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Relevant bibliographies by topics / School Experiences

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Academic literature on the topic 'School Experiences'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2023

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Journal articles on the topic "School Experiences"

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Green, Annette, and Erica Smith. "Foot in both camps." Australian and International Journal of Rural Education 12, no. 2 (2002): 15–24. http://dx.doi.org/10.47381/aijre.v12i2.485.

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It is now uncommon for young people to leave school without having had experience in workplaces. Sometimes such experience is arranged by schools - through work experience, structured work placements or other programs. Increasingly young people are also getting workplace experience as part-time student workers. This experience may be quite extensive. A research project funded by the National Research and Evaluation Committee has been examining the different types of learning experienced by students in thedifferent modes of experiencing the workplace. The project also examined the question of whether certain students find access to such experiences more difficult than others do. These question are of vital importance because workplace experience assists young people in their transition from school to full-time work; and also because the foundations for lifelong learning through work may beset down in early workplace experiences. It is therefore essential to have some understanding of the nature, extent and methods of workplace learning for school students. This paper presents the findings related to the extentand nature of school students' learning in the workplace, a significant proportion of the project.

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Brown, Carleton H. "Perceptions of School Counselors Surviving a School Shooting." Professional School Counseling 22, no. 1 (2018): 2156759X1985325. http://dx.doi.org/10.1177/2156759x19853250.

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School counselors have an ethical and professional responsibility to offer counseling services during crises such as a school shooting. Limited research has explored the lived experiences and practices of school counselors who have experienced a school shooting. This article discusses a qualitative case study investigating school counselors’ experiences related to school shootings and presents implications for school counselors.

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Palmer, Neal A., and Emily A. Greytak. "LGBTQ Student Victimization and Its Relationship to School Discipline and Justice System Involvement." Criminal Justice Review 42, no. 2 (2017): 163–87. http://dx.doi.org/10.1177/0734016817704698.

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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students experience higher rates of school-based victimization than their peers, and this victimization contributes to higher risk of suicide, substance misuse, mental disorder, and unsafe sexual experiences. In addition, these experiences may increase LGBTQ students’ interactions with school authorities and, subsequently, increase their risk of school discipline and involvement in the justice system. Using a sample of 8,215 LGBTQ middle and high school students in the United States surveyed online in 2015, this article explores the relationships between peer victimization and higher school disciplinary and justice system involvement among LGBTQ youth. Results indicate that LGBTQ youth who are victimized at school experience greater school discipline, including disciplinary referrals to school administration, school detention, suspension, and expulsion; and greater involvement in the justice system as a result of school discipline, including arrest, adjudication, and detention in a juvenile or adult facility. Moreover, school staff responses to victimization partially explain this relationship: Students reporting that staff responded to victimization in a discriminatory or unhelpful fashion experienced higher rates of school discipline and justice system involvement than those reporting that staff responded more effectively. Schools must confront pervasive anti-LGBTQ victimization and ineffective or biased responses from school staff to reduce unnecessary disciplinary involvement.

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Um, Youn-Joo, and Yun-Jung Choi. "A Grounded Theory on School Nursing Experiences With Major Pandemic Diseases." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 59 (January 2022): 004695802210904. http://dx.doi.org/10.1177/00469580221090405.

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This study was conducted to develop a substantive theory on school nurses’ experiences responding to infectious diseases by applying the grounded theory method to explore their experiences and derive related concepts. Study participants were 20 school nurses with experiences coping with infectious diseases while working in schools. The research question of this study was “What kind of experience did the school nurses have in response to infectious diseases?” The analysis included open, axis, and selective coding. We derived 164 concepts, 45 subcategories, and 17 categories. Further, paradigm, situation, and school infectious disease response control tower models were derived. The results of this study can serve as bottom-up policy data to understand the current situation surrounding school infectious disease management through the experiences of school nurses.

