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Krasny, Marianne E. "Reflections on Nine Years of Conducting High School Research Programs." Journal of Natural Resources and Life Sciences Education 28, no. 1 (1999): 17–23. http://dx.doi.org/10.2134/jnrlse.1999.0017.
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Dufitumukiza, Abel, Edouard Ntakirutimana, Emmanuel Niyibizi, and Jacqueline Mukanziza. "The nine year basic education policy and secondary school internal efficiency." International Journal of Research in Business and Social Science (2147- 4478) 9, no. 6 (2020): 202–12. http://dx.doi.org/10.20525/ijrbs.v9i6.907.
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This study examined the effect of implementing Nine Year Basic Education (9YBE) policy on secondary school internal efficiency. The study followed descriptive design. Data on students’ enrolments and repetitions for consecutive school years, cohort 2014/15 and 2017/18, were collected from all five lower secondary schools in Ngoma and Tumba Sectors using survey questionnaire. Besides, focus group discussions (FGDs) were used to collect views of head-teachers on the study variables. The reconstructed cohort flow analysis technique was used to determine indicators of internal efficiency. Summary statistics are presented in tables. Qualitative data from FGDs were analysed through thematic content analysis with consideration of similarities and differences. The findings revealed (i) a positive change in students' promotion and repetition rates, (ii) students’ survival rate to the last grade increased to 69.39% for the cohort 2017/18 from 50.72% for the cohort 2014/15 and (iii) wastage ratio declined from 1.62 for cohort 2014/15 to 1.33 for cohort 2017/18. Thus, school efficiency rose to 75.19% in 2017/18. Head-teachers attributed the positive change in internal efficiency indicators to the combination of 9YBE interventions including removal of school fees, school feeding, and flexibility in student progression and increasing day secondary school in proximity of home. However, persistent high dropout rates indicated that the implementation of 9YBE policy had not alleviated all disruptive forces against students’ participation rates. It was therefore suggested to relook at policy interventions to address individual students’ challenges at school and household levels and the management of older children in the school system.
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Jansen, Lisette, Cacha Peeters-Scholte, Sica Wiggers-de Bruine, et al. "Classroom-evaluated school performance at nine years of age after very preterm birth." Early Human Development 140 (January 2020): 104834. http://dx.doi.org/10.1016/j.earlhumdev.2019.104834.
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van Dijk, Adam, Patricia A. McGrath, William Pickett, and Elizabeth G. VanDenKerkhof. "Pain Prevalence in Nine- to 13-Year-Old School Children." Pain Research and Management 11, no. 4 (2006): 234–40. http://dx.doi.org/10.1155/2006/835327.
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BACKGROUND: Despite significant progress in the epidemiology of chronic pain in adults, major gaps remain in our understanding of the epidemiology of chronic pain in children. In particular, the incidence, prevalence and sensory characteristics of many types of pain in Canadian children are unknown.OBJECTIVES: A study to obtain the lifetime and point prevalence of common acute pains, recurrent pain syndromes and chronic pains was conducted in a cohort of 495 school children, nine to 13 years of age, in eastern Ontario.METHODS: Children reported their pain experiences and described the intensity, affect and duration of the pains experienced over the previous month by completing the Pain Experience Interview –Short Form.RESULTS: The majority of children (96%) experienced some acute pain over the previous month, with headache (78%) being most frequently reported. Lifetime prevalence for certain acute pains differed significantly by sex (P<0.05). Fifty-seven per cent of children reported experiencing at least one recurrent pain, while 6% were identified as having had or currently having chronic pain.DISCUSSION: The prevalence of acute pain in this Canadian cohort is consistent with international estimates of acute pain experiences (ie, headache) and recurrent pain problems (ie, recurring headache, abdominal pain and growing pains). However, 6% of children reported chronic pain. The self-completed Pain Experience Interview – Short Form provides a feasible administration technique for obtaining population estimates of childhood pain, and for conducting longitudinal studies to identify risk and prognostic factors for chronic pain.
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Wood, Eric. "Now We Are Nine…" Mathematics Teaching in the Middle School 5, no. 1 (1999): 3. http://dx.doi.org/10.5951/mtms.5.1.0003.
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AN EXCITING YEAR IS IN STORE FOR Mathematics Teaching in the Middle School (MTMS): with this fifth volume, we reach our full complement of nine issues! And with the ninth issue comes an additional opportunity to serve you–our readers–by presenting more articles that address your needs as middle-grades-mathematics educators. For those who first conceived of this journal for the middle grades, for the first Editorial Panel that launched it, and for the subsequent panels that have continued to shape and nurture it, this volume is the culmination of much thought and effort. The years of development to a nine-issue volume have been richly rewarded by the involvement and enthusiasm of you–our readers.
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Iskandar, Soetyono. "Management Open Junior High School during the Nine Years Compulsory Education Programme in Malang." IOSR Journal of Business and Management 15, no. 5 (2013): 18–35. http://dx.doi.org/10.9790/487x-1551835.
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Pereira, Meira Chaves. "O ensino fundamental de nove anos e a organização curricular para os anos iniciais no Mato Grosso do Sul - The elementary school nine years and organization curriculum for early years in Mato Grosso do Sul." Revista de Gestão e Avaliação Educacional 5, no. 9 (2015): 111. http://dx.doi.org/10.5902/2318133816929.
