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Journal articles on the topic 'Comprehensive school'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 March 2023

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1

Díaz-Vicario, Anna. "Practices that promote comprehensive school safety." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (2017): 304–12. http://dx.doi.org/10.18844/gjhss.v3i1.1779.

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2

McLeskey, James, and Nancy L. Waldron. "Comprehensive School Reform and Inclusive Schools." Theory Into Practice 45, no. 3 (2006): 269–78. http://dx.doi.org/10.1207/s15430421tip4503_9.

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3

Calvert, Hannah G., Lindsey Turner, Julien Leider, Elizabeth Piekarz-Porter, and Jamie F. Chriqui. "Comprehensive Policies to Support Comprehensive Practices: Physical Activity in Elementary Schools." Journal of Physical Activity and Health 17, no. 3 (2020): 313–22. http://dx.doi.org/10.1123/jpah.2019-0402.

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Background: Schools are a setting in which students learn about the importance of lifelong physical activity (PA). Best practice guidelines indicate that schools should provide students with adequate physical education (PE) minutes and opportunities to engage in PA throughout the school day. Methods: Data from the nationally representative School Nutrition and Meal Cost Study in 2014–2015 were utilized to assess PA practices (including PE) at 412 public elementary schools. These data were linked to state- and district-level policy data from the National Wellness Policy Study to examine the rel

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4

Little, Mary E., and Debby Houston. "Comprehensive School Reform." Journal of Disability Policy Studies 14, no. 1 (2003): 54–62. http://dx.doi.org/10.1177/10442073030140010701.

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5

Haller, Emil J., David H. Monk, Alyce Spotted Bear, Julie Griffith, and Pamela Moss. "School Size and Program Comprehensiveness: Evidence From High School and Beyond." Educational Evaluation and Policy Analysis 12, no. 2 (1990): 109–20. http://dx.doi.org/10.3102/01623737012002109.

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The demand for school improvement has increased concern over the ability of small high schools to offer comprehensive programs and has raised anew the pressure for consolidation. However, although large schools clearly offer more courses than do small ones, it is less clear that they offer more comprehensive programs. In this study we use the High School and Beyond data to address three questions, (a) Are the math, science, and foreign language programs of large schools more comprehensive than those of small ones? (b) For any given school size, are these programs equally comprehensive? (c) Is

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6

Wiley, David C., Gay James, Judy Jonas, and E. Dee Crosman. "Comprehensive School Health Programs in Texas Public Schools." Journal of School Health 61, no. 10 (1991): 421–25. http://dx.doi.org/10.1111/j.1746-1561.1991.tb05989.x.

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7

Beddoes, Zack, and Darla M. Castelli. "Comprehensive School Physical Activity Programs in Middle Schools." Journal of Physical Education, Recreation & Dance 88, no. 6 (2017): 26–32. http://dx.doi.org/10.1080/07303084.2017.1330165.

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8

Reynolds, David. "Managing the comprehensive school." School Organisation 6, no. 1 (1986): 17–22. http://dx.doi.org/10.1080/0260136860060105.

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9

Rodriguez, Abran J., Joshua C. Watson, and Jennifer Gerlach. "Comprehensive School Counseling Programs." Journal of Professional Counseling: Practice, Theory & Research 45, no. 2 (2018): 95–110. http://dx.doi.org/10.1080/15566382.2019.1646082.

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10

Ilg, Timothy J., and Joseph D. Massucci. "Comprehensive Urban High School." Education and Urban Society 36, no. 1 (2003): 63–78. http://dx.doi.org/10.1177/0013124503256941.

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11

Säävälä, Minna, Elina Turjanmaa, and Anne Alitolppa-Niitamo. "Immigrant home-school information flows in Finnish comprehensive schools." International Journal of Migration, Health and Social Care 13, no. 1 (2017): 39–52. http://dx.doi.org/10.1108/ijmhsc-10-2015-0040.

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Purpose School is an institution that provides an opportunity to improve children’s equity and wellbeing and to bridge the potential disadvantage related to ethnic- or language-minority backgrounds. Information sharing between immigrant homes and school can enhance school achievement, support positive identity formation and provide early support when needed. In this paper, the perspectives of immigrant parents, school welfare personnel and school-going adolescents are analysed in order to understand how they see their respective roles in information flows between home and school. The paper aim

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12

Min, Sookweon, Marsha E. Modeste, Jason Salisbury, and Peter T. Goff. "Heeding the CALL (Comprehensive Assessment of Leadership for Learning)." Journal of Educational Administration 54, no. 2 (2016): 135–51. http://dx.doi.org/10.1108/jea-07-2014-0075.

