields traditionally associated with males. Another manifestation of sexism, however, occurs when pressures are placed on boys and men to conform to traditional conceptions of masculinity. Over the last two decades, an increasing number of developmental and educational psychologists have become concerned about sexism directed toward children and adolescents in school contexts. Our chapter reviews the research on this topic. After providing an overview of different processes related to sexism, we examine how it is manifested in school contexts. Sexism is seen through gender-stereotyped biases against girls and boys in academic and athletic achievement. Also, it occurs through sexual harassment in social interactions. We also address factors related to children's awareness of sexism and coping responses to sexism. Finally, we consider possible ways to reduce sexism and foster effective coping in schools.

The Influence of Moral Disengagement, Morally Based Self-Esteem, Age, and Gender on Traditional Bullying and Cyberbullying

Science.gov (United States)

Robson, Claire; Witenberg, Rivka T.

2013-01-01

The current study investigated moral disengagement, morally based self-esteem, age, and gender as predictors of traditional bullying and cyberbullying. The participants were 210 Australian school students aged 12 to 15, evenly split between males and females. Salient predictors of traditional bullying were overall moral disengagement, and the…

A Portrait of School Leadership at Senshu University Matsudo Junior and Senior High School

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Brady, Travis Todd

2014-01-01

As an important symbolic figure and embodiment of the traditions and character of the school, the position of principal in Japan is crucial. Yet societal pressures and an undefined job description are serving to increase pressures of the position. The purpose of this qualitative study was to examine school administrative leadership at a private…

School Nurses' Experiences and Perceptions of Healthy Eating School Environments.

Science.gov (United States)

Muckian, Jean; Snethen, Julia; Buseh, Aaron

School nurses provide health promotion and health services within schools, as healthy children have a greater potential for optimal learning. One of the school nurses' role is in encouraging healthy eating and increasing the availability of fruits and vegetables in the school. The purpose of this study was to explore and describe school nurses' perceptions of their role in promoting increased fruit and vegetable consumption in the school setting. One avenue to increased availability of fruits and vegetables in schools is Farm to School programs mandated by the Federal government to improve the health of school children. School nurses are optimally positioned to work with Farm to School programs to promote healthy eating. A secondary aim was to explore school nurses' knowledge, experiences and/or perceptions of the Farm to School program to promote fruit and vegetable consumption in the school setting. Three themes emerged from the focus groups: If There Were More of Me, I Could Do More; Food Environment in Schools; School Nurses Promote Health. School nurses reported that they addressed health issues more broadly in their roles as educator, collaborator, advocate and modeling healthy behaviors. Most of the participants knew of Farm to School programs, but only two school nurses worked in schools that participated in the program. Consequently, the participants reported having little or no experiences with the Farm to School programs. Copyright © 2017 Elsevier Inc. All rights reserved.

Inversion of Auditory Spectrograms, Traditional Spectrograms, and Other Envelope Representations

DEFF Research Database (Denmark)

Decorsière, Remi Julien Blaise; Søndergaard, Peter Lempel; MacDonald, Ewen

2015-01-01

Envelope representations such as the auditory or traditional spectrogram can be defined by the set of envelopes from the outputs of a filterbank. Common envelope extraction methods discard information regarding the fast fluctuations, or phase, of the signal. Thus, it is difficult to invert, or re...... to the framework is proposed, which leads to a more accurate inversion of traditional spectrograms...

Assessing CPR training: The willingness of teaching credential candidates to provide CPR in a school setting.

Science.gov (United States)

Winkelman, Jack L; Fischbach, Ronald; Spinello, Elio F

2009-12-01

The study explores the anticipated willingness of teacher credential candidates at one California public university in the U.S. to perform cardiopulmonary resuscitation (CPR) or foreign body airway obstruction (FBAO) skills in a school setting. Objectives included (1) identifying reasons that credential candidates would elect or decline to perform CPR, (2) assisting schools to remediate cardiac/respiratory emergency preparedness, and (3) assessing CPR training courses to determine how they may influence teachers' willingness to perform CPR. Participants included 582 teacher credential candidates, who were 95.2% of those surveyed after completion of a health science course and CPR certification. Participants described their attitudes regarding the importance of CPR, the CPR training course, and their willingness to perform CPR in a school environment. Based upon chi-square analysis, an association was found between the willingness to perform CPR and the presence of any one concern regarding training, with 68.6% of those expressing concerns willing to perform CPR compared to 81.9% of those expressing no concerns (pteachers (76.9% vs. 43.5%, pteachers' willingness to perform CPR. Recommendations based on these findings include pedagogical changes to CPR curricula, focusing on the importance of CPR as a teacher skill and additional time for hands-on practice. Future research should include U.S. and international participants from a broader geographic area and assessment of both learning and affective outcomes.