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Neste trabalho se discute o ensino fundamental de nove anos e a organização escolar para os anos iniciais do ensino fundamental no Brasil. Trata-se de uma reflexão crítica por meio de literatura especializada organizada em três seções. A primeira considera a idade que integra o ensino fundamental a partir da legislação brasileira. Na segunda, analisamos a criança de seis anos no ensino fundamental e a necessária sensibilidade no desenvolvimento de seus saberes e fazeres e, em seguida construímos algumas considerações sobre a organização do currículo para o ensino fundamental de nove anos. O estudo aponta que quanto mais cedo se faz a incursão da criança nos anos iniciais do ensino fundamental, não se pode perder de vista a especificidade da infância em seus tempos, espaços e possibilidades.Palavras-chave: ensino fundamental de nove anos, organização curricular, anos iniciais. THE ELEMENTARY SCHOOL NINE YEARS AND ORGANIZATION CURRICULUM FOR EARLY YEARS IN MATO GROSSO DO SUL AbstractThis paper discusses the fundamental education of nine years and school organization for the early years of elementary school in Brazil. It is a reflexive critical reflection by means of specialized literature organized into three sections. The first considers the age which integrates elementary school from the Brazilian legislation. In the second, we analyze the child of six years in the elementary school and the necessary sensitivity to develop their knowledge and practices and then build some considerations about the Organization of the curriculum for elementary education of nine years. The study brought to light that, the sooner you make the incursion of the child in the early years of elementary school, one cannot lose sight of the specificity of childhood in their times, spaces and possibilities.Key-words: nine-year elementary school, curriculum organization, the initial years.
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Radziavicius, Fernanda R., Lourdes C. Martins, Camilla C. Radziavicius, et al. "Peak expiratory flow values are higher in older and taller healthy male children: An observational study." Clinical & Investigative Medicine 33, no. 2 (2010): 92. http://dx.doi.org/10.25011/cim.v33i2.12347.
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Purpose: Peak expiratory flow (PEF) was measured in healthy children aged five to ten years in order to provide baseline values and to determine correlations between PEF and factors such as gender, age and type of school. Methods: After the Ethical Committee of Research in Human of the School of Medicine of ABC – FMABC approval, PEF and height were measured in 1942 children between five and ten years old from nine public schools and nine private schools throughout São Bernardo do Campo City. PEF was measured using the Mini-Wright Peak Flow Meter (Clement Clarke International Ltd.) and. height was measured using a Sanny professional stadiometer . Results: Significant differences were found in values for PEF: higher values were seen in older students in comparison with younger students, in males in comparison with females and in students from private schools in comparison with public schools, with average values ranging from 206 L/min to 248 L/min,. Linear correlations were seen for PEF values with both height and age (Spearman Coefficient). Conclusions: Differences were seen for PEF between genders and between types of school, and a linear correlation was seen for PEF with both age and height in healthy children from five to ten years old.
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Bak, Moon Young Savana, Joshua B. Plavnick, and Sarah M. Byrne. "Vocalizations of minimally verbal children with autism spectrum disorder across the school year." Autism 23, no. 2 (2017): 371–82. http://dx.doi.org/10.1177/1362361317747576.
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Little is known about the language trajectories of minimally verbal school-aged children with autism spectrum disorders. The present investigation conducted observations across two elementary schools over an entire school year to analyze the vocal language development of nine minimally verbal children with autism spectrum disorder between the ages of 6 and 10 years, and their educational service providers. A Language Environment Analysis™ device automatically recorded and disaggregated over 743 h of data on child vocalizations, and vocal interactions with adults. Vocalizations did not increase for eight of the nine participants, and conversational counts between participants and adults were near zero across the entire year. These results speak to the need for additional research examining language development and potential intervention strategies among minimally verbal children with autism spectrum disorder.
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SUKARDJI, K. "EVALUASI BELAJAR PENDIDIKAN DASAR 9 TAHUN MELALUI MADRASAH DI KABUPATEN PANDEGLANG." ALQALAM 18, no. 90-91 (2001): 1. http://dx.doi.org/10.32678/alqalam.v18i90-91.1462.
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In the Framework to raise the progress of the nation life entirely, the goverment has carried out the nine years - Basic Education Compulsory Programme (Wajar Dikdas) through general school and Islamic school In this programme through the Islamic school among others have been done in model school of Islamic elementery school (MIN) in village of part, Mandalawangi, Pandeglang and the Islamic secondary private scool "Cidangiang" Kota Pandeglang., Pandeglang.The Nine Years - Basic Education Compulsory Programme through Islamic School has been applied on the Islamic School (MI and MTs) by providing service of education to all basic education school age from any economic sosial backgrounds, both living in the countryside and the town around the two schools evironments. Both children coming from the poor and the rich family Have equal chance to obtain service of education from two schools.To support the operational of programme among parents, school and group of society/foster parents (GNOTA) and government have colleted fund to run the education at the school, including the school payment for students by the cooperation in colleting the fund wich have been done by many parts for costing the programme so that in can run smoothly and succesfully.Key words: Evaluation, Compulsory Education, Madrasah, Pandeglang.
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Dufitumukiza, Abel. "Students’ Internal Efficiency in Public Day Schools in Ngoma Sector, Huye District of Rwanda." International Journal for Innovation Education and Research 8, no. 4 (2020): 391–98. http://dx.doi.org/10.31686/ijier.vol8.iss4.2296.
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This study aimed to estimate students’ internal efficiency in Public Day Schools implementing Nine Year Basic Education (9YBE)[1] policy in Ngoma Sector, Huye District of Rwanda. Since the Government of Rwanda embarked on the implementation of 9YBE policy, the remarkable increase has been achieved in students’ enrolments at both primary and secondary education levels. But, little is known about the extent to which the policy has improved the indicators of internal efficiency such as duration of studies, years-input per graduate, survival and wastage rate. Through a descriptive design, data on students’ enrolments and graduation at lower secondary education for the cohort 2013/14 and 2017/18 were gathered from all 2 public day schools in Ngoma Sector by use of a statistical survey questionnaire. A reconstructed cohort analysis of 1000 students for both cohorts was computed and compared. The findings provided evidence that during the school years 2013/2017 there had been an increase in indicators students’ internal efficiency. Nevertheless, dropouts and stagnation have continued to be hindrances to high school internal efficiency at this level of education. The findings suggest further investigation of the causes of students' stagnation and dropout and workable interventions that consider the context of 9YBE policy. [1] 9YBE is an acronym given to Nine-Year Basic Education. According to the Ministry of Education, it is defined as " all children to be able to get an education in nine years, this is made up of six years of primary education and three years of the general cycle of secondary education without paying school fees."