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Purpose – The purpose of this paper is to examine what school leadership practices are associated with a school’s level of instructional collaboration among school professionals and also investigates what school characteristics are linked to the level of instructional collaboration in a school. Design/methodology/approach – This study drew data from the Comprehensive Assessment of Leadership for Learning (CALL) survey. CALL is a multi-source measure of distributed leadership, comprised of five domains of school leadership practices. Responses from 3,767 teachers and 167 administrators working

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13

Rudd, R. E., and D. C. Walsh. "Schools as Healthful Environments: Prerequisite to Comprehensive School Health." Preventive Medicine 22, no. 4 (1993): 499–506. http://dx.doi.org/10.1006/pmed.1993.1042.

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14

Bradshaw, Catherine P., Jonathan Cohen, Dorothy L. Espelage, and Maury Nation. "Addressing School Safety Through Comprehensive School Climate Approaches." School Psychology Review 50, no. 2-3 (2021): 221–36. http://dx.doi.org/10.1080/2372966x.2021.1926321.

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15

Romualdi, Victor, and Jonathan Sandoval. "Comprehensive school-linked services: Implications for school psychologists." Psychology in the Schools 32, no. 4 (1995): 306–17. http://dx.doi.org/10.1002/1520-6807(199510)32:4<306::aid-pits2310320409>3.0.co;2-k.

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16

Al-masarir, Abdullah bin Joaid. "The extent to which primary school principals apply TQM standards in education in Riyadh from the point of view of school administrators." مجلة الآداب للدراسات النفسية والتربوية 1, no. 1 (2019): 6–43. http://dx.doi.org/10.53285/artsep.v1i1.171.

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Study entitled "The importance of implementing the principals of elementary schools to the standards of comprehensive quality management on education at Riyadh city from the point of school management supervisors view. The study aimed at knowing the degree of implementing the principals of elementary schools principals to the standards of comprehensive quality management on education at Riyadh city from the point of school management supervisors view, knowing the requirements of implementing the standards of comprehensive quality management of education at Riyadh city from the point of s

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17

Lyu, Yin, Xue Yang, and Jiang Yao. "Comprehensive Evaluation and Analysis of Teaching and Research Performance of Art Majors." International Journal of Emerging Technologies in Learning (iJET) 15, no. 20 (2020): 241. http://dx.doi.org/10.3991/ijet.v15i20.17425.

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The growing popularity of art majors is overshadowed by the difficulty for art graduates to find a decent job. The teaching and research (T&R) performance of art majors should be evaluated comprehensively, such as to optimize resource allocation and improve teaching quality. Based on performance evaluation theory and input-output theory, this paper summarizes the features, problems and problem causes of performance evaluation for art majors. From the dimensions of teaching and research, a comprehensive index system was designed for T&R performance evaluation of art majors. On this basi

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18

Tierney, Roger, Richard Ramsay, Bryan Tanney, and William Lang. "Comprehensive school suicide prevention programs." Death Studies 14, no. 4 (1990): 347–70. http://dx.doi.org/10.1080/07481189008252377.

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19

Виноградова and Natalya Vinogradova. "Unified textbook for comprehensive school?" Primary Education 2, no. 6 (2014): 12–16. http://dx.doi.org/10.12737/7329.

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The paper considersthe problem of developing the historical and cultural standard as well as the concept of Russian history unified textbooks for high school according to the Mandate of the President of RF.on October 9, 2014 a bill of guidelines for History, Literature and Russian was initiated by a group of deputies of the State Duma, that in fact reflects a tendency of return to the unified textbook. The paper estimates pros and cons of the idea of a unified textbook for high school (in particular in relation to its first link) along with the expediency of reforms which are

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20

Meeker, Robert J., Catherine DeAngelis, Barbara Berman, Howard E. Freeman, and Dorothy Oda. "A Comprehensive School Health Initiative." Image: the Journal of Nursing Scholarship 18, no. 3 (1986): 86–91. http://dx.doi.org/10.1111/j.1547-5069.1986.tb00552.x.

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21

Keefe, James W., and Edgar A. Kelley. "Comprehensive Assessment and School Improvement." NASSP Bulletin 74, no. 530 (1990): 54–63. http://dx.doi.org/10.1177/019263659007453012.

