Relevant bibliographies by topics / Relationships between school subjects

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Relationships between school subjects'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Relationships between school subjects"

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Baños, Raúl, Antonio Baena-Extremera, and Antonio Granero-Gallegos. "The Relationships between High School Subjects in terms of School Satisfaction and Academic Performance in Mexican Adolescents." International Journal of Environmental Research and Public Health 16, no. 18 (September 19, 2019): 3494. http://dx.doi.org/10.3390/ijerph16183494.

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Adolescents’ academic performance and the way it is related to their subjective wellbeing are issues of great interest across educational systems. The purpose of this study was to ascertain how satisfaction with high school subjects can predict school satisfaction and academic performance in Mexican students. The sample consisted of 457 high school students in the Baja California and Nuevo León states in Mexico (247 boys, 210 girls); their mean age being 14.10 (SD = 0.84). We used a questionnaire featuring a subject satisfaction scale, an intrinsic school satisfaction scale, and one related to academic grades. We used descriptive analyses, correlations, and structural regression models. In terms of results, the high satisfaction and academic performance levels in physical education, Spanish and English are worth highlighting. Geography and history are the most relevant predictors of academic grades, while Spanish predicts school satisfaction and physical education predicts boredom. In conclusion, satisfaction with mathematics, Spanish, and English are strong predictors of satisfaction (SATF), and the latter in turn predicts Mexican high school students’ academic performance.
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Weiss, Amy L., and Cynthia J. Johnson. "Relationships between narrative and syntactic competencies in school-aged, hearing-impaired children." Applied Psycholinguistics 14, no. 1 (January 1993): 35–59. http://dx.doi.org/10.1017/s0142716400010134.

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ABSTRACTSchool-aged, hearing-impaired children's propensity for incorporating complex syntax into the narratives and conversations they produced was investigated. Language samples containing both conversations and narratives in the form of story retellings were collected from seven subjects with moderate-to-severe hearing losses. Both portions of the samples were analyzed for a set of basic and complex syntax features discussed in the developmental literature. In addition, the narrative portions of the samples were analyzed for the subjects' use of the components of story grammar, appropriate use of cohesion, and episode integrity.
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Coleman, Laurence J., and Tracy L. Cross. "Relationships between Programming Practices and Outcomes in a Summer Residential School of Gifted Adolescents." Journal for the Education of the Gifted 16, no. 4 (July 1993): 420–41. http://dx.doi.org/10.1177/016235329301600407.

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A study was conducted to determine which practices in a special school for gifted and talented adolescents were associated with ratings of effectiveness of program outcomes. Subjects included 2,213 students attending the five Tennessee Governor's Schools from 1986 to 1988 and the directors of the schools. Questionnaire data collected from the students were compared with internal data gathered via interviews from the school directors to establish which changes in practice influenced students' ratings. Relationships were found between student' ratings of program effectiveness and director' changes in program practices. In addition, yearly evaluation data were compared with three year evaluation data to illustrate potential misinterpretations of program effectiveness. A case is made to expand the time line for program evaluations so the iterative nature of the relationship between practices and outcomes will emerge against the specific program backdrop which includes population characteristics and director decision making.
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Madden, Andrew D., Sheila Webber, Nigel Ford, and Mary Crowder. "The relationship between students’ subject preferences and their information behaviour." Journal of Documentation 74, no. 4 (July 9, 2018): 692–721. http://dx.doi.org/10.1108/jd-07-2017-0097.

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Purpose The purpose of this paper is to investigate the relationship between preferred choice of school subject and student information behaviour (IB). Design/methodology/approach Mixed methods were employed. In all, 152 students, teachers and librarians participated in interviews or focus groups. In total, 1,375 students, key stage 3 (11-14 years) to postgraduate, responded to a questionnaire. The research population was drawn from eight schools, two further education colleges and three universities. Insights from the literature review and the qualitative research phase led to a hypothesis which was investigated using the questionnaire: that students studying hard subjects are less likely to engage in deep IB than students studying soft subjects. Findings Results support the hypothesis that preferences for subjects at school affect choice of university degree. The hypothesis that a preference for hard or soft subjects affects IB is supported by results of an analysis in which like or dislike of maths/ICT is correlated with responses to the survey. Interviewees’ comments led to the proposal that academic subjects can be classified according to whether a subject helps students to acquire a “tool of the Mind” or to apply such a tool. A model suggesting how IB may differ depending on whether intellectual tools are being acquired or applied is proposed. Practical implications The “inner logic” of certain subjects and their pedagogies appears closely linked to IB. This should be considered when developing teaching programmes. Originality/value The findings offer a new perspective on subject classification and its association with IB, and a new model of the association between IB and tool acquisition or application is proposed, incorporating the perspectives of both teacher and student.
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Barjaktarov, Zorica, and Goran Opacic. "The relationship between academic self-concept and professional interests of final grade primary school students." Zbornik Instituta za pedagoska istrazivanja 50, no. 1 (2018): 135–57. http://dx.doi.org/10.2298/zipi1801135b.