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Kurth, Jennifer A., Hailey Love, and Jody Pirtle. "Parent Perspectives of Their Involvement in IEP Development for Children With Autism." Focus on Autism and Other Developmental Disabilities 35, no. 1 (2019): 36–46. http://dx.doi.org/10.1177/1088357619842858.

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The present study investigated parents’ experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child’s school experience. Sequential regressions revealed parents’ satisfaction was generally predicted by their own knowledge of autism, school staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school personnel. In addition, parent input was a significant predictor of satisfaction with their child’s school experience. Finally, open-ended responses indicated that parents experienced many barriers when working with schools and often felt compelled to go outside of the school system to ensure their children received an appropriate education. Implications for teacher preparation and school–parent partnerships are described.

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Day, Jack K., Amaya Perez-Brumer, and Stephen T. Russell. "Safe Schools? Transgender Youth’s School Experiences and Perceptions of School Climate." Journal of Youth and Adolescence 47, no. 8 (2018): 1731–42. http://dx.doi.org/10.1007/s10964-018-0866-x.

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Mahlangu, Pinky, Esnat Chirwa, Mercilene Machisa, Yandisa Sikweyiya, Nwabisa Shai, and Rachel Jewkes. "Prevalence and factors associated with experience of corporal punishment in public schools in South Africa." PLOS ONE 16, no. 8 (2021): e0254503. http://dx.doi.org/10.1371/journal.pone.0254503.

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Background Corporal punishment (CP) is still a common practice in schools globally. Although illegal, studies in South Africa report its continued use, but only a few have explored factors associated with school CP. Moreover, extant studies have not shown the interrelationships between explanatory factors. This study aimed to determine the prevalence and factors associated with learners’ experiences, and to examine pathways to the learners’ experiences of CP at school. Method 3743 grade 8 learners (2118 girls and 1625 boys) from 24 selected public schools in Tshwane, South Africa, enrolled in a cluster randomised controlled trial evaluating a multi-component school-based intervention to prevent intimate partner violence, and completed self-administered questionnaires. We carried out descriptive analysis, simple linear and structural equation modelling to examine factors and pathways to the learners’ experience of CP at school. Results About 52% of learners had experienced CP at school in the last 6 months. It was higher among boys compared to girls. Experience of CP at school amongst learners was associated with learner behavior, home environment, and school environment. Learners from households with low-socio economic status (SES) had an increased risk of CP experience at school. Amongst boys, low family SES status was associated with a negative home environment and had a direct negative impact on a learner’s mental health, directly associated with misbehavior. Conclusion CP in public schools in South Africa continues despite legislation prohibiting its use. While addressing learner behaviour is critical, evidence-based interventions addressing home and school environment are needed to change the culture among teachers of using corporal punishment to discipline adolescents and inculcate one that promotes positive discipline.

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ÇETİN, Abdullah. "How Students Feel at School: Experiences and Reasons." International Journal of Psychology and Educational Studies 8, no. 2 (2021): 232–45. http://dx.doi.org/10.52380/ijpes.2021.8.2.388.

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The present study aims to investigate the emotions students experience in the school environment and the reasons for experiencing these emotions. This research was conducted using the case study method, one of the qualitative research designs. The study group of this study consisted of 24 eighth-grade students studying at a public school in the province of Kahramanmaraş in 2019-2020 academic year and 11 teachers from different branches. The findings obtained in this study showed that the students experienced positive emotions, such as happiness, excitement, curiosity and wonderful. However, it was observed that students also experience negative emotions, such as stress, sadness, unhappiness, boredom, anger and fatigue. It was determined that students experienced more positive emotions than negative emotions in Turkish, Mathematics and Science classes. It was determined that he experiences negative emotions close to positive emotions in classes, such as Visual Arts, Physical Education, Technology and Design. Students experienced positive emotions when they were active in lessons, solved questions, communicated with their friends, and used different methods and techniques in classes. Students experienced negative emotions when teachers got angry with them, fail, insomnia, had family problems and uncertainty.