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Saliji, Mejdin. "ANALYSIS OF TASKS AND TESTS IN MATHEMATICS FOR EIGHTH GRADE IN NINE-YEARS PRIMARY SCHOOL." Математички билтен/BULLETIN MATHÉMATIQUE DE LA SOCIÉTÉ DES MATHÉMATICIENS DE LA RÉPUBLIQUE MACÉDOINE, no. 2 (2016): 109–23. http://dx.doi.org/10.37560/matbil16200109s.
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Endsley, Patricia. "School Nurse Workload." Journal of School Nursing 33, no. 1 (2016): 43–52. http://dx.doi.org/10.1177/1059840516681423.
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The purpose of this scoping review was to survey the most recent (5 years) acute care, community health, and mental health nursing workload literature to understand themes and research avenues that may be applicable to school nursing workload research. The search for empirical and nonempirical literature was conducted using search engines such as Google Scholar, PubMed, CINAHL, and Medline. Twenty-nine empirical studies and nine nonempirical articles were selected for inclusion. Themes that emerged consistent with school nurse practice include patient classification systems, environmental factors, assistive personnel, missed nursing care, and nurse satisfaction. School nursing is a public health discipline and population studies are an inherent research priority but may overlook workload variables at the clinical level. School nurses need a consistent method of population assessment, as well as evaluation of appropriate use of assistive personnel and school environment factors. Assessment of tasks not directly related to student care and professional development must also be considered in total workload.
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Prestine, Nona A. "Extending the Essential Schools Metaphor: Principal as Enabler." Journal of School Leadership 3, no. 4 (1993): 356–79. http://dx.doi.org/10.1177/105268469300300402.
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This article examines the role of the principal in school restructuring using essential school precepts. Based on qualitative data from a longitudinal study covering two and one-half years, the results indicate that the principal must assume a more inclusive and prominent role in schools attempting such restructuring efforts. It is argued that the basic essential schools’ philosophy expressed in the Nine Common Principles must be extended to include the other significant player in school change efforts, the principal. Thus, the metaphor of “student as worker, teacher as coach,” must now be extended to include “principal as enabler.”
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Wells, Lesley, and Michael Nelson. "The National School Fruit Scheme produces short-term but not longer-term increases in fruit consumption in primary school children." British Journal of Nutrition 93, no. 4 (2005): 537–42. http://dx.doi.org/10.1079/bjn20051393.
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The National School Fruit Scheme (NSFS) provides one free piece of fruit each school day to children, aged 4 to 6 years, attending state schools in England. The aims of the present study were to determine if NSFS was associated with a higher fruit consumption in infant school children (4–6 years old), and to assess whether fruit consumption was higher in junior school children (7–8 years old) who had received free fruit as infants compared with those who had not. The present cross-sectional study involved seventeen schools, eight in the NSFS (study schools) and nine not in the NSFS (control schools). Study and control schools were selected in areas of similar levels of deprivation. All schools were on the outskirts of London in Southeast England. A retrospective 24 h food tick list was given to each pupil in Reception to Year 4 to take home for their parents to complete and return. Response rate was 51 %. Median total fruit consumption (excluding fruit juice) in infants receiving free fruit was 117 g/d compared with 67 g/d in infants not receiving free fruit (P<0·001). Median consumption in juniors who had received free fruit at school as infants did not differ from those who had not (83 g/d v. 86 g/d). The NSFS has increased fruit consumption in infant school children. It does not appear to have longer-term effects in junior school children. If the scheme is to affect dietary habits and improve health in the long term, further interventions will be needed.
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Hadders-Algra, M., H. J. Huisjes, and B. C. L. Touwen. "PERINATAL RISK FACTORS AND MINOR NEUROLOGICAL DYSFUNCTION: SIGNIFICANCE FOR BEHAVIOUR AND SCHOOL ACHIEVEMENT AT NINE YEARS." Developmental Medicine & Child Neurology 30, no. 4 (2008): 482–91. http://dx.doi.org/10.1111/j.1469-8749.1988.tb04775.x.
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Morris, Monica B., and Sheila Mitchell. "Nine Year Olds Up: A Follow-up Study of School Children." Contemporary Sociology 17, no. 5 (1988): 697. http://dx.doi.org/10.2307/2074025.
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Barnett, Tracie A., Jennifer L. O’Loughlin, Lise Gauvin, et al. "School opportunities and physical activity frequency in nine year old children." International Journal of Public Health 54, no. 3 (2009): 150–57. http://dx.doi.org/10.1007/s00038-009-7110-0.
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Mbonyiryivuze, Agnes, Lakhan Lal Yadav, and Maurice Musasia Amadalo. "Students’ attitudes towards physics in Nine Years Basic Education in Rwanda." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (2021): 648. http://dx.doi.org/10.11591/ijere.v10i2.21173.
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<span lang="EN-GB">This study investigated students’ attitudes towards physics in Nine Year Basic Education (9YBE) in Rwanda. Data were collected from 380 students from Kayonza and Gasabo Districts using a physics attitudes test. Findings illustrated that more than a quarter of participants felt that learning physics is boring. About 39% think that the subject of physics does not relate to the real-world experience. A significant number of participants had negative attitudes towards physics in terms of the effort required for learning. The findings also showed that the overall level for participants in physics problem-solving skills was low</span><span lang="EN-US">.</span><span lang="EN-GB"> The item-by-item analysis showed that the differences between responses of students from rural schools and their counterparts from urban schools in categories of problem-solving and physics concepts connections and understanding are statistically significant. It was found that many students in rural schools need to know more about the interpretation of a new equation to be able to apply it to a new physics problem.</span>
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Baharom, Masri, Ahmad Hashim, and Mahaliza Mansor. "Gross Motor Development Level Of The Children Age 9 Years." International Journal for Innovation Education and Research 2, no. 11 (2014): 129–35. http://dx.doi.org/10.31686/ijier.vol2.iss11.274.
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Physical education plays a role in contributing to the growth and development of the children through the learning experience to meet the needs of the psychomotor, cognitive, and affective domain [1,9,8,11]. All children will go through a learning process based on Physical Education syllabus as set out in the primary school integrated Curriculum (KBSR). In the Physical Education curriculum, children have been encourage to develop fitness, skill and sportsmanship. The focus of this study is about teaching of fitness in gross motor skills which consist of the locomotors and manipulative skills. Children age seven to nine years have been involved in teaching and learning process based on these skills. Children will apply all the locomotors and manipulative skills since they are in level one primary school.