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In the eighth grade of primary school, students make their first decisions on further education and profession. These decisions are influenced by interests, as well as the assessments of one?s own competence in different domains of activity. The aim of this research is to determine the structure of the relationship between academic self-concept and professional interests. The sample of respondents is convenient and includes 286 eight-grade primary school students. For the purposes of the research, we constructed the instruments for the assessment of academic self-concept on the level of school subjects and professional interests, devised in accordance with the Holland?s RIASEC model. All scales had satisfactory psychometric properties. Using linear correlations and canonical correlation analysis, we attempted to determine whether the relationship between professional interests and academic self-concept suits the classification of school subjects according to Holland?s RIASEC themes. Linear correlations have partially confirmed the assumed relationships between the two constructs. Four pairs were extracted by the canonical correlation analysis, reflecting: 1) the global relationship between the two constructs; 2) the relationship of self-concept in foreign language, Serbian language and literature, art and music mostly with the artistic interest type, but also the social and conventional type; 3) the relationship of self-concept in biology, chemistry, but also history, with the investigative interest type; 4) for the most part, the relationship of self-concept in physical education and physics with the social and enterprising interest type. Although it has been confirmed that there is a positive relationship between the two constructs within Holland?s RIASEC themes, the assumed classification of school subjects depicts the relationships between the two sets of variables only in the simplified form. The contribution of this research is in enhancing the understanding of the relationship between the factors of educational and professional development.
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Hornbach, Christina M., and Cynthia C. Taggart. "The Relationship between Developmental Tonal Aptitude and Singing Achievement among Kindergarten, First-, Second-, and Third-Grade Students." Journal of Research in Music Education 53, no. 4 (December 2005): 322–31. http://dx.doi.org/10.1177/002242940505300404.

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The purpose of this study was to determine the relationship between singing achievement and developmental tonal aptitude for students in kindergarten through third grade. In addition we investigated whether singing achievement differs according to grade level or school setting. Subjects (N = 162) were randomly selected kindergarten, first-; second-, and third-grade children from schools in two different school districts. Correlations between composite singing achievement scores and scores on the Primary Measures of Music Audiation-Tortal reflected no meaningful relationships between singing achievement and developmental tonal aptitude. Two-way analysis of variance revealed no significant interaction between school and grade. However, there were significant main effects for school and grade (p <. 001). With the exception of third-grade students, older students demonstrated greater singing achievement than younger students.
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Nurochim, Nurochim, and Siti Ngaisah. "Organisasi Sekolah di Masa Pandemi." Journal Of Administration and Educational Management (ALIGNMENT) 3, no. 2 (December 22, 2020): 154–67. http://dx.doi.org/10.31539/alignment.v3i2.1345.

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The purpose of this study is to find a picture of how the condition of the school organization during the pandemic, from the scope of individuals, social groups, relationships between organizations, relationships between institutions, and policies. The subjects of this study are literature, literature sources that discuss pandemics, conditions, individual attitudes in school organizations, relationships with social groups, communities, institutions and policies. The results of this study explain that in order for schools to continue to achieve educational goals with good quality, the integration of functions between school principals, teachers, and all school resources, groups of educators and education staff organizations, between organizations, institutions in society, and policies must work. in harmony. Conclusion, Keywords: Pandemic, School, Organization, Ecology, Social.
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Elsworth, Gerald R. "School Size and Diversity in the Senior Secondary Curriculum: A Generalisable Relationship?" Australian Journal of Education 42, no. 2 (August 1998): 183–203. http://dx.doi.org/10.1177/000494419804200205.

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UNDERPINNING the debate on the desirable size of secondary schools is the assumption that larger schools are able to offer a more diverse curriculum and thereby provide greater equality of educational opportunity and outcomes. A detailed study of curriculum provision at Year 12 in Victoria showed that the positive relationship between school size and the number of distinct subjects offered was generalisable across ‘mainstream’ schools and all curriculum fields. But many small schools were able to offer a broad range of subjects, and the increase in diversity with school size was uneven across fields. Furthermore, evidence that students actually enrolled in the additional subjects offered in the larger schools was equivocal. It remains problematic whether the apparent diversity in Year 12 subject offerings achieved in the new, larger, secondary colleges in Victoria has led to a more equitable curriculum.
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Warren, Ruby. "Low Levels of Teacher Information Literacy Awareness and Collaboration Between Librarians and Teachers in Information Literacy Instruction." Evidence Based Library and Information Practice 13, no. 3 (September 13, 2018): 88–90. http://dx.doi.org/10.18438/eblip29459.

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A Review of: McKeever, C., Bates, J., & Reilly, J. (2017). School library staff perspectives on teacher information literacy and collaboration. Journal of Information Literacy, 11(2), 51-68. https://doi.org/10.11645/11.2.2187 Abstract Objective – Researchers sought to determine school library staff perspectives on the information literacy knowledge held by secondary school teachers, and teacher relationships with the library. Design – Interviews analyzed with thematic and axial coding. Setting – Secondary schools in Northern Ireland. Subjects – 21 schools across Northern Ireland were selected as a sample, including urban, rural, integrated, grammar, and secondary schools. 16 schools ultimately participated. Methods – Semi-structured interviews were conducted with one library staff member at each selected secondary school. Interview audio and notes were transcribed and coded thematically both manually by the researchers and using NVivo. Categories were identified by open coding, then relationships identified via axial coding. Main Results – The majority (10 of 16) of library staff members interviewed expressed that they had not been asked about information literacy by teachers, and only one library staff member described a truly collaborative instructional relationship with teaching staff. The majority of staff expressed either that teachers were familiar with concepts related to information literacy but did not know the name for them, or, that they thought information literacy was entirely unfamiliar to teachers at their school. Staff frequently cited competing priorities (for example, standardized testing) and limited class time as potential causes for teachers not focusing on information literacy concepts. Conclusion – Both cultural and policy changes need to be made in schools to prioritize information literacy as a core competency for both students and teachers. The researchers call for greater intra-school collaboration as a means to achieve this cultural change.
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Antrop-González, René. "Voices of Puerto Rican Pride and Cultural Affirmation in a Chicagoalternative High School." Practicing Anthropology 24, no. 3 (July 1, 2002): 14–19. http://dx.doi.org/10.17730/praa.24.3.p814607644712517.