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Potterton, Amanda U. "Leaders’ experiences in Arizona’s mature education market." Journal of Educational Administration 57, no. 1 (2019): 21–35. http://dx.doi.org/10.1108/jea-02-2018-0043.

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Purpose In Arizona’s mature, market-based school system, we know little about how school leaders make meaning of school choice policies and programs on the ground. Using ethnographic methods, the author asked: How do school leaders in one Arizona district public school and in its surrounding community, which includes a growing number of high-profile and “high-performing” Education Management Organisation (EMO) charter schools, make meaning of school choice policies and programs? The paper aims to discuss these issues. Design/methodology/approach The author analysed 18 months of qualitative fieldnotes that the author collected during participant observations and six semi-structured school leader interviews from both traditional district public schools in the area (n=4) and leaders from EMO charter schools (n=2). Findings School leaders’ decision-making processes were influenced by competitive pressures. However, perceptions of these pressures and leadership actions varied widely and were complicated by inclusive and exclusive social capital influences from stakeholders. District public school leaders felt pressure to package and sell schools in the marketplace, and charter leaders enjoyed the notion of markets and competition. Practical implications As market-based policies and practices become increasingly popular in the USA and internationally, a study that examines leaders’ behaviours and actions in a long-standing school choice system is timely and relevant. Originality/value This study uniquely highlights school leaders’ perceptions and actions in a deeply embedded education market, and provides data about strategies and behaviours as they occurred.

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Aulia, Farah. "Bullying experience in primary school children." SCHOULID: Indonesian Journal of School Counseling 1, no. 1 (2016): 28. http://dx.doi.org/10.23916/schoulid.v1i1.37.28-32.

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Bullying is still a significant problem today. Bullying occurs starting from the primary level up to college. The impact of the bullying on victims can be a lonely, difficult to adjust, insecurity, low self-esteem, depression and the worst is suicide. The earlier effort to detect bullying experienced by children will be able to prevent long-term effects caused. This study was conducted on 258 students of class 4-5 primary school in Yogyakarta. Data was collected through open-ended questionnaires associated with feelings and experiences of bullying in schools both as perpetrators and victims. The result showed that students feel negative emotions associated with bullying at school and most children experience bullying at school with a variety of forms, ranging from physical, verbal and relational from peers at school. These findings have implications related to the effort to do the school to help students cope with the impact of bullying experienced.

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Dissertations / Theses on the topic "School Experiences"

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Du, Plessis Alfred Haupt. "Exploring secondary school educator experiences of school violence." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-06012009-172237.

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Du, Plessis Alfred Haupt. "Exploring secondary school educator experiences of school violence." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/25176.

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This study intends to explore the very relevant and current issue of violence at school level. Through this case study the experiences of an educator with regard to violence in a secondary school are explored.</p.> Data for this study was collected through observation and unstructured interviews with the participant. Data collected was analysed through several phases of establishing thematic categories. This analysis was done within the parameters of a scientific literature framework. The six main categories were discussed and interpreted in terms of literature to provide the findings portrayed by the study. To ensure the dependability and quality of the data the study incorporated member checking and literature control. An attempt was made to contribute to, and expand upon, the existing body of knowledge with regard to this very important phenomenon. The results of this study show that the educator experiences violence in school as a very serious reality. This study argues that the causes of school violence should be studied from an integrative perspective and it supports the Bio-Ecological Systems theory as a multi-dimensional approach to understanding school violence.<br>Dissertation (MEd)--University of Pretoria, 2008.<br>Educational Psychology<br>unrestricted

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Manners, Lorraine S. "School experiences of successful students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21072.pdf.

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Wargo, Elizabeth Sue. "Hyperconnected school leadership| Shared experiences." Thesis, University of Montana, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256108.