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Jomaa, Sami, Ameer Kakaje, Ragheed Al Zohbi, et al. "Post-traumatic stress disorder (PTSD), anger and mental health of school students in Syria after nine years of conflict: a large-scale school-based study." BJPsych Open 7, S1 (2021): S260—S261. http://dx.doi.org/10.1192/bjo.2021.695.
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AimsThe Syrian crisis has entered its ninth year with many being affected by the war. This is the largest-scale study that aims to evaluate the psychological profile of secondary school students in Syria.MethodThis is a cross-sectional study in schools in Damascus, Syria. The surveys assessed working habits, smoking, war exposure, grades, socioeconomic status (SES), social support, health-related quality of life (HRQL), post-traumatic stress disorder (PTSD), problematic anger, and other parameters.ResultThis study included 1369 students of which 53% suffered from PTSD and 62% from problematic anger. Around 46% declared a fair or worse general health and 61% had moderate or severe mental health. Only 9.3% did not report exposure to any war-related variable. War exposure had an impact on PTSD, anger, and HRQL, but not on students' grades. Smoking, having consanguineous parents, and working did not have a clear association with grades or anger. Social support weakly reduced PTSD and anger scores. Interestingly, working was associatedwith lower PTSD scores but was associated with a worse physical component of HRQL.ConclusionThis is the largest study on school students in Syria that reports the psychological ramifications of war. Although the direct effects of war could not be precisely described, the high burden of PTSD and anger distress was a strong reflection of the chronic mental distress.
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Bryant, Lenore. "Mutidimensional self-concept in adolescence: Academic self-concept in specific school subjects." Queensland Journal of Guidance and Counselling 3 (November 1989): 1–14. http://dx.doi.org/10.1017/s1030316200000133.
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The School Subjects Questionnaire was administered to 300 students (15-22 years old) in Years 11 and 12 at a Brisbane metropolitan State high school. Ratings of self-concept in eleven specific school subjects and in “all school subjects” were obtained. Factor analysis of these responses identified nine separate facets of academic self-concept. The hypothesised relationships among English subject-related self-concepts, Math subject-related self-concepts, Creative Arts subjects and Practical Arts subjects were not clearly obtained in this study.
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O. John-Akinola, Yetunde, and Saoirse Nic Gabhainn. "Parental participation in primary schools; the views of parents and children." Health Education 114, no. 5 (2014): 378–97. http://dx.doi.org/10.1108/he-09-2013-0047.
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Purpose – Parental participation is important for strengthening and sustaining the concept of school health promotion but little is written on the processes involved. The purpose of this paper is to assess Irish parents’ and pupils’ views on how parents take part, or would like to take part, in school life. Design/methodology/approach – The sample was recruited from nine primary schools, three Health Promoting Schools and six matched schools. Pupils aged nine to 13 years in the 4th, 5th and 6th class groups participated in the study. Parents of all participating pupils were also invited to take part in the study. Data were collected by self-completion questionnaire, comprising three closed and one open question. Findings – A total of 218 parents and 231 pupils participated. There was general agreement between parents and pupils on parental participation in school. Overall 40.6 per cent of parents and 43.2 per cent of pupils reported that parents frequently take part in school activities. A majority of both parents (79.5 per cent) and pupils (83.6 per cent), agreed that parents were encouraged to talk about things that concern their child in school, while 73.5 per cent of parents and 65.6 per cent of pupils reported that they were made to feel a part of child's school. Qualitative data from parents and pupils suggested similar ways in which parents can best take part in school. Some respondents suggested how schools could engage with parents but most responses provided examples of how parents could act directly to take part in school life. These direct actions included doing, helping with, and watching school activities such as sports, tours, music and cake sales. Originality/value – The findings illustrate the similarity of views of parents and pupils concerning parents’ participation in school life and suggest that children may have the potential to represent the voice of their parents in school when considering how to improve parental participation in schools.
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Chunrong, Ren, and Xin Tao. "A Study of Equity in Educational Quality in County Level Primary Schools and Related Factors." International Journal of Chinese Education 1, no. 1 (2012): 72–88. http://dx.doi.org/10.1163/221258612x644566.
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Abstract A multilevel analysis of the effects of school resource variables and educational process variables on math study outcomes for fourth grade students revealed that in regions of Eastern China that have long required nine years of compulsory education, there are significant differences in math scores between schools and between cities and villages; in student interest and self-confidence, also, there are significant differences between schools. It was found that the effects on student scores, interest in study and self-confidence associated with instructional and teaching processes were greater than effects associated with school resources. These results remind us that resources are not omnipotent in promoting equity in educational outcomes. Rather, it is more important to bring about improvements in school management, organizational forms of teaching, student evaluation methods, teacher-student relationships, and schools’ attractiveness to students.
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Fernández-Cruz, Francisco José, Jesús Miguel Rodríguez-Mantilla, and Ma José Fernández-Díaz. "Assessing the impact of ISO: 9001 implementation on school teaching and learning processes." Quality Assurance in Education 27, no. 3 (2019): 285–303. http://dx.doi.org/10.1108/qae-09-2018-0103.
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Purpose A growing number of schools are now implementing quality management systems (QMS). As a result, studies are being conducted to assess the educational benefits of these systems and their capacity to identify areas for improvement in school processes and performance. The purpose the present study is to assess the impact of ISO:9001 implementation on teaching-learning processes in the classroom, and in schools with at least three years’ experience of applying this standard. Design/methodology/approach To this end, a questionnaire was administered to a final sample of 2,185 subjects from 80 pre-school, primary and secondary education schools in the regions of Madrid, Castile and León, Andalusia and Valencia (Spain). Findings The results show that ISO:9001 implementation yielded a higher than average impact on teaching-learning processes. Specifically, improvements were observed in the subdomains of tutorials, evaluation and classroom teaching methodologies as a result of implementing this QMS. Originality/value This impact was higher in state-subsidized private schools in Valencia and Andalusia with over nine years’ experience of ISO:9001 in schools with internal funding plans and in those with fewer than 29 teachers on the staff.