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The year 1998 marked the 100th anniversary of the colonial relationship between Puerto Rico and the United States. As in the case of most colonial relationships, a tool that has often been utilized in the colonizer's quest to delegitimize their subjects' culture and language has been the school. Of course, these schools' hidden curricula and their insidious contributions towards the attempted cultural and linguistic genocide of the Puerto Rican people have not been met without resistance on behalf of teachers, students, religious, and community leaders (Solís 1994).
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Dissertations / Theses on the topic "Relationships between school subjects"

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Huang, John. "The relationship between participation level in extracurricular activities and academic achievement in science subjects in Hong Kong fifth form students." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035413.

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Huang, John, and 黃約翰. "The relationship between participation level in extracurricular activities and academic achievement in science subjects in Hong Kongfifth form students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955770.

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Pucheu, Paula Marie. "An Investigation of the Relationships Between the Scoring Rubrics Inventory and the Metacognitive Awareness Inventory as Reported by Secondary School Core-Subject Teachers." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/663.

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The promise of increased student achievement through educational reform is delivered still-born if teachers do not know how to implement complex instructional practices and sophisticated analysis of student performance. Metacognitive awareness is crucial to the adoption and application of proven educational initiatives. Teachers who successfully implement criterion-referenced assessment instruction, scoring rubrics, transfer to their students the metacognitive knowledge and skills of how to learn. This study is predicated on the research assumptions that metacognition and its attendant skills are critical to the successful implementation of scoring rubrics. A researcher-developed instrument, the Scoring Rubrics Inventory (SRI) and the Metacognitive Awareness Inventory (MAI) were distributed to core-subject teachers from three large public schools in Southwest Louisiana. From a population of sixty-eight (N=68) voluntary participants, eighteen teacher-participants self-reported as high implementers of scoring rubrics, thirty-nine as mid-level implementers and eleven as low-level implementers. From this population, twelve subjects were randomly selected (four high, four mid-level, and four lowlevel implementers) by an outside rater for double-blind observations and interviews. Pearson Product Moment correlations of the SRI and the MAI revealed five significant pairings using an alpha level of .05. The statistical results, coupled with the observation and interview findings from the sample-subjects established the consistency and stability of the Scoring Rubrics Inventory. Further, the totality of the results reported here support the research hypothesis of the study: H1: There is a significant correlation between the metacognitive awareness of secondary school core-subject teachers and the successful implementation of scoring rubrics. The results of the study indicated that secondary school core-subject teachers who successfully implement scoring rubrics possess a metacognitive awareness that transcends professional development training. The findings also suggested that teacher-participants who do not implement scoring rubrics either cannot or lack commitment to the innovation. Implications for teacher educators and school leaders indicated the need to: identify those persons who require additional professional development training; include operational strategies and modeling of successful implementation during training; and maintain a consistent training program in scoring rubrics. Recommendations for future research were offered.
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Sorby, Janet, and n/a. "ASCIS subject headings and student terminology : the relationship between the subject headings used in manual school library catalogues in New South Wales and the subject access terms generated by NSW Higher School Certificate syllabus documents, textbooks and examination questions." University of Canberra. Communication, 1989. http://erl.canberra.edu.au./public/adt-AUC20050516.152713.

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The present study was undertaken to investigate the concerns of secondary school teacher-librarians, that the subject headings set down by the Australian Schools Catalogue Information Service (ASCIS) do not cover topics in senior sourses of study. NSW HSC Economics was chosen to test this perception. Terms were extracted from three textual sources (syllabus, textbook and examination papers) and checked against the subject headings in the ASCIS Subject Headings List. A comparison was made between terms which matched exactly, those which were only partially matched and those which had no match. The linguistic complexity of the term (single-word or multi-word) and the number of textual sources using the term were also taken into account. The results showed a varying degree of match between textual terms and subject headings. Single-word terms found in more than one textual source were much more likely to be found in the subject headings than those from only one textual source. Multi-word terms were found less frequently than single-word terms, but were also more likely to be found when they came from more than one textual source. There was a large number of partial matches in this group, and these were found to be more general in concept than the textual terms. Most of the terms were found, but the general nature of the partial matches and the lack of adequate cross references may cause problems in subject analysis and retrieval.
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Barron, Kenyon M. "The relationship between NCLB variables and selected variables with high school subject area test scores." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-06282007-171330.

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Myers, Ian, and n/a. "The relationship between pupil control ideology and subject faculties in ACT government high schools." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061027.123030.

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The purpose of the study was to establish that a relationship existed between teacher Pupil Control Ideology (PCI) and membership of a practical subject faculty or of a humanities subject faculty in ACT government high schools. It was hypothesized that teachers in practical subject faculties and teachers of practical subjects would be custodial in their PCI. Teachers in humanities subject faculties and teachers of humanities subjects would be humanistic in their PCI. A subsidiary purpose was to replicate earlier research findings of a relationship between PCI and years of teaching, sex, position in the school administration, and type of school. The PCI Form was administered to a population sample of 116 teachers from five high schools in the Belconnen area of Canberra. The results were subjected to t-test and one-way analysis of variance. Statistically significant relationships were observed between PCI and teacher variables of subject faculty, subject taught, and sex of teacher. Earlier findings for other variables were not replicated. The direction of findings was surprising. Teachers in practical subject faculties and of practical subjects were more humanistic than humanities faculty and subject teachers. Female teachers were more custodial than male teachers. An analysis of variance showed no interaction effect between variables sex and faculty, and sex and subject taught. More research on possible causes of the relationships, such as student attitude to subject, and teacher sense of achievement, is needed before the findings can have practical application.
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Al-Hakami, Ibra. "An empirical study of Saudi secondary school students' achievement motivation, attitude toward subjects, perception of classroom environment and teaching aids, in relationships to academic achievement in three school subjects." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:3864.