Building a Virtual High School...Click by Click

Science.gov (United States)

Podoll, Sue; Randle, Darcy

2005-01-01

The Rapid City Academy is the alternative high school program for South Dakota's Rapid City Area Schools, which has an enrollment of about 13,000 K-12 students, with five middle schools feeding two large traditional high schools and the alternative program. A high percentage of students at the academy are considered "at-risk" due to…

Boys' Music? School Context and Middle-School Boys' Musical Choices

Science.gov (United States)

Bennetts, Kathleen Scott

2013-01-01

This article focusses primarily on the findings relating to the musical participation of boys in one Melbourne school. As part of a project that investigated boys' attitudes and participation at fifty-one schools, several contextual features were identified that set "Balton Boys" High School' apart from other participating schools,…

How the Future Orientation of Traditional Israeli Palestinian Girls Links Beliefs about Women's Roles and Academic Achievement

Science.gov (United States)

Seginer, Rachel; Mahajna, Sami

2004-01-01

A model in which future orientation links perceived fathers' and girls' beliefs about traditional women's roles and academic achievement was tested on data collected from traditional Israeli Palestinian girls (N=295) attending a Moslem all-girl senior high school. LISREL analyses estimated two empirical models pertaining to educational and family…

Evolution of traditional university business school into market-oriented knowledge provider

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Milan Jurše

2010-11-01

Full Text Available By accession to the European Union (EU transition countries from Central and Eastern Europe (CEE entered a dynamic period of comprehensive change in their national societal context. Part of that changing context is the Bologna Process, by which higher education will be increasingly integrated into a unified European cross-border higher education area. Proposed harmonization of higher education structures is viewed as one of the key pillars in transforming Europe into a knowledge-driven society with more competitive businesses and higher education. In the process of dynamic transition of CEE countries university business schools are also confronted with a variety of external challenges, particularly with increased competitive pressure evolving from a globalization of knowledge production and business education which affect their future prosperity in the emerging European Higher Education Area. In the article we critically evaluate key strategic developments in a broader business education context from a perspective of their implications for the university business schools in transition countries in their effort to accomplish a proper strategic adjustment to changes in society. On the basis of comprehensive analysis of relevant institutional context, we present the conceptual framework for a strategic alignment of business schools with a changing European higher education reality.

Perceptions of middle school educators in Hawai'i about school-based gardening and child health.

Science.gov (United States)

Ahmed, Ameena T; Oshiro, Caryn E; Loharuka, Sheila; Novotny, Rachel

2011-07-01

Childhood obesity prevention is a national priority. School-based gardening has been proposed as an innovative obesity prevention intervention. Little is known about the perceptions of educators about school-based gardening for child health. As the success of a school-based intervention depends on the support of educators, we investigated perceptions of educators about the benefits of gardening programs to child health. Semi-structured interviews of 9 middle school educators at a school with a garden program in rural Hawai'i were conducted. Data were analyzed using a grounded theory approach. Perceived benefits of school-based gardening included improving children's diet, engaging children in physical activity, creating a link to local tradition, mitigating hunger, and improving social skills. Poverty was cited as a barrier to adoption of healthy eating habits. Opinions about obesity were contradictory; obesity was considered both a health risk, as well as a cultural standard of beauty and strength. Few respondents framed benefits of gardening in terms of health. In order to be effective at obesity prevention, school-based gardening programs in Hawai'i should be framed as improving diet, addressing hunger, and teaching local tradition. Explicit messages about obesity prevention are likely to alienate the population, as these are in conflict with local standards of beauty. Health researchers and advocates need to further inform educators regarding the potential connections between gardening and health.

Parent Evaluations of Traditional and Consumer-Focused School Psychoeducational Reports

Science.gov (United States)

Hite, John F.