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Al-Ghannami, Samia S., Samir Al-Adawi, Kebreab Ghebremeskel, et al. "Attention Deficit Hyperactivity Disorder and Parental Factors in School Children Aged Nine to Ten Years in Muscat, Oman." Oman Medical Journal 33, no. 3 (2018): 193–99. http://dx.doi.org/10.5001/omj.2018.37.
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Lindgren, Eva, Kristyan Spelman Miller, and Kirk P. H. Sullivan. "Development of Fluency and Revision in L1 and L2 Writing in Swedish High School Years Eight and Nine." ITL - International Journal of Applied Linguistics 156 (2008): 133–51. http://dx.doi.org/10.2143/itl.156.0.2034428.
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Abstract In this paper we use keystroke logging to examine the development of fluency and revision in high school L1 Swedish and L2 English writing. Each writer wrote one text in English and one in Swedish in each year of the study. Using a combination of statistical and automatic analyses of the keystroke log, we attempted to investigate: i) how the on-line writing process in terms of revising, pausing and fluency in first and second language writing changes over time, ii) whether there are on-line writing process variables which can be identified as contributing to text improvement, and iii) whether there are any aspects of L1 writing which can be identified as contributing to L2 writing and learning processes and which may form part of a teaching programme. Previous studies of L2 writers have attested to changes in fluency, pause and revision behaviour, and amount of text produced, although associations with the quality of the final output are not clearly supported. The within-writer comparison of this study addresses differences in fluency, pause and revision behaviour between L1 and L2 writing. A regression analysis looking at quality and two types of revision (Form, and Conceptual) found that form revision frequency was related to the language of writing and that conceptual revision frequency was dependent on linguistic experience rather than on language. The findings suggest that conceptual revision and writing skills are transferred from the L1 to the L2, and that these skills should be taught accordingly.
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Stoeger, Heidrun, Michael Heilemann, Tobias Debatin, Manuel D. S. Hopp, Sigrun Schirner, and Albert Ziegler. "Nine years of online mentoring for secondary school girls in STEM: an empirical comparison of three mentoring formats." Annals of the New York Academy of Sciences 1483, no. 1 (2020): 153–73. http://dx.doi.org/10.1111/nyas.14476.
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Jain, Tanu, Kiran Grover, and Navjot Kaur Gill. "Impact of garden cress supplemented biscuits on nutritional profile of malnourished and anemic school children (seven–nine years)." Nutrition & Food Science 47, no. 4 (2017): 553–66. http://dx.doi.org/10.1108/nfs-09-2016-0144.
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Purpose This paper aims to evaluate the impact of garden cress supplemented biscuits on the nutritional status of malnourished children. Design/methodology/approach For the present study, 60 underweight and anemic seven-nine-year-old school children were selected according to the World Health Organization (WHO) classification and divided into two groups, i.e. experimental (30) and control (30). Biscuits (60 g) developed using roasted garden cress seeds were supplemented to the experimental group, while biscuits without garden cress seeds were provided to control group for a period of three months and impact was observed in terms of improvement in nutritional status of subjects before and after the supplementation. Findings The food and nutrient intake increased with increased percent nutrient adequacy and sharp increase (p ≤ 0.05) was noticed in cereal, fat and sugar after supplementation. Average height, weight, body mass index and mid-upper arm circumference increased, with 3.56 and 0.87 per cent gain in weight and height (p ≤ 0.05) respectively. Hemoglobin levels increased from 10.6 to 11g/dl with little improvement (p ≤ 0.05) in proteins, albumin and other indices of blood profile and nine subjects fell in non-anemic category. Research limitations/implications The diets of both groups were not controlled, which might have varied the results. Practical implications Garden cress-seed-enriched biscuits were able to have a positive impact on the nutritional profile of malnourished and anemic school children. Social/implications The duration of supplementation was short, which may have affected these results. Therefore, researchers are encouraged to perform long-duration supplementation study for more accurate results. Originality/value This paper identifies the need for promoting garden cress seeds in supplementary foods to reduce malnutrition.
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Lindgren, Eva, Kristyan Spelman Miller, and Kirk P. H. Sullivan. "Development of Fluency and Revision in L1 and L2 Writing in Swedish High School Years Eight and Nine." ITL - International Journal of Applied Linguistics 156 (2008): 133–51. http://dx.doi.org/10.1075/itl.156.13lin.
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In this paper we use keystroke logging to examine the development of fluency and revision in high school L1 Swedish and L2 English writing. Each writer wrote one text in English and one in Swedish in each year of the study. Using a combination of statistical and automatic analyses of the keystroke log, we attempted to investigate: i) how the on-line writing process in terms of revising, pausing and fluency in first and second language writing changes over time, ii) whether there are on-line writing process variables which can be identified as contributing to text improvement, and iii) whether there are any aspects of L1 writing which can be identified as contributing to L2 writing and learning processes and which may form part of a teaching programme. Previous studies of L2 writers have attested to changes in fluency, pause and revision behaviour, and amount of text produced, although associations with the quality of the final output are not clearly supported. The within-writer comparison of this study addresses differences in fluency, pause and revision behaviour between L1 and L2 writing. A regression analysis looking at quality and two types of revision (Form, and Conceptual) found that form revision frequency was related to the language of writing and that conceptual revision frequency was dependent on linguistic experience rather than on language. The findings suggest that conceptual revision and writing skills are transferred from the L1 to the L2, and that these skills should be taught accordingly.
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Zira, Kamkwis M., and Adamu Muhammad Zumo. "Perceived Factors Responsible for Students’ Drop Out of School in Zumo Development Area Song Local Government of Adamawa State, Nigeria." International Journal of Current Aspects 4, no. 1 (2020): 22–32. http://dx.doi.org/10.35942/ijcab.v4i1.110.