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Low levels of academic achievement among secondary school students, especially in Islamic Religious Science, Arabic Language and English Language, have become a matter of concern to Saudi society in recent years. Educationalists have, based largely on hearsay or theoretical assumptions, blamed students' low achievement motivation and poor attitudes, and rigid teaching methods.This study investigates the affective responses of Saudi secondary students towards Islamic Religious Science, Arabic Language and English Language; relationships between academic achievement and affective variables; and teachers' perceptions of students' academic achievement and affective responses, and of their own teaching methods and use of teaching aids.The samples were students (n = 1,224) of all third year classes in eight secondary schools in Taif, Saudi Arabia; and their teachers of Islamic Religious Science, Arabic Language and English Language (n = 49, 49 and 39 respectively).Students' achievement motivation, attitude toward subject, and perceptions of the classroom environment and of teaching aids, were measured using a questionnaire designed by the researcher. Data on their academic achievement in Islamic Religious Science, Arabic Language and English Language were obtained from the Ministry of Education. Interviews were conducted with eight teachers of each subject and, based on content analysis of their responses, a multiple-choice questionnaire devised for administration to a further 113 teachers.Students' scores on affective variables were low to moderate. Teaching aids were perceived as little used, and little variety in teaching methods was reported. Academic achievement was not correlated with any other variable. Further investigation suggested that teachers' assessments of student academic achievement are unreliable.The findings of the study have implications for teacher training, objective-setting, curriculum design and student assessment. There is a need for revision of the national curriculum and assessment system, in which the U.K.'s TGAT model may be a useful guide.
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Segredo, Mirta R. "The Relationships between Elementary School Principals' Emotional Intelligence, Leadership Style and School Culture." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1457.

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The role of the principal in school settings and the principal’s perceived effect on student achievement have frequently been considered vital factors in school reform. The relationships between emotional intelligence, leadership style and school culture have been widely studied. The literature reveals agreement among scholars regarding the principal’s vital role in developing and fostering a positive school culture. The purpose of this study was to explore the relationships between elementary school principals’ emotional intelligence, leadership style and school culture. The researcher implemented a non-experimental ex post facto research design to investigate four specific research hypotheses. Utilizing the Qualtrics Survey Software, 57 elementary school principals within a large urban school district in southeast Florida completed the Emotional Quotient Inventory (EQ-i), and 850 of their faculty members completed the Multifactor Leadership Questionnaire (MLQ Form 5X). Faculty responses to the school district’s School Climate Survey retrieved from the district’s web site were used as the measure of school culture. Linear regression analyses revealed significant positive associations between emotional intelligence and the following leadership measures: Idealized Influence-Attributes (β = .23, p = < .05), Idealized Influence-Behaviors (β = .34, p = < .01), Inspirational Motivation (β = .39, p = < .01) and Contingent Reward (β = .33, p = < .01). Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership measures, and negative associations between school culture and passive-avoidant leadership measures. Significant positive associations were found between school culture and the principals’ emotional intelligence over and above leadership style. Hierarchical linear regressions to test the statistical hypothesis developed to account for alternative explanations revealed significant associations between leadership style and school culture over and above school grade. These results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, Contingent Reward and school culture found in this study validate the role of the principal as the leader of school reform.
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Andrews, Jane Mary. "Relationships between motor and sensory function in the proximal gut, appetite, & nutrients in healthy human subjects." Title page, contents and summary only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09pha567.pdf.

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Bibliography: leaves 206-251. The motor and sensory interactions between nutrients and proximal gut in humans are not well understood, despite the pivotal importance of these interactions on appetite, absorption and thus, nutrition. In part, this lack of knowledge results from technical difficulties in studying motor function in the human gut. In particular, the inability to continuously measure intraluminal flow with any degree of temporal resolution, has impeded progress in this field. The studies described in this thesis focus on nutrient-gut interactions, and also on the development of novel methodologies aimed at advancing the understanding and interpretation of the relationships between intraluminal pressures and flows.
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Finn, Margaret M. "Relationships between central office administrators and building principals in effective school districts /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10809053.

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Books on the topic "Relationships between school subjects"

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Laing, Joan. Relationships between ACT test scores and high school courses. Iowa City, Iowa: American College Testing Program, 1987.

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Welch, Frances Clayton. Between parent and teacher. Springfield, Ill., U.S.A: C.C. Thomas, 1986.

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Enhancing relationships between children and teachers. Washington, DC: American Psychological Association, 1999.

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K, Austwick. Mathematics: Links between school subjects, courses in further and higher education, jobs and careers. Cambridge: Hobsons, 1985.

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Culture, clichés, and conversations: Cultivating relations between teachers and administrators. Lanham: Rowman & Littlefield, 2014.

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Magagula, Cisco M. Relationships between headteacher's leadership behaviour and teacher commitment to work: Research paper. Kwaluseni, Swaziland: University of Swaziland, Faculty of Education, In-Service Education, 1992.

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Derbyshire, Robin. Modern languages: Links between school subjects, courses in further education and higher education, jobs and careers. Cambridge: CRAC, 1986.