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22

Frame, Marsha Wiggins, Connie T. Tait, and Beth Doll. "Comprehensive School Mental Health Specialists." Urban Education 33, no. 4 (1998): 492–515. http://dx.doi.org/10.1177/0042085998033004002.

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23

Lewìn-Epstein, Noah. "Educational experience in comprehensive and non-comprehensive school organisations." Research in Education 34, no. 1 (1985): 59–77. http://dx.doi.org/10.1177/003452378503400104.

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24

Gamoran, Adam. "Student Achievement in Public Magnet, Public Comprehensive, and Private City High Schools." Educational Evaluation and Policy Analysis 18, no. 1 (1996): 1–18. http://dx.doi.org/10.3102/01623737018001001.

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Problems with our public urban high schools are widely discussed, and many see magnet schools and private schools as the answer. But are those schools really better at increasing the academic skills of students? Using the National Educational Longitudinal Survey, I estimated the effect of attending a magnet school, Catholic school, or secular private school on the achievement of urban students in math, reading, science, and social studies. I then compared these estimates to the achievement of students who attend comprehensive public high schools. I found that magnet schools are more effective

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25

Hamann, Edmund T., Ivana Zuliani, and Matthew Hudak. "English Language Learners, Comprehensive School Reform, and State Education Agencies: An Overlooked Opportunity to Make Comprehensive School Reform Comprehensive." Journal of Education for Students Placed at Risk (JESPAR) 10, no. 1 (2005): 55–83. http://dx.doi.org/10.1207/s15327671espr1001_4.

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26

Mccaslin, Mary, and Thomas L. Good. "A Study of Comprehensive School Reform Programs in Arizona." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (2008): 2319–40. http://dx.doi.org/10.1177/016146810811001101.

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Background/Context The U.S. federal government has been interested in improving the performance of students who come from low-income homes since the time of Lyndon Johnson's “Great Society” initiatives in the 1960s. The current administration strongly supports the belief that good schools can be created and has funded the Comprehensive School Reform Program (CSR) to support these beliefs. This article briefly reviews literature related to school reform throughout this period, describes our research plan to study CSR elementary schools in the state of Arizona, and introduces the articles includ

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27

Good, Thomas L., Heidi Legg Burross, and Mary M. Mccaslin. "Comprehensive School Reform: A Longitudinal Study of School Improvement in One State." Teachers College Record: The Voice of Scholarship in Education 107, no. 10 (2005): 2205–26. http://dx.doi.org/10.1177/016146810510701001.

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We report on comprehensive school reform (CSR) reform in 48 schools over 6 consecutive years. In 1998, a total of 24 schools received CSR awards to improve student achievement. Control schools were carefully matched on 26 demographic variables to form a comparison group. Students’ average performance, as represented in publicly available school report card data, increased across the combined sample of CSR and non-CSR schools in nontrivial ways. CSR and non-CSR schools, however, were not differentiated on the basis of a discriminant analysis function both in terms of achievement (Stanford 9) an

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28

Akiyama, Takeshi, Sammy M. Njenga, Doris Wairimu Njomo, et al. "Implementation of Kenyan comprehensive school health program: improvement and association with students’ academic attainment." Health Promotion International 35, no. 6 (2020): 1441–61. http://dx.doi.org/10.1093/heapro/daaa005.

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Abstract There is growing evidence supporting the effectiveness of a comprehensive school health program. However, implementation in developing countries is a challenge. Furthermore, the available information on the association between a comprehensive school health program and students’ academic attainment is limited. In Kenya, a project to verify the effects of a comprehensive school health program was carried out in Mbita sub-county, Homa Bay County from September 2012 to August 2017. This study aimed to clarify the improvement of school health during the project years and the association be

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29

Waldron, Nancy L., and James McLeskey. "Establishing a Collaborative School Culture Through Comprehensive School Reform." Journal of Educational and Psychological Consultation 20, no. 1 (2010): 58–74. http://dx.doi.org/10.1080/10474410903535364.

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30

Kozlak, Laurie A. "Comprehensive School Health Programs: The Challenge for School Nurses." Journal of School Health 62, no. 10 (1992): 475–77. http://dx.doi.org/10.1111/j.1746-1561.1992.tb01225.x.

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31

Haapasalo, Ilona, Raili Välimaa, and Lasse Kannas. "How Comprehensive School Students Perceive their Psychosocial School Environment." Scandinavian Journal of Educational Research 54, no. 2 (2010): 133–50. http://dx.doi.org/10.1080/00313831003637915.