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The main purpose of the study was to examine school related factors responsible for students dropping out from secondary schools in Zumo Development Area of Adamawa State, Nigeria. A descriptive survey research was adopted for the study. A total of twenty students who had dropped out of school in the past five years were in the study area. They were randomly sampled from five communities out of the nine community secondary schools in Zumo Development area. Data was collected through administering a modified four point likert-type questionnaire to the participants. The data obtained was compiled and analysed using simple percentages. The study revealed that poverty and financial constraints were critical in the dropout phenomenon. The study also revealed that school dropout was primarily grounded in school problems such as school distance and inadequate teacher-student relationship, inadequate resources and facilities as well as irrelevant curriculum content that failed to meet the needs and aspirations of the students. The study recommended that schools learning environment should be child friendly. Teachers as well as pupils should team up to work together to encourage and assist children on the verge of dropping out to remain in school.
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Al-Mekhlafi, Abdo Mohamed, and Mohamed El Tahir Osman. "The Effect of a Holistic School Improvement Model in Enhancing School Effectiveness in Oman." Malaysian Journal of Learning and Instruction (MJLI) Vol. 16, (No.2) Dec 2019 16, Number 2 (2019): 187–200. http://dx.doi.org/10.32890/mjli2019.16.2.7.
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Purpose - This study examined the impact of a holistic school improvement model on overall school effectiveness, More specifically, it attempted to answer two questions: 1) Are there any significant differences in school performance between the control group and the experimental group before and after the experiment? 2) Is there any significant improvement in the experimental group school effectiveness before and after the experiment? Methodology - As a part of a four-year longitudinal research project, the study used a quasi experimental research design to examine the impact of a holistic school improvement model on enhancing overall school effectiveness in Oman. The sample consisted of 16 intact classes selected from 8 schools (4 experimental and 4 control groups), with a total of 2378 students (1157 from grade nine classes and 1221 from grade seven classes). The experimental group schools were exposed to a wide range of school improvement activities within a four-year period. A series of workshops on activating the 13 elements of the Innovation Sustainability Wheel (ISW) were delivered to all administrators and teachers at the target experimental group schools, in addition to empowering students through enrichment programs in five subject areas. Data was collected from the Omani Ministry of Education school performance indicators, which included five subject matter achievement tests aggregated over three years. Findings - The study revealed significant differences in overall school performance across the four years between the control and experimental schools, in favour of the experimental group. Moreover, a significant progression of school effectiveness was observed in the two grade levels of the experimental group. Significance - The findings are significant in terms of providing educational systems with a workable mechanism for identifying key areas of weaknesses and means of improvement; establishing a chain of actions for activating all interrelated elements that act as driving forces for sustainable change; ensuring that the indicators of school improvement should include both operational processes and students’ learning outcomes; and contributing to the knowledge base in the area of school improvement in terms of a research-based model that has potential implications for practitioners and policy makers.
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Pirnes, Katariina P., Jouni Kallio, Kirsti Siekkinen, Harto Hakonen, Arja Häkkinen, and Tuija Tammelin. "Test-retest repeatability of questionnaire for pain symptoms for school children aged 10–15 years." Scandinavian Journal of Pain 19, no. 3 (2019): 575–82. http://dx.doi.org/10.1515/sjpain-2018-0338.
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Abstract Background and aims There is a growing body of evidence, that pain is common at school age. Less is known about the repeatability of pain questionnaires for children. This study aimed to assess the test-retest repeatability of the Finnish version of the electronic pain questionnaire for school-aged children. Methods Primary (n = 79) and lower secondary (n = 127) schoolchildren aged 10–15 years from two schools from the Jyväskylä region of Finland, filled in an electronic questionnaire twice in an interval of 2 weeks. It captured the frequency of pain symptoms with a five-point Likert-scale questionnaire covering nine areas of the body for the last 3 months. The intraclass correlation coefficient (ICC) values 0.40–0.59 reflected fair and 0.60–0.74 good repeatability. Results The highest prevalences of pain were in the head (29%) and neck and shoulder (NS) (23%) areas. ICC values showed good repeatability for questions about pain frequency in the head, NS and lower extremities. In primary school, these values were good in the lower extremities and fair in NS, lower back and the head. In lower secondary school, the ICC values were good in NS and the head, fair in the stomach and lower extremities. Conclusions This electronic questionnaire was an acceptably repeatable indicator to measure the frequency of pain in the most prevalent pain areas: the head and NS. Implications It is important to be aware of the impact of health-related outcomes on children’s ability to be successful in their lives. With the help of a simple electronic questionnaire, it is possible to cost-effectively capture, for example, the prevalence and frequency of pain during the school hours. The identification of children’s pain symptoms accurately provides more possibilities to prevent and to minimize the chronic pain among schoolchildren.
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Amissah, Augustina Araba, Justice Mensah, and John Victor Mensah. "PREVALENCE OF CHILDHOOD OBESITY AND ITS SOCIO-PSYCHOLOGICAL EFFECTS ON PRIMARY SCHOOL CHILDREN IN THE CAPE COAST METROPOLIS, GHANA." International Journal of Research -GRANTHAALAYAH 9, no. 2 (2021): 216–28. http://dx.doi.org/10.29121/granthaalayah.v9.i2.2021.3442.
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Childhood obesity is a major public health concern around the globe as it is associated with adverse consequences such as psychological problems, lower educational attainment, and a high risk of health challenges later in life. The study investigated the prevalence of obesity and its socio-psychological effects on primary school children in the Cape Coast Metropolis, Ghana. Interview schedule and interview guide were used to collect primary data from 317 pupils and 24 teachers respectively from public and private schools in 2018. Microsoft Excel software (version 2013) was used to analyse quantitative data while content analysis was used for qualitative data based on themes. The result indicated that the overall prevalence rate was five percent. Prevalence of obesity was higher in private schools than public schools while that among male pupils was higher than their female counterparts. Pupils of age 11 years were at higher risk than those at age nine years. The socio-psychological effects on the affected children included stigmatization, exclusion from taking part in some competitive activities, inactive and often slept during lessons. The school authorities should collaborate with the Metropolitan Directorates of Education and Health to manage obesity in the schools. They could invite health experts to educate school management, teachers, pupils, and parents on support systems for managing childhood obesity.