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Fehr, Wayne. A case study concerning relationships between principals and district boards of trustees in the Saskatchewan Valley School Division #49. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1989.

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Cronin, J. Parents as partners in Irish education: A study of the level of partnership that exists between parents and schools in fourteen second-level Dublin schools. Dublin: University College Dublin, 1996.

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Barsch, Sebastian, ed. Geschichtsdidaktische Perspektive auf die 'Vormoderne'. Kiel: Universitätsverlag Kiel | Kiel University Publishing, 2021. http://dx.doi.org/10.38072/2703-0784/v1.

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Current research shows the importance of interaction between content knowledge and pedagogical content knowledge for history teachers. This is considered effective for the design of history lessons. But even beyond these practical implications, the question of the relationship between historical studies and history education is of great importance. Both approaches have a common object: the past. However, the methodically approaches to the past follow different ways. While historical scholarship reconstructs the past by using sources, history education is dedicated to the reception of history. A dialogue between these two approaches can expand the boundaries of both disciplines with new insights. The anthology is dedicated to such an interlocking of historical research and history education using the example of pre-modern history. In the essays, perspectives opened up by scholars are supplemented by comments from history educators. Thus, on the one hand, it is reflected how subject-specific research could enrich teaching in schools and universities. In addition, these findings are classified in terms of historical theory and empirics.
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Book chapters on the topic "Relationships between school subjects"

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Richtera, Roman. "Memory Practices and Media Use in Educational Contexts: Relationships Between History, Politics and Memory in Schools." In Textbooks and Educational Media: Perspectives from Subject Education, 315–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_26.

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Girelli, Domenico, Oliviero Olivieri, Antonella Bassi, Margherita Azzini, Simonetta Friso, Carla Russo, Sara Lombardi, and Roberto Corrocher. "Relationships between Serum Copper Concentration and Cardiovascular Risk Factors in Normal Subjects." In Therapeutic Uses of Trace Elements, 385–89. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4899-0167-5_67.

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Zou, Li-Hua, Jia Li, Wen-Chu Chen, Ming-Li Zhong, and Zhao-Yang Wang. "Relationship Between Learning Quality and Learning Approaches of High School Students on the Subject of Chemistry." In International Conference on Science Education 2012 Proceedings, 163–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54365-4_14.

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Mardis, Marcia A., Faye R. Jones, Lenese Colson, Shana Pribesh, Sue Kimmel, Barbara Schultz-Jones, Laura Pasquini, and Laura Gogia. "Probing Causal Relationships Between What School Librarians Do and What Learners Gain in School Libraries." In Reconceptualizing Libraries, 217–38. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315143422-13.

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Laborde, Colette. "Relationships between the spatial and theoretical in geometry: the role of computer dynamic representations in problem solving." In Information and Communications Technologies in School Mathematics, 183–94. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35287-9_22.

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Allen, Kelly-Ann, Christopher D. Slaten, Gökmen Arslan, Sue Roffey, Heather Craig, and Dianne A. Vella-Brodrick. "School Belonging: The Importance of Student and Teacher Relationships." In The Palgrave Handbook of Positive Education, 525–50. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_21.

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AbstractSchool belonging is associated with a range of positive educational and developmental outcomes, including psychosocial health and wellbeing, prosocial behaviour and academic achievement, and transition into adulthood. However, an increasing number of students worldwide report not feeling a sense of belonging to their school. There is growing research evidence that strong student–teacher relationships can promote school belonging, however creating these relationships within highly complex educational systems can be challenging. Further, only a few interventions focusing specifically on belonging that are available in schools have been found to be effective. This chapter highlights the importance of teacher support for a student’s sense of school belonging, discusses challenges associated with student–teacher relationships, and points to strategies for building strong relationships. We highlight the role that school leaders play in fostering strong relationships, and consider extensions within higher education, and future directions. Considering the importance of student–teacher relationships towards a student’s sense of school belonging, and the empirical base that points to both short- and long-term outcomes, implications for widespread benefits are possible for schools that prioritize and value positive relationships between staff and students.
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Ackerman, R. H., K. M. Burbank, R. B. Buxton, E. Clarke Haley, V. L. Babikian, J. A. Correia, N. M. Alpert, et al. "Relationships Between Viscosity Factors and Cerebral Blood Flow and Porous Bed Viscometry in Normals and Stroke Prone Subjects." In Cerebral Ischemia and Hemorheology, 356–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/978-3-642-71787-1_40.

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Şayır, Gönül. "Views of Teachers on Relationships Between Emotional Intelligence Skills of School Principals and Organizational Commitment of Teachers." In Springer Proceedings in Complexity, 713–30. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64554-4_52.

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Lomos, Catalina. "The Relationship Between Teacher Professional Community and Participative Decision-Making in Schools in 22 European Countries." In Accountability and Educational Improvement, 41–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_4.

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AbstractVarious empirical studies have established the positive relationship between teacher professional community (PC) and participative decision-making (PDM) within schools. Considering that these relationships proved relevant to school improvement in different countries, a comparative approach will allow us to establish whether this positive relationship holds true for a wider range of European countries. This study presents results of this relationship using data from 35,000 secondary teachers in 22 European countries. Taking an exploratory approach, the study investigates the relationship between the presence of PC and the school actors involved in PDM. We are particularly interested in the level of active participation in decision-making by teachers, the school governor or counsellor, and by students, and the relative presence of PC. We find this relationship to be significant and positive, but varying in strength according to the actors involved in decision-making. Furthermore, the relationship is stronger across all countries studied when teachers are significantly involved in decision-making as opposed to when school counsellors or governors are more involved. Regarding student involvement in decision-making, its relationship with PC proved stronger when students could influence school rules or help choose teaching and learning materials. The relationships measured and compared across countries were tested for robustness by applying a test for measurement invariance of the PC latent concept and discussing its implications for the relationships of interest. After other relevant robustness checks, we conclude that, across all European countries studied, there is a positive relationship between PC and PDM in schools, with the involvement of some actors in PDM being more indicative of the presence of PC than the involvement of others.
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Chen, Jingtao, Peter Mitrouchev, Sabine Coquillart, and Franck Quaine. "Magnitude Finger Forces Analysis During Simulating Pseudo-Haptic Spring." In Lecture Notes in Mechanical Engineering, 215–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70566-4_34.