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<p> Leaders remain perpetually connected to their work because of the rapid advancement of information technology. This research, using a qualitative approach, explored how increased connective technology is affecting school leaders with the central question: <i>How is hyperconnectivity experienced by school leaders?</i> Using personal interviews, the lived experiences of fifteen international middle and high school principals with one-to-one student-to-device programs were collected. Raw transcriptions of their experiences were analyzed using the descriptive phenomenological approach as outlined by Giorgi (2009). This approach allowed for the data to be reduced into a single narrative description shared by all participants indicating the essences of their lived experience as hyperconnected school leaders. </p><p> This shared narrative highlighted complex and paradoxical experiences associated with how these school leaders interact with technology. Their experiences indicated that work-life balance for hyperconnected leaders required strong personal boundaries and skillful use of connective technologies. Examples of effective leader development of self and community highlighted, paradoxically, the need to unplug to effectively deploy connected technology within their leadership practice. Conversely, this study also showed how leaders can be controlled by connectivity. They associated their roles as responsible school leaders with perpetual connectivity; in consequence, they fused their work and home lives, experienced increased stress, and struggled with work overload. These results imply that international school principals are impacted by increased connectivity in different ways. Findings from this study indicate those leading hyperconnected schools must pay attention to how connectivity is affecting themselves and members of their school communities. Principals must protect themselves from the increasing demands upon their attention that constant connectivity presents in order to make mental room for the self-reflection and creativity needed to provide novel solutions and approaches towards their leadership work.</p>

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McCree, Mel. "Practitioner experiences of Forest School." Thesis, University of Gloucestershire, 2014. http://eprints.glos.ac.uk/2066/.

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The aim of this thesis is to investigate the situated subjectivities of the experiences of Forest School (FS) practitioners, in their journeys from training to initial practice. The research explores the impact of FS training, environmental and socio-cultural influences upon the practitioners and how their practices adapt in context. Eight in-depth case studies of FS trainee practitioners were undertaken over a period of two years (2010-12) using multiple qualitative methods. The analysis is in three parts; on practitioner identities, approaches and contexts. The thesis contributes three new conceptual models to outdoor pedagogical research. The concept of eco-social identity frames the ongoing construction of self. The FS adult role is theorised as a connector, engaged in dynamic role processes. The analysis of practitioner approaches in context uses Shared Space; an ecosystemic frame of practice and agency. Further analysis of practitioners’ experience of team contexts draws on theoretical lenses on role, socialisation and norms from Goffman and Foucault. Team relationships became positioned in either conflict, collaboration or congruence. The study contributes new insights into the impact of FS training and the influence of socialisation and subjectivity in the application of outdoor pedagogy. Early life experience, nature-society relations, and passionate purpose motivated the practitioners. Adult-to-adult interaction affected practice outcomes significantly, with strong disparities in setting teams regarding values and ethos, team interest, controls and standards in setting practices, curriculum pressures, setting aims, and site provision and care. The results imply that collaborative partnership and a whole team approach are effective strategies for ongoing practice, and tokenistic practice is a destructive strategy.

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Schimek, Troy Alan. "Analysis of middle school student bullying experiences and student reported school climate." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006schimekt.pdf.

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Cherrington, Avivit Miriam. "Learners experiences of school violence in a rural school." Diss., University of Pretoria, 2004. http://hdl.handle.net/2263/25511.

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The purpose of this qualitative, descriptive study was to obtain insight into how Grade 9 learners (average age of 15 years) in a secondary rural school conceptualise school violence. The study was framed by a social constructionism paradigm, focusing on the co-construction of knowledge and meanings by the researcher and participants through personal engagement. Bronfenbrenner‟s Bioecological Theory of Human Development, operationalised by the Process-Person-Context-Time Model, provided a theoretical grounding for the inquiry. An instrumental case study design was followed, whereby nine Grade 9 learners (4 boys and 5 girls) in a rural secondary school participating in an academic service learning project were conveniently selected as the unit of study. Qualitative data from a focus group and task-based activities were transcribed, whilst participant observations were documented in a research journal through photographs. Constructivist grounded theory principles guided the thematic analysis. Three primary themes emerged: Violence as behaviour; Violence as experience and Power and authority. Findings indicate that school violence was perpetuated by both peers and teachers, in physical and verbal forms. Corporal punishment continued to be a prevalent strategy for maintaining discipline and authority within the school. It was also evident in the findings that learners differentiated between acts of school violence and play-fighting according to the intentions and responses of those involved. Contradictory sentiments regarding the acceptability of school violence emerged. On the one hand participants wanted school violence to stop, describing it as hurtful. However, they also expressed views that when used by someone in authority for the purpose of discipline or protection, school violence was appropriate and acceptable. Therefore, the current study suggests that participants view school violence in a duplicitous role – used negatively to cause harm, but also positively to enforce order and protect. This study contributes to literature by providing youth-generated conceptualisations of school violence.<br>Dissertation (MEd)--University of Pretoria, 2010.<br>Educational Psychology<br>unrestricted