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Magnússon, Kristján T., Torarinn Sveinsson, Sigurbjörn Á. Arngrímsson, and Erlingur Johannsson. "Predictors of fatness and physical fitness in nine-year-old Icelandic school children." International Journal of Pediatric Obesity 3, no. 4 (2008): 217–25. http://dx.doi.org/10.1080/17477160802169482.
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Bainbridge, Alan, Joanne Bartley, and Tom Troppe. "The impact of research evidence on education policy: How Members of Parliament respond to evidence in relation to secondary selective education." FORUM 63, no. 2 (2021): 161–68. http://dx.doi.org/10.3898/forum.2021.63.2.14.
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A detailed analysis of Hansard transcripts was undertaken to explore the dialogue used in parliamentary debates and committee meetings where reference was made to grammar schools between October 2015 to March 2019. During this period, the first new grammar school for fifty years had been approved, along with the establishment of the £50 million selective school expansion fund. Detailed qualitative analysis highlighted the widely disproportionate use of the term 'good' in relation to grammar schools. It is argued that 'good' instead of 'outstanding' or 'excellent' is chosen in relation to grammar schools as 'good' has moral overtones that go beyond reported educational standards. Proportionately, the number of comprehensive schools rated good or outstanding would need to be referred to in conjunction with 'good' 6698 times, not the forty-nine times this actually happened. Campaigners for comprehensive education need to reclaim the discourse of 'goodness' for all schools.
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Bradley, Graham. "Identifying students at risk of early withdrawal from secondary school." Australian Educational and Developmental Psychologist 11, no. 1 (1994): 1–7. http://dx.doi.org/10.1017/s0816512200026912.
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ABSTRACTPast research has identified many correlates of failure to complete 12 years of high school, but further work is required to synthesise this knowledge prior to the implementation of appropriately targeted intetventions. In the current study, a detailed questionnaire containing items relevant to school leaving was constructed using the findings from past research. The questionnaire was administered to 299 students in Years 9 to 11 at a Queensland coeducational state high school. Factor analysis of the students' responses yielded nine factors which were related to an intention to withdraw from school prior to Year 12. Discriminant analysis indicated that early school leaving was most parsimoniously predicted by a combination of scales measuring academic and occupational values, past school performance, family support, and a “masculine-jock” orientation.
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Herzog, Jerneja, and Matjaž Duh. "The State of Art Appreciation among Nine- and Ten-Year-Old Students in Slovenian Primary Schools." Center for Educational Policy Studies Journal 10, no. 4 (2020): 97–116. http://dx.doi.org/10.26529/cepsj.935.
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In the contemporary process of teaching fine arts, the students’ own creative expression and art appreciation are used to encourage learners towards both perception and reception; consequently, the evaluation and internalisation of works of art play an equally important role. In art education practice, we manage to provide adequate incentives and are able to follow incentives for artistic expression, but pay less attention to developing art appreciation. This research presents the results of a study that monitored the development of art appreciation abilities among 9- and 10-year-old students (4th and 5th grades; n = 2794) in Slovenian primary schools. The level of art appreciation abilities was rather average, but was more developed among older students and girls. In monitoring the school stratum, we did, however, notice a statistically significant difference regarding perception, whereby students in urban schools performed better than their peers in suburban schools.
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Norman, Prasan, Karthikeyan Elavarasan, and Thirunaaukarasu Dhandapani. "Facebook addiction and depression in adults [19 years-64 years]." International Journal Of Community Medicine And Public Health 4, no. 8 (2017): 2999. http://dx.doi.org/10.18203/2394-6040.ijcmph20173361.
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Background: Face book, one of the most popular social networking sites, has been a popular time pass activity site. Most of the users log in at least once daily. Some even keep their Facebook accounts online over their mobile phones/android devices throughout the day. Most studies take into account the association of social networking sites and depression in adolescents or school students/college students etc. Hence this study was conducted in adults aged 19years to 64 years.Methods: A study was conducted to determine Facebook addiction and depression in those users aged 19 years to 64 years in India from April 1st 2016 to April 1st 2017. The participants were interviewed through an online questionnaire.Results: This study was conducted among four hundred and sixty nine adults of age nineteen years to sixty four years of which Two hundred and fifty three were males and two hundred and sixteen were females. 64% of the participants were addicted to Facebook. 40.66% (122) had signs of depression.Conclusions: Simple measures like spending time with friends and loved ones, going out for a ride, attending social gatherings, doing activities that release endorphins and decreasing the time spent on social networking sites could help prevent Facebook addiction and depression.
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Davis, Matthew, and Blake Heller. "No Excuses Charter Schools and College Enrollment: New Evidence from a High School Network in Chicago." Education Finance and Policy 14, no. 3 (2019): 414–40. http://dx.doi.org/10.1162/edfp_a_00244.
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Although it is well known that certain charter schools dramatically increase students' standardized test scores, there is considerably less evidence that these human capital gains persist into adulthood. To address this matter, we match three years of lottery data from a high-performing charter high school to administrative college enrollment records and estimate the effect of winning an admissions lottery on college matriculation, quality, and persistence. Seven to nine years after the lottery, we find that lottery winners are 10.0 percentage points more likely to attend college and 9.5 percentage points more likely to enroll for at least four semesters. Unlike previous studies, our estimates are powerful enough to uncover improvements on the extensive margin of college attendance (enrolling in any college), the intensive margin (persistence of attendance), and the quality margin (enrollment at selective, four-year institutions). We conclude by providing nonexperimental evidence that more recent cohorts at other campuses in the network increased enrollment at a similar rate.
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Martínez-Martínez, Jesús, Susana Aznar, Sixto González-Víllora, and Guillermo F. López-Sánchez. "Physical Activity and Commuting to School in Spanish Nine-Year-Old Children: Differences by Gender and by Geographical Environment." Sustainability 11, no. 24 (2019): 7104. http://dx.doi.org/10.3390/su11247104.