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AbstractThis paper focuses on finger force magnitude analysis during stiffness discrimination task. In the frame of their Study and research work MS students from the Université Grenoble Alpes specially designed an experimental bench allowing to simulate a pseudo-haptic spring. Then, a series of stiffness discrimination tests between reals springs and a pseudo-haptic spring were performed. Finger pressing forces and students’ (subjects’) perception of spring stiffness were recorded and analyzed. The analysis of psychometric curves indicates that subjects underestimate the simulated stiffness of the pseudo-haptic spring. The results also indicate that the peak of finger force applied on pseudo-haptic spring increases as the simulated stiffness increases. Moreover, it was found that the relationships between the logarithm of stiffness and the finger force were linear for the real springs and the pseudo-haptic spring. Pseudo-haptics effect being provided by specially designed isometric force feedback device, the results of this study may be useful for computer-based rehabilitation tasks designed for motor disorder patients with muscle deficiency associated with limited joint movement range or for injured athletes in the process of rehabilitation.
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Conference papers on the topic "Relationships between school subjects"

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Anto, Endy Juli, Leonard Kristian Sinaga, and Jekson Martiar Siahaan. "Relationship between Total Imunoglobulin E Level and Intensity of Whipworm Infectionin Primary School Children, Medan, North Sumatera." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.76.

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ABSTRACT Background: Helminth infections remain endemic disease, mainly in tropical developing countries. Immunity against a number of helminth infections has been associated with anti-parasitic immunoglobulin-E (IgE). This study aimed to determine the correlation between total IgE level and intensity of whipworm infection in primary school children, Medan, North Sumatera. Subjects and Method: This was a cross-sectional study conducted at primary school, Tanjung Pura, Langkat, Medan, North Sumatera in Augustus 2019. A total of 19 students was selected for this study. The dependent variable was intensity of whipworm egg. The study subjects were selected by purposive sampling method. The independent variable was total IgE level. The data for dependent variable was measured by Kato-Katz technique. The total IgE serum concentration was measured by ELISA. Data were analyzed by Spearman correlation test. Results: There was a negative correlation between total IgE level and intensity of whipworm infection among primary school children in Medan (r= -0.64; p= 0.003). Conclusion: There is a negative correlation between total IgE level and intensity of whipworm infection among primary school children in Medan. Keywords: whipworm infection, IgE, children Correspondence: Leonard Kristian Sinaga. Faculty of Medicine, Universitas Methodist Indonesia, Medan, Indonesia. Email: Leonardsinaga08051970@gmail.com. Mobile: +6282361343969. DOI: https://doi.org/10.26911/the7thicph.03.76
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Clayton, Kaylene. "Information Quality: The Relationship to Recruitment in Pre-Tertiary IT Education." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2742.

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Iivari and Ervasti’s (1994) Construct for User Information Satisfaction is used within a case study to examine information quality and the satisfaction of the students, teachers and guidance officers with curriculum and career guidance information. It was found that there are curriculum quality differences and dissimilar levels of IT resources available between schools. Independent school students had access to additional IT subjects and information, which enabled them to make a more informed decision about studying IT in higher classes or tertiary institutions. Independent school students were also better equipped to enter elective IT subjects in Years 11 and 12, having gained the foundations of the knowledge in earlier years. Finally, there was general dissatisfaction amongst the students with the educational experience and problems with the ability of teachers and guidance officers being able to remain current about new technologies and the changes in job descriptions in the IT industry.
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Zhubi, Arjana. "TEACHERS’ ATTITUDES IN APPLICATION OF TECHNOLOGY AND EFFECTIVE TEACHING PLANNING IN PRIMARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end061.

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The planning of teaching with technological tools in Kosovo schools has brought new and challenging experiences for teachers at all levels of education. The purpose of the research is to analyze the attitudes of teachers about the application of technology in effective planning of teaching and raising learning outcomes in primary school. Furthermore, the research determines the impact of age and level of teacher’s education on the application of technology according to curriculum areas. The TPACK model was used as the theoretical framework during the research, which helped us to clarify the notions: technological knowledge, pedagogical knowledge, and teaching contents in the effective planning of teaching by applying technology. The data were collected from a questionnaire with 25 teachers in an elementary school where technology finds higher applicability in teaching. To analyze the learning outcomes during the application of technology and applicability in other subjects, the Post Hock test, and the Correlation was used to measure the relationship between the two variables, respectively the correlation between the age and the level of education of teachers. The results of this research show that learning planning through technology affects the increase of focus and gain a higher understanding in each subject, acquiring knowledge of new concepts, raises the desire to learn independently, makes the learning process more innovative and more attractive to students. The research recommends for the local and central level to give priority to equipping primary schools with technological tools to improve teaching by having the opportunity to plan different practices.
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Antoci, Diana. "Values and Emotions in Personality System of Adolescents and Youths." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/01.