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32

Tikkanen, Irma. "Nutritionally balanced school meal model for a comprehensive school." British Food Journal 113, no. 2 (2011): 222–33. http://dx.doi.org/10.1108/00070701111105312.

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33

Salmela-Aro, Katariina, Noona Kiuru, Minna Pietikäinen, and Jukka Jokela. "Does School Matter?" European Psychologist 13, no. 1 (2008): 12–23. http://dx.doi.org/10.1027/1016-9040.13.1.12.

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School burnout can be defined as consisting of exhaustion due to school demands, cynical, and detached attitude toward one’s school, and feelings of inadequacy as a student ( Kiuru, Aunola, Nurmi, Leskinen, & Salmela-Aro, 2008 ; Salmela-Aro & Näätänen, 2005 ; Schaufeli, Martínez, Pinto, Salanova, & Bakker, 2002 ). The first aim of the present study was to examine the extent to which schools differ in school-related burnout. Moreover, the aim was to examine the extent to which school-related and background factors are associated with school burnout at the school level and at the ind

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34

West *, Anne, Audrey Hind, and Hazel Pennell. "School admissions and ‘selection’ in comprehensive schools: policy and practice." Oxford Review of Education 30, no. 3 (2004): 347–69. http://dx.doi.org/10.1080/0305498042000260485.

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35

Pyne, Jaymes R. "Comprehensive School Counseling Programs, Job Satisfaction, and the ASCA National Model." Professional School Counseling 15, no. 2 (2011): 2156759X1101500. http://dx.doi.org/10.1177/2156759x1101500202.

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This study examined the level of school counselor job satisfaction and implementation of comprehensive school counseling programs in secondary schools in one state. Participants included 103 secondary school counselors selected using a cluster sampling of Michigan public school districts. The Job in General (JIG) scale was used to measure their job satisfaction. The Comprehensive School Counseling Implementation Measure (CSCIM), based on the ASCA National Model, was used to measure the level of implementation of a comprehensive school counseling program in their schools. The individual items “

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36

Jarutienė, Aušrinė, and Vincentas Lamanauskas. "COMPREHENSIVE SCHOOL INTERNAL AUDIT INFORMATION ON WEBSITES: THE ASPECT OF PRESENTATION." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 1 (2010): 10–20. http://dx.doi.org/10.48127/spvk-epmq/10.2.10.

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In recent years, a lot of attention has been paid to internal audit problems in comprehensive schools. Seeking to analyze information about internal audits carried out in comprehensive schools, the information, which has been analyzed, is presented on websites. Results obtained during the research showed that schools encounter difficulties before presenting Internal audit data on website as well as while processing the obtained data and apparently, there is a lack of concrete directions about how this process has to be carried out. It is obvious, that Internal audit methods are applied ineffec

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37

Nedyurmagomedov, Georgiy. "FORMATION OF ECOLOGICAL CULTURE OF STUDENTS COMPREHENSIVE SCHOOL." Годишник на Шуменския университет. Факултет по Хуманитарни науки XXXIIIA, no. 1 (2022): 346–51. http://dx.doi.org/10.46687/nzyx9750.

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The article deals with the problems of the formation of ecological culture of students in the process of educational activities in the Dagestan secondary school. Based on the results of experimental work in Dagestan schools, models for the formation of ecological culture and the pedagogical conditions for their implementation are substantiated.

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38

Ellonen, Noora, Miko Pasanen, Kirsi Wiss, Laura Mielityinen, Elina Lähteenmäki, and Katja Joronen. "Health Promotion Actions and School Violence—A Cluster Analysis from Finnish Comprehensive Schools." International Journal of Environmental Research and Public Health 19, no. 19 (2022): 12698. http://dx.doi.org/10.3390/ijerph191912698.

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(1) Schools have a significant role in violence prevention activities. This study aimed to first identify profiles of Finnish comprehensive schools based on school violence. The second aim was to examine the associations between profiles concerning health promotion actions, reactive or punitive actions, and school characteristics. (2) The study used the large-scale, nationally representative Benchmarking System of Health Promotion Capacity-Building (BSHPCB) data (n = 2057 schools) completed by the school’s principal together with a student welfare team. The data was analyzed by cluster analysi

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39

Good, Thomas L. "In the Midst of Comprehensive School Reform: Principals’ Perspectives." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (2008): 2341–60. http://dx.doi.org/10.1177/016146810811001104.