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Children’s health status is related to their physical activity levels. Active commuting is associated with higher physical activity and reduced risk of all-cause mortality, cardiovascular disease incidence, and diabetes. The objective of this research was to study the levels of physical activity and the commuting to school (active vs. passive) in Spanish nine-year-old children, analyzing the differences by gender and by the geographical environment where they live (rural or urban environment). Accelerometry was used for the measurement of physical activity: Sedentary time (min/day), vigorous physical activity (min/day), moderate to vigorous physical activity (min/day), intensity (counts/min), steps (number). The questionnaire of the European Youth Heart Study (EYHS) was used to determine the geographical environment (city/urban, residential area/outside city, rural/village) and the modes of transport (active: Walking and bicycle, passive: Car, motorcycle, public transport). A total of 455 Spanish nine-year-old children (247 girls and 208 boys) belonging to the EYHS participated in this study. The results showed that boys were significantly more physically active than girls (p ≤ 0.001). Results also showed that active commuting to school was positively correlated with the levels of physical activity (r = 0.324, p ≤ 0.001). The geographical environment influenced the way in which children went to school, being active commuting to school significantly (p ≤ 0.001) less frequent in those children who lived in a rural environment (22.4%) than in those who lived in the city (57.1%) or in a residential area (62.7%). As active commuting to school means increasing levels of physical activity in both sexes, strategies should be implemented in order to encourage active commuting to schools, contributing at the same time to better health and sustainability of future generations.
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Mercer, Charlotte. "The dynamics of dental nursing." Dental Nursing 17, no. 1 (2021): 28–29. http://dx.doi.org/10.12968/denn.2021.17.1.28.
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Liu, Xiaoyun, and Scott Rozelle. "Why aren't rural children completing compulsory education? A survey-based study in China, 2003 to 2011." China Agricultural Economic Review 12, no. 2 (2020): 241–55. http://dx.doi.org/10.1108/caer-11-2019-0206.
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PurposeAlthough China has instituted compulsory education through Grade 9, it is still unclear whether students are, in fact, staying in school. In this paper, the authors use a multi-year (2003–2011) longitudinal survey data set on rural households in 102–130 villages across 30 provinces in China to examine the extent to which students still drop out of school prior to finishing compulsory education.Design/methodology/approachTo examine the correlates of dropping out, the study uses ordinary least squares and multivariate probit models.FindingsDropout rate from junior high school was still high (14%) in 2011, even though it fell across the study period. There was heterogeneity in the measured dropout rate. There was great variation among different regions, and especially among different villages. In all, 10% of the sample villages showed extremely high rates during the study period and actually rose over time. Household characteristics associated with poverty and the opportunity cost of staying in school were significantly and negatively correlated with the completion of nine years of schooling.Research limitations/implicationsThe findings of this study suggest that China needs to take additional steps to overcome the barriers keeping children from completing nine years of schooling if they hope to either achieve their goal of having all children complete nine years of school or extend compulsory schooling to the end of twelfth grade.Originality/valueThe authors seek to measure the prevalence of both compulsory education rates of dropouts and rates of completion in China. The study examines the correlates of dropping out at the lower secondary schooling level as a way of understanding what types of students (from what types of villages) are not complying with national schooling regulations. To overcome the methodological shortcomings of previous research on dropout in China, the study uses a nationally representative, longitudinal data set based on household surveys collected between 2003 and 2011.
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Sovansophal, Kao, and Shimizu Kinya. "Factors Affecting Cambodian Upper Secondary School Students’ Choice of Science Track." International Journal of Sociology of Education 9, no. 3 (2020): 262. http://dx.doi.org/10.17583/rise.2020.4823.
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Upper secondary school years have been considered as a critical period for attracting students into future science-related majors and careers; yet, Cambodia is facing a worrisome decline trend in the students’ choice of science track. Through the lens of the making of engineers and scientists conceptual framework, the study aims to investigate the factors affecting Cambodian upper secondary school students’ choice of science track. With self-rating questionnaire survey, which randomly covered 751 11th graders in nine upper secondary schools in three provinces of Cambodia, the researcher collected data on three significant factors namely individual ability and personality, family background and encouragement, and upper secondary school experience and support. Binary logistic regression analysis revealed that performance in science and mathematics subjects, attitude towards science, plan to major in STEM, time spent self-studying in science and mathematics subjects, family encouragement, mother’s education, and school location significantly predicted students’ choice of science track. Some important implications for pedagogical orientation were also discussed.
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HESSEL, Annina K., and Victoria A. MURPHY. "Understanding how time flies and what it means to be on cloud nine: English as an Additional Language (EAL) learners’ metaphor comprehension." Journal of Child Language 46, no. 2 (2018): 265–91. http://dx.doi.org/10.1017/s0305000918000399.
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AbstractWe explored the vocabulary and metaphor comprehension of learners of English as an additional language (EAL) in the first two years of UK primary school. EAL vocabulary knowledge is believed to be a crucial predictor of (reading) comprehension and educational attainment (Murphy, 2018). The vocabulary of five- to seven-year-old children with EAL was compared to that of English monolinguals (N = 80). Comprehension was assessed for both verbal (e.g., time flies) and nominal metaphors (be on cloud nine) of varying frequency. Results showed that children in year 2 (age six to seven years) had better comprehension than their younger (age five to six) peers, particularly for low-frequency metaphors. Children with EAL had weaker metaphor comprehension than their monolingual peers, particularly on a reasoning task. The results document how metaphor comprehension develops over the first critical years of schooling and indicates where learners with EAL differ from monolingual peers, thereby supporting targeted vocabulary teaching at primary schools.
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Johnson, Odis, and Michael Wagner. "Equalizers or Enablers of Inequality? A Counterfactual Analysis of Racial and Residential Test Score Gaps in Year-Round and Nine-Month Schools." ANNALS of the American Academy of Political and Social Science 674, no. 1 (2017): 240–61. http://dx.doi.org/10.1177/0002716217734810.
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Persistent racial/ethnic and residential disparities in test scores suggest schools fail to serve as society’s great equalizers. Yet few studies have explored whether policies that adjust children’s time in school are effective in reducing test-score inequality. We