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Cherrington, Avivit Miriam. "Learners' experiences of school violence in a rural school." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25511.

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The purpose of this qualitative, descriptive study was to obtain insight into how Grade 9 learners (average age of 15 years) in a secondary rural school conceptualise school violence. The study was framed by a social constructionism paradigm, focusing on the co-construction of knowledge and meanings by the researcher and participants through personal engagement. Bronfenbrenner‟s Bioecological Theory of Human Development, operationalised by the Process-Person-Context-Time Model, provided a theoretical grounding for the inquiry. An instrumental case study design was followed, whereby nine Grade 9 learners (4 boys and 5 girls) in a rural secondary school participating in an academic service learning project were conveniently selected as the unit of study. Qualitative data from a focus group and task-based activities were transcribed, whilst participant observations were documented in a research journal through photographs. Constructivist grounded theory principles guided the thematic analysis. Three primary themes emerged: Violence as behaviour; Violence as experience and Power and authority. Findings indicate that school violence was perpetuated by both peers and teachers, in physical and verbal forms. Corporal punishment continued to be a prevalent strategy for maintaining discipline and authority within the school. It was also evident in the findings that learners differentiated between acts of school violence and play-fighting according to the intentions and responses of those involved. Contradictory sentiments regarding the acceptability of school violence emerged. On the one hand participants wanted school violence to stop, describing it as hurtful. However, they also expressed views that when used by someone in authority for the purpose of discipline or protection, school violence was appropriate and acceptable. Therefore, the current study suggests that participants view school violence in a duplicitous role – used negatively to cause harm, but also positively to enforce order and protect. This study contributes to literature by providing youth-generated conceptualisations of school violence.<br>Dissertation (MEd)--University of Pretoria, 2010.<br>Educational Psychology<br>unrestricted

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Lund, Ellen. "Archive of Experiences : Toulluvaara Outdoor School." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-171763.

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Effiom, Claudius Bassey. "Principal Experiences In A School Consolidation." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5214.

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Abstract Educational leaders must operate in a complex political world that places a premium on skills and strategies involving consensus building, negotiations, and reciprocity. This dissertation is about the leadership struggles and tensions inherent in a school consolidation process. The principals highlighted in this study represent the leader of a metropolitan school which is closed and consolidated with another school in the same school district. The school district employs a defined and planned process to address many issues inherent in a school consolidation like guaranteed placement of displaced teachers in schools of their choice. I examined the experiences of three principals during the course of the school consolidation to determine if there are any advantages in using a pre-planned consolidation to ensure the success of the consolidation process. My experiences as a principal involved in a school consolidation experience without a defined and pre-negotiated consolidation protocols was used to draw contrasts when interview data was analyzed from the three school principals. To guide my data collection and analysis I used a conceptual framework based on the work of Mead (1934), Husserl (1965), Blumer (1969), Stryker (2002) and Merleau-Ponty (2004), Interpretivism with a case study paradigm based on the work of Hancock and Algozzine (2006), Creswell (2003), Yin (2003) and Miles and Huberman (1994) to guide my study which was aimed at understanding the experiences of school principals during a school consolidation. The initial findings of my study indicated that the experiences for most stakeholders impacted by a consolidation were consistent with those found in the literature concerning other consolidation experiences. There was some minimal reduction in the perceived levels of uncertainty and anxiety of staff members concerning their employment status. The principals had certain assignments related to the logistical planning and management of resource security and allocation removed from their agenda, but leadership experiences remained fraught with uncertainty and a sense of trial and error in navigating through the processes required for a successful consolidation experience. This study provided several insights that may be useful to school principals in managing and seeking appropriate assistance from district level leadership to improve the probability that the level of success in a school consolidation may affect various stakeholder groups impacted by the experience. The findings discuss several implications regarding how school principals and school districts may consider the overall impact of a school consolidation on their students and their stance regarding equity and social justice for all the school's communities. Finally, this study provides several recommendations for policy and educational practice.