2017-01-01

Completion of pyschoeducational reports account for a significant amount of school psychologists' time. The report findings are often used to make high stakes educational decisions about the child. Parents are one of the main consumers of psychoeducational reports and expected to use the information contained in them to participate in making…

Morality, values, traditional bullying, and cyberbullying in adolescence.

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Menesini, Ersilia; Nocentini, Annalaura; Camodeca, Marina

2013-03-01

The aim of the present study was to investigate moral aspects and human values in traditional bullying and cyberbullying, in order to detect differences between the two types of bullying and to test the role of immoral and disengaged behaviours in mediating the relationships between personal values and involvement in bullying. Sample comprised 390 adolescents aged 14-18, balanced for gender, attending different high schools. Traditional and cyberbullying were detected by means of two self-report measures, while the Portrait Values Questionnaire was used to assess 10 values in four dimensions according to the value system model by Schwartz (1992): self-trascendence, self-enhancement, openness to change, and conservation. Finally, immoral and disengaged behaviours were assessed by means of five items about behavioural and personal aspects salient for morality. Results showed that, irrespective of gender, self-enhancement and self-trascendence moderately predicted cyber and traditional bullying, respectively, while immoral and disengaged behaviours predicted both. Indirect effects showed that self-enhancement and openness to change predicted both forms of bullying through immoral behaviour. Results are discussed in terms of similarities and differences between cyber and traditional bullying and with attention to the central role of morality in explaining bullying nature. © 2011 The British Psychological Society.

Safe Youth. Safe Schools.

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... Concussion ABCs A child can take a spill, knock his/her head, and get a concussion in any number of school settings ranging from the hallway, the playground, the cafeteria, in school sports activities, and beyond. This flexible set of materials ...

School Engagement, Risky Peers, and Student-Teacher Relationships as Mediators of School Violence in Taiwanese Vocational versus Academically Oriented High Schools

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Chen, Ji-Kang; Astor, Ron Avi

2011-01-01

Educational tracking based on academic ability accounts for different school dynamics between vocational versus academically-oriented high schools in Taiwan. Many educational practitioners predict that the settings of vocational schools and academic schools mediate school violence in different ways. Alternatively, some researchers argue the actual…

Translating epidemiology into policy to prevent childhood obesity: the case for promoting physical activity in school settings.

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Brownson, Ross C; Chriqui, Jamie F; Burgeson, Charlene R; Fisher, Megan C; Ness, Roberta B

2010-06-01

Childhood obesity is a serious public health problem resulting from energy imbalance (when the intake of energy is greater than the amount of energy expended through physical activity). Numerous health authorities have identified policy interventions as promising strategies for creating population-wide improvements in physical activity. This case study focuses on energy expenditure through physical activity (with a particular emphasis on school-based physical education [PE]). Policy-relevant evidence for promoting physical activity in youth may take numerous forms, including epidemiologic data and other supporting evidence (e.g., qualitative data). The implementation and evaluation of school PE interventions leads to a set of lessons related to epidemiology and evidence-based policy. These include the need to: (i) enhance the focus on external validity, (ii) develop more policy-relevant evidence on the basis of "natural experiments," (iii) understand that policy making is political, (iv) better articulate the factors that influence policy dissemination, (v) understand the real-world constraints when implementing policy in school environments, and (vi) build transdisciplinary teams for policy progress. The issues described in this case study provide leverage points for practitioners, policy makers, and researchers as they seek to translate epidemiology to policy. Copyright 2010 Elsevier Inc. All rights reserved.

Traditional bullying and cyberbullying: Differences in emotional problems, and personality. Are cyberbullies more Machiavellians?

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Resett, Santiago; Gamez-Guadix, Manuel

2017-12-01

Few studies have examined differences in emotional problems and personality of traditional bullies and cyberbullies. The present study aimed to determine whether those engaged in cyberbullying differ in emotional problems, and personality from those engage in traditional bullying perpetration. An Argentinean sample of 898 high school students was recruited (56% female; mean age = 15.2 SD = 1.6). Adolescents completed measures of traditional bullying, cyberbullying, self-esteem, anxiety, depression, and personality. A 6% were traditional bullies; 8%, cyberbullies; and 4% were involved in both forms; the remainders were non involved. Results indicated that cyberbullies showed less depression and anxiety than traditional bullies. Also, cyberbullies scored low in neuroticism and high in agreeableness compared to traditional bullies. The results suggest that cyberbullies are characterized by an emotional and personality profile different from traditional bullies. In the discussion we analyze the implications of these results. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

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

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

2005-05-01

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

Effort-reward imbalance in the school setting: associations with somatic pain and self-rated health.