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This article addresses the problem of identifying relationship between the emotional manifestations of adolescents and young people and dominant values in their personality system in order to establish priorities in the acquisition of the components of the value orientation at the subjects. The age of adolescence is the period of social and emotional development, cognitive and emotional explosion, and psychic and value system formation. Personality formation takes place in the social environment through interrelation with parents, friends, and teachers in different life situations. Adolescents may experience positive and negative emotions of varying intensity. Emotional stability develops gradually through experiences, socialization, cognitive progress, self-knowledge and self-affirmation which are already being formed and are specific to young people. It is important to self-recognize and self-analyse by the subject of his/her own specific emotions, to determine the causes of their occurrence, to know how to regulate the negative ones. The role of emotions is enormous for the human being. The affective sphere is one of fundamental elements for: the fixation of externalized manifestations through the behavioural display of suitable emotions, shaping of attitudes, the development of beliefs and, therefore, values. These components are organized hierarchically, forming the content of value orientation or values orientation. The experimental study carried out with adolescent and young subjects consisted in determining the specificity of emotions and dominant values in adolescence and youth ages, highlighting the dynamics of emotional and value changes, and establishing the relationship between the studied variables. The experiment results provide us with the current information regarding dynamics of the relationship of emotions and values, which, therefore, allows to elaborate new ways of emotions knowing and regulating during adolescence age including youth one. These strategies can be applicable in educational institutions, ensuring by them well-being for all education actors. Well-being means not only feeling well inside, but also to be in well- being created conditions in the environment around us, favouring the wellbeing of all subjects.
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Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations
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Mendri, Ni Ketut, Atik Badi’ah, and Mohammad Najib. "Pop Up Toys as Story Play Therapy on the Level of Anxiety on General Anesthesia Surgery among Children around 6-12 Years Old." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.29.

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ABSTRACT Background: Children who are first hospitalized may experience higher anxiety levels than children who have been hospitalized. The preliminary study in 2018 showed that when general surgery was to be done, as many as 90%school-age children were scared and nervous. It is important to provide play therapy to children who are going to undergo surgery. In addition to reading and seeing through photos, pop-up toy story books will also be offered to school-age children. This study aimed to examine the relationship between pop up toys as story play therapy on the level of anxiety on general anesthesia surgery among children around 6-12 years old. Subjects and Method: This was an experimental study with pre-post test with control group design. This study was conducted in Yogyakarta Province hospital. Study subjects were children around 6-12 years old and will performed general anesthesia surgery. The data were collected using questioner and in-depth interview. The data were analyzed using Mann-Whitney test. Results: There was a decrease number of children with moderate level of anxiety after the intervention group using pop up toys as story play therapy from 30 children (81.1%) to 6 children (16.2%). While in the control group, a total of 25 children had moderate level of anxiety (87.6%) before the theraphy, and after therapy a total of 2 children also had moderate level of anxiety (5.4%), and they were statistically significant. Conclusion: Playing pop up toys story therapy has an effect on the level of anxiety among children around 6-12 years old and will performed general anesthesia surgery. Keywords: pop up toys story therapy, anxiety level, general anesthesia, school age children Correspondence: Ni Ketut Mendri. School of Health Sciences, Yogyakarta. Email: mendriniketut@yahoo.com DOI: https://doi.org/10.26911/the7thicph.03.29
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Wahyuni, Chatarina Umbul, Erni Astutik, and Imelda F. E. Manurung. "The Association of Family Characteristics and Local Support (Servant Leadership) in Tb Case Finding among People Living with Hiv Aids in East Nusa Tenggara, Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.41.

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Background: HIV still becomes major global public health problem in the world. People living with HIV AIDS can suffer opportunistic infection, for example Tuberculosis. The role of family and local support is important to prevent opportunistic infection. The study aimed to determine the association between family characteristics and local support (servant leadership) to find TB case in People Living with HIV AIDS. Subjects and Method: This was a case control study conducted in Kupang city, East Nusa Tenggara, in July 2020. A sample of 100 people consisted of 50 cases and 50 control was selected by purposive sampling. We measured family characteristics and local support (servant leadership (altruistic calling, emotional healing, wisdom, persuasive or motivation) and social modals (beliefs, norms, networks). Data was analyzed by using multivariate logistics regression. Results: The study subjects who did not work had 4.76 times odds of having a higher perception of local support for altruistic calling domain (AOR= 4.76; 95% CI= 1.09 to 20.91; p= 0.039). the study subjects who did not work (AOR= 4.64; 95% CI= 1.07 to 20.03; p= 0.040), worked as entrepreneurs (AOR= 4.69; 95% CI= 1.17 to 18.82; p= 0.029), had a junior high school education (AOR= 6.41; 95% CI= 1.33 to 30.94, p= 0.021), had a senior high school education (AOR= 3.47; 95% CI= 1.16 to 10.41; p= 0.0260) had higher local support for emotional healing domain. The unemployed study subjects had 5.04 times odds of having higher perceptions of local support for persuasive or motivation domain (AOR= 5.04; 95% CI= 1.07 to 23.64; p= 0.041). Conclusion: Family characteristics have significant relationship with perceptions of local support. The government needs to seek the role of family and local support in preventing opportunistic tuberculosis infection in people living with HIV AIDS. Keywords: family, local support, servant leadership, social modal, HIV AIDS, Tuberculosis, PLWHA Correspondence: Chatarina Umbul Wahyuni. Department of Epidemiology, Faculty of Public Health, Universitas Airlangga. Email: chatrin03@yahoo.com. Mobile: +6281803298525. DOI: https://doi.org/10.26911/the7thicph.02.41
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Djuria, Rachmawati Felani. "Factors Relating to Knowledge about Gastritical Swamedcation among Students at Pondok Hidayatussalikin Pangkalpinang." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.05.