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Books on the topic "School Experiences"

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Abdi, Muna. Somali Students' School Experiences. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89424-5.

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Macdonald, C. A. School-based learning experiences. Human Sciences Research Council, 1990.

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Experiences in music. 3rd ed. Prentice Hall, 1995.

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Australian Council for Educational Research., ed. Year 12: Students' expectations and experiences. Australian Council for Educational Research, 1989.

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Levin, Shirley. Summer on campus: College experiences for high school students. 2nd ed. College Entrance Examination Board, 1995.

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Board, College Entrance Examination, ed. Summer on campus: College experiences for high school students. College Entrance Examination Board, 1989.

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Gega, Peter C. Concepts and experiences in elementary school science. 3rd ed. Merrill, 1998.

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C, Gega Peter, ed. Concepts and experiences in elementary school science. 2nd ed. Macmillan Pub. Co., 1994.

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Gega, Peter C. Concepts and experiences in elementary school science. Macmillan, 1991.

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The art of teaching: Experiences of school. Routledge, 2009.

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Book chapters on the topic "School Experiences"

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Miller, David. "School Experiences." In Encyclopedia of Quality of Life and Well-Being Research. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_351.

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Miller, David N. "School Experiences." In Encyclopedia of Quality of Life and Well-Being Research. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-69909-7_351-2.

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Poole, Adam. "Mapping the International School Landscape: Situating Chinese Internationalised Schools." In International Teachers’ Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78686-1_2.

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Smyth, Emer. "School Climate." In Students' Experiences and Perspectives on Secondary Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49385-9_4.

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Abdi, Muna. "‘If It Isn’t Written, It Isn’t Real’: Language, Identity and Representation—Muhammed’s Story." In Somali Students' School Experiences. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89424-5_8.

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Abdi, Muna. "‘Memories, Myths and Metaphors’: Faisal’s Story." In Somali Students' School Experiences. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89424-5_7.

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Abdi, Muna. "‘Politics of Belonging’: Mustafa’s Story." In Somali Students' School Experiences. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89424-5_5.

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Abdi, Muna. "Further Discussions." In Somali Students' School Experiences. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89424-5_9.

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Abdi, Muna. "Introduction." In Somali Students' School Experiences. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89424-5_1.

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Abdi, Muna. "Reflective Restatements." In Somali Students' School Experiences. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89424-5_10.

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Conference papers on the topic "School Experiences"

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Guimarães, Raquel, and Ernesto Faria. "Excellence with equity: the importance of school factors for student success in unfavourable circumstances." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15201.

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This study analyzes the determinants of success of a group of public schools that served students of low socioeconomic status (Excellence with Equity study). Based on Prova Brazil data, we test whether there is a difference between the prevalence of school factors in the 215 schools identified by the Excellence with Equity study compared to schools with similar characteristics in 2007 but which did not show the same performance regarding the learning of their students thereafter. Taking into account statistical significance, results show that the treatment schools have principals who have been more highly rated by teachers for their leadership attributes; better facilities and operating conditions; more cohesive management and teaching teams; better working conditions for teachers; more learning opportunities; and less school violence. It is also possible to infer that the presence of better educational and infrastructure-related conditions in treatment schools may be a result of the effective management of resource.