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Låftman, Sara Brolin; Modin, Bitte; Östberg, Viveca; Hoven, Hanno; Plenty, Stephanie

2015-03-01

According to the workplace theory of effort-reward imbalance (ERI), individuals who perceive a lack of reciprocity between their effort spent at work and the rewards received in turn are at an increased risk of stress-related ill-health. It is also assumed that being overcommitted to work is linked to an increased risk of stress-related ill-health. This study applies the effort-reward imbalance model to the school setting. It aims to analyse the associations that effort-reward imbalance and overcommitment share with somatic pain and self-rated health among adolescents. Data are from the School Stress and Support Study (TriSSS), involving students in grades 8 and 9 (ages 14-16 years) in two schools in Stockholm, Sweden, during 2010 (n=403). Information on effort-reward imbalance and health outcomes was gathered from self-report questionnaires. An adjusted short version of ERI was used. Factor analysis showed that extrinsic effort, reward and overcommitment constitute three distinct dimensions. The designed measures demonstrated sound psychometric properties both for the full sample and for subgroups. Ordered logistic regressions were conducted. The analyses showed that low reward and higher overcommitment were associated with greater somatic pain and poorer self-rated health. Furthermore, effort-reward imbalance was linked with an elevated risk of somatic pain and poorer self-rated health. Students are more likely to experience stress-related ill-health when they perceive an imbalance between their effort and rewards. In addition, high overcommitment is associated with an increased risk of ill-health among students. © 2014 the Nordic Societies of Public Health.

Magic, science and masculinity: marketing toy chemistry sets.

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Al-Gailani, Salim

2009-12-01

At least since the late nineteenth century, toy chemistry sets have featured in standard scripts of the achievement of eminence in science, and they remain important in constructions of scientific identity. Using a selection of these toys manufactured in Britain and the United States, and with particular reference to the two dominant American brands, Gilbert and Chemcraft, this paper suggests that early twentieth-century chemistry sets were rooted in overlapping Victorian traditions of entertainment magic and scientific recreations. As chemistry set marketing copy gradually reoriented towards emphasising scientific modernity, citizenship, discipline and educational value, pre-twentieth-century traditions were subsumed within domestic-and specifically masculine-tropes. These developments in branding strategies point to transformations in both users' engagement with their chemistry sets and the role of scientific toys in domestic play. The chemistry set serves here as a useful tool for measuring cultural change and lay engagement with chemistry.

Teaching a Child with ASD to Approach Communication Partners and Use a Speech-Generating Device across Settings: Clinic, School, and Home

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Waddington, Hannah; van der Meer, Larah; Carnett, Amarie; Sigafoos, Jeff

2017-01-01

Individuals with autism spectrum disorder (ASD) often have difficulty generalizing newly acquired communication skills to different contexts. In this study, a multiple baseline across settings (clinic, school, and home) design was used to determine whether an 8-year-old boy with ASD could learn to approach communication partners to request…

Charter school education in Texas: Student achievement on the exit level assessment in math and science

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Turner, Jeffery E.

Public schools in the state of Texas are held accountable for performance and quality of education. Accountability is important to all schools, but it is critical to open-enrollment charter schools to remain in good standing. The current economic situation in Texas public education has brought attention as well as the need for alternative education programs such as charter schools. It is of the utmost importance for charter schools to illustrate that they are meeting the academic needs of the target market. This study addressed student achievement, as well as expenditure per student in both charter schools and traditional schools in the Region 10 educational service center. The datum for the study were obtained from the Texas Education Agency (TEA) website, specifically the Academic Excellence Indicator System Data (AEIS) files for the 2011-2012. The study sample included 30 open-enrollment charters schools and 30 traditional high schools within the Region 10 educational service center during the school year of 2011-2012. The research study determined significant statistical differences between open-enrollment charter schools and traditional high schools. The potential for the study was to gain additional knowledge and insight along with additional data for the open-enrollment charter schools and traditional schools in the Region 10 Educational Service Center. The study has potentially increased the information for researchers and practitioners in education. In addition this study has proved charter schools are a viable and an effective educational tool for the future.