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Background: Gastritis was one of the diseases that could be self-treatment handling. Usually gastritis was found middle age in many of student. This is because the student choose a task that many lectures and activites on school, not yet eat. One of the school in Pangkalpinang is Pondok Pesantren Hidayatussalikin. The purposes of this study is to know the factors that related to knowledge about self-treatment gastritis at Pondok Pesantren Hidayatussalikin Pangkalpinang. Subjects and Method: This was a cross-sectional study conducted at Pondok Pesantren Hidayatussalikin Pangkalpinang. A total of 130 students were enrolled in this study. The dependent variable was knowledge about self-treatment gastritis. The independen variables were interest, experience, and information resources. Results: 125 students had knowledge about self-treatment gastritis self-treatment gastritis (96.3%), 95 students (73.6%) had gastritis, and 69 students (53.6%) got information about self-treatment gastritis from one dan two media. 88 respondents (67.7%) had good level of knowledge about self-treatment gastritis. There was no statistically significant relationship between interest, experience, and information resources on the level of knowledge about self-treatment gastritis Conclusion: Knowledge about self-treatment gastritis is not associate by interest, experience, and information resources. Keywords: self-treatment gastritis, knowledge, interest, experience, information resource Correspondence: Rachmawati Felani Djuria. School of Health Polytechnics, Ministry of Health, Pangkalpinang. Jl. Telaga Biru I, Desa Padang Baru, Kecamatan Pangkalan Baru, Bangka Tengah, Bangka Belitung Province. Email: felanDJ87@gmail.com. Mobile: 081995596959. DOI: https://doi.org/10.26911/the7thicph.02.05
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Aprianti, Rina, Susilo Wulan, and Elza Wulandari. "Relationship of Work Load and Interpersonal Interactions with Work Fatigue in Inpatient Nurses at Dr M Yunus Hospital, Bengkulu." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.14.

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ABSTRACT Background: Work fatigue experienced by nurses can hurt the service provided by the hospital. The workload was difference in the capacity or ability of worker with job demand that must be faced. Interpersonal interaction is a relationship, communication, and interaction with other people. The purpose of this study was to determine relationship between workload and interpersonal interactions with subjective work fatigue in inpatient nurses at dr. M Yunus hospital, Bengkulu, Indonesia. Subjects and Method: This was a cross sectional conducted at dr. M Yunus Bengkulu from August to September, 2020. A sample of 128 nurses in the inpatient room of Dr. Hospital. M Yunus Bengkulu selected by total sampling. The dependent variable was subjective work fatigue. The independent variables were workload and interpersonal interactions. The instrument used was a questionnaire. The data was analyzed by chi square. Results: There was a statistically significant relationship between workload (OR= 9.31; 95% CI= 3.86 to 22.85; p< o.001) and interpersonal interactions (OR= 7.11; 95% CI= 3.05 up to 16.76; p< 0.001) with subjective work fatigue. Conclusion: Workload and interpersonal interactions are factors that can cause subjective work fatigue in the inpatient nurses at RSUD Dr. M Yunus Bengkulu. Keywords: Workload, Interpersonal Interaction, Subjective Work Fatigue. Correspondance: Rina Aprianti. School Of Health Sciences Tri Mandiri Sakti, Bengkulu. Jl. Hibrida Raya No. 3, Sidomulyo Gading Cempaka district, Bengkulu, Indonesia. Email: rina.aprianti89@gmail.com. Mobile: 081373626277 DOI: https://doi.org/10.26911/the7thicph.04.14
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Simbolon, Bintang R., Erni Murniarti, and Rinto Situmorang. "The Relationships Between School Principals’ Suitability and School Culture in Relation to Teacher Performance." In 2nd Annual Conference on blended learning, educational technology and Innovation (ACBLETI 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210615.015.

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Reports on the topic "Relationships between school subjects"

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Punjabi, Maitri, Julianne Norman, Lauren Edwards, and Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, March 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.
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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/ids.2021.053.

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A high proportion of out-of-school children across the world live in conflict-affected contexts. To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra-curricular activities to support social relationships.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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National report 2009-2019 - Rural NEET in Hungary. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrhu.2020.12.

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In Hungary, NEET Youth are faced with many problems: social exclusion; lack of opportunities (e.g., education, health, infrastructure, public transport, labour market conditions); low so-cio-economic status; and, a lack of relationships outside the enclosed settlements. In Hungary, the most frequent risk factors are: a socio-economically disadvantageous envi-ronment; low levels of education and schooling problems; lack of proper housing; financial problems; learning difficulties; dissatisfaction with the school; socio-emotional disorders; delinquency; health problems; homelessness; and, drug or alcohol abuse. NEET Youth are fa-cing with this multi-dimensional difficulties, regional disparities and a lack of proper services.The general employment statistics have been improving in Hungary since 2010. The emplo-yment rate of the 15-39-year-old population has increased from 53.0% to 62.5% between 2009 - 2019. The employment rate improved in every type of settlement/area. The improve-ment can be attributed to the community work in the marginalised regions micro-regions and settlements. The NEET rate shows a considerable improvement of nearly 40% between 2009 and 2019 in the urban environment for all age groups. A slight improvement can be detected in the towns and urban environment, which amounts to 25% for all age groups between 2009 and 2019. However special services and targeted programmes are required to make a diffe-rence for NEET Youth.
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