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Background/Context The role of the principal, and especially the role of the principal in promoting school reform to increase student achievement, is a topic with a long and evolving history. Principals are believed to play a critical role in school reform because they have the potential to impact all aspects of school policy, from time allocated to recess to decisions about curriculum and instruction, teacher hiring and evaluation, assignment of students to teachers, and after-school programs. There is a growing and complex literature about the role of principal and teacher leadership in scho

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40

Jarutienė, Aušrinė, and Vincentas Lamanauskas. "COMPREHENSIVE SCHOOL INTERNAL AUDIT INFORMATION ON THE WEBSITES: CONTENT ASPECT." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 2 (2010): 8–38. http://dx.doi.org/10.48127/spvk-epmq/10.2.08a.

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Education quality questions become urgent for all educational institutions regardless of their type, the kind, size of provided services and so on. Thus, it is natural, that quality questions become more urgent for comprehensive schools as well. In the latter years, quite a lot of attention has been devoted to comprehensive school internal audit thematic. We can state, that internal audit is only a tiny sphere of quality management. Such type of examining of institution activity (internal state) in any case is only partial, insufficiently objective and so on. However, internal audit (IA) carri

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41

Bain, Alan, and Julie Lancaster. "Inclusion and Comprehensive School Reform: Lessons from the Field." Australasian Journal of Special Education 30, no. 1 (2006): 39–50. http://dx.doi.org/10.1017/s1030011200025434.

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AbstractSustaining comprehensive secondary school reform (CSR) represents an immensely difficult and unresolved challenge for the field. The problems associated with CSR are of significant concern to proponents of inclusion given that more responsive schools and classrooms are connected to, if not dependent upon, the success of broader school reform efforts. In this paper, we will employ the experience derived from a decade of practice in secondary school reform to interpret the findings from the CSR literature. We will extract lessons learned about the reform process to identify five key impl

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42

Arnardóttir, Gudbjörg. "Dance Math for Upper Comprehensive School." Nordic Journal of Dance 3, no. 2 (2012): 57–58. http://dx.doi.org/10.2478/njd-2012-0011.

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43

Böhm, Jan. "Gemeinschaftsschule in Finnland/Finnish Comprehensive School." Bildung und Erziehung 68, no. 2 (2015): 189–214. http://dx.doi.org/10.7788/bue-2015-0206.

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44

Wallin, Erik. "The Comprehensive School: The Swedish Case." European Journal of Education 26, no. 2 (1991): 143. http://dx.doi.org/10.2307/1502800.

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45

Yakovleva, N. V., O. P. Ponamareva, Yu Yu Gorblyansky, and E. P. Kontorovich. "Work conditions of comprehensive school teachers." Occupational Health and Industrial Ecology, no. 7 (July 31, 2018): 34–38. http://dx.doi.org/10.31089/1026-9428-2018-7-34-38.

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Complex study covered work conditions of teachers in primary comprehensive, secondary comprehensive and auxiliary schools in Rostov region. Analysis included data of cards for special evaluation of work conditions, according to which the work conditions correspond to 2ndclass (allowable). Specified “teacher questionnaire”, timing cards, teachers’ professiograms were used. Analysis of the study results demonstrated that examined intellectual, sensory, emotional exertion, and work schedules in certain parameters correspond to class 3.2 (intense work). The data obtained necessitate the teachers’

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46

Raywid, Mary Anne. "About Replacing the Comprehensive High School." Educational Administration Quarterly 33, no. 1_suppl (1997): 541–45. http://dx.doi.org/10.1177/0013161x970331002.

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47

Cooper, Robert, and Will J. Jordan. "Cultural Issues in Comprehensive School Reform." Urban Education 38, no. 4 (2003): 380–97. http://dx.doi.org/10.1177/0042085903038004003.

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48

Cortese, Peter A. "Accomplishments in Comprehensive School Health Education." Journal of School Health 63, no. 1 (1993): 21–23. http://dx.doi.org/10.1111/j.1746-1561.1993.tb06053.x.

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49

Resnicow, Ken, and Diane Allensworth. "Conducting a Comprehensive School Health Program." Journal of School Health 66, no. 2 (1996): 59–63. http://dx.doi.org/10.1111/j.1746-1561.1996.tb07910.x.

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50

Breunlin, Douglas C., Barton J. Mann, Dennis Kelly, Rocco A. Cimmarusti, Linda Dunne, and Carol Miller Lieber. "Personalizing a Large Comprehensive High School." NASSP Bulletin 89, no. 645 (2005): 24–42. http://dx.doi.org/10.1177/019263650508964503.

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