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Henry, Laurie. "SCHOOLS OF THE FUTURE: REDESIGNING SCHOOL EXPERIENCES FOR NEXT GENERATION LEARNERS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1723.

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Shaner, Andrew, Maitrayee Bose, Michelle R. Kirchoff, et al. "PLANETARY SCIENTISTS’ EXPERIENCES ADVISING HIGH SCHOOL STUDENTS." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-358233.

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Vitiello, Veronica, Gigliola Ausiello, Luisa Di Nardo, and Gianfranca Mastroianni. "“CONSTRUCTION SITES SCHOOL”: EXPERIENCES OF PROFESSIONAL TEACHING." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1519.

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Dillon, Edward. "Session details: Paper Session: High School Experiences." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. ACM, 2020. http://dx.doi.org/10.1145/3385571.

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Lambert, Kenneth. "Session details: Paper Session: Elementary School Experiences." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. ACM, 2020. http://dx.doi.org/10.1145/3385557.

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Maxwell, Bruce. "Session details: Paper Session: Middle School Experiences." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. ACM, 2020. http://dx.doi.org/10.1145/3385564.

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Wang, Yangting, and Yongxia Yu. "Gain Experiences from Process Improvement in School." In 2009 Fifth International Joint Conference on INC, IMS and IDC. IEEE, 2009. http://dx.doi.org/10.1109/ncm.2009.137.

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Mutiarini, Menik, and Rosmita Nuzuliana. "Experience of Students in the Menstrual Hygiene Management in Schools: A Scoping Review." 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.02.15.

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Background: The implementation of menstrual hygiene management (MHM) for students in schools in the context of developing countries still faces many multifactorial obstacles. This scoping review aims to reveal various experiences of students related to the implementation of menstrual hygiene management in schools. Subjects and Method: This was a scoping review using the framework from Arksey and O’Malley. This review was conducted by searching for articles published from 2009 to 2019 from databases including PubMed, EBSCO, Science Direct, Willey and Google Scholar databases. The Inclusion criteria were articles in English, primary research and articles in peer review journals. The data were reported by PRISMA flow diagram. Results: There were 9 articles selected from 263 articles that went through the identification process. It was found that students’ experiences in implementing menstrual hygiene management in school to several important points, namely the lack of access to information about menstrual hygiene management in schools, poor implementation related to the lack of school sanitation infrastructure, social, economic, and cultural problems. Conclusion: Many challenges faced by students in fulfilling their menstrual health rights in schools have resulted in various bad experiences for school students in developing countries. Keywords: School Girls, School, Menstrual Hygiene Management, Developing Countries Correspondence: Menik Mutiarini. Aisyiyah University Yogyakarta. Jl. Siliwangi, Yogyakarta, Indonesia. Email: menik82mutiarini@gmail.com. Mobile: 082223019842 DOI: https://doi.org/10.26911/the7thicph.02.15

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Kelly, Robert M. "Accelerated software development experiences for high school students." In 2011 Integrated STEM Education Conference (ISEC). IEEE, 2011. http://dx.doi.org/10.1109/isecon.2011.6229631.

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Reports on the topic "School Experiences"

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Bruch, Sarah K., Harper Haynes, Tessa Heeren, Sana Naqvi, and Ha Young Jeong. Assessing student experiences of school in the Iowa City Community School District. University of Iowa Public Policy Center, 2016. http://dx.doi.org/10.17077/ir23-w2bx.

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Bruch, Sarah K., Tessa Heeren, Qianyi Shi, et al. Student Experiences of School Climate in the Iowa City Community School District 2017. University of Iowa Public Policy Center, 2017. http://dx.doi.org/10.17077/jdsp-5qo8.

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Bruch, Sarah K., Tessa Heeren, SuYeong Shin, et al. Student Experiences of School Climate in the Iowa City Community School District 2018. University of Iowa Public Policy Center, 2018. http://dx.doi.org/10.17077/58oi-hkbj.

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Bruch, Sarah K., Austin Adams, Sean M. Finn, and Tessa Heeren. LGBTQ Student Experiences in the Iowa City Community School District. University of Iowa Public Policy Center, 2017. http://dx.doi.org/10.17077/h26q-oc79.

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Travis, Amanda, Margaret Harvey, and Michelle Rickard. Adverse Childhood Experiences and Urinary Incontinence in Elementary School Aged Children. University of Tennessee Health Science Center, 2021. http://dx.doi.org/10.21007/con.dnp.2021.0012.

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Purpose/Background: Adverse Childhood Experiences (ACEs) have an impact on health throughout the lifespan (Filletti et al., 1999; Hughes et al., 2017). These experiences range from physical and mental abuse, substance abuse in the home, parental separation or loss, financial instability, acute illness or injury, witnessing violence in the home or community, and incarceration of family members (Hughes et al., 2017). Understanding and screening for ACEs in children with urinary incontinence can help practitioners identify psychological stress as a potentially modifiable risk factor. Methods: A 5-month chart review was performed identifying English speaking patients ages 6-11 years presenting to the outpatient urology office for an initial visit with a primary diagnosis of urinary incontinence. Charts were reviewed for documentation of individual or family risk factors for ACEs exposure, community risk factors for ACEs exposures, and records where no related documentation was included. Results: For the thirty-nine patients identified, no community risk factors were noted in the charts. Seventy-nine percent of patients had one or more individual or family risk factors documented. Implications for Nursing Practice This chart review indicates that a significant percentage of pediatric, school-aged patients presenting with urinary incontinence have exposure to ACEs. A formal assessment for ACEs at the time of initial presentation would be helpful to identify those at highest risk. References: Felitti VJ, Anda RF, Nordenberg D, Williamson DF, Spitz AM, Edwards V, Koss MP, Marks JS. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: the adverse childhood experiences (ACE) study. Am J Prev Med. 1998;14:245–258 Hughes, K., Bellis, M.A., Hardcastle, K.A., Sethi, D., Butchart, D., Mikton, C., Jones, L., Dunne, M.P. (2017) The effect of multiple adverse childhood experiences on health: a systematic review and meta-analysis. Lancet Public Health, 2(8): e356–e366. Published online 2017 Jul 31.doi: 10.1016/S2468-2667(17)30118-4 Lai, H., Gardner, V., Vetter, J., & Andriole, G. L. (2015). Correlation between psychological stress levels and the severity of overactive bladder symptoms. BMC urology, 15, 14. doi:10.1186/s12894-015-0009-6

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Shattuck, Paul T., Jessica E. Rast, Anne M. Roux, et al. High School Students on The Autism Spectrum. A.J. Drexel Autism Institute, 2019. http://dx.doi.org/10.17918/nairhighschool2019.

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Characteristics of teens on the autism spectrum have been changing over the past decade, driving the need for updated statistics to provide a current picture of the population. This report presents updated statistics on indicators of demographics, disability, education, and health. For many of the indicators, we highlight the experiences of low income and minority youth, examining differences in functioning, health, and experiences by household income and race/ethnicity.

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Gregory P. Wilson, Gregory P. Wilson. The DIG Field School: Hands-On Paleontology Experiences for K-12 Science Teachers. Experiment, 2013. http://dx.doi.org/10.18258/0158.

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Heeren, Tessa, Austin Adams, Natalie Veldhouse, and Sarah K. Bruch. Iowa City Community School District LGBTQ Student Experiences Multi-Stakeholder Task Force Report. University of Iowa Public Policy Center, 2018. http://dx.doi.org/10.17077/a2g1-zzlf.

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DeJardin, Thomas. Assessment of subjective experiences of boys entering the community from a correctional school. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.486.

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Gilbert, Kara. Youth Voices of Bounty and Opportunity: High School Students' Experiences With Food and Community. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.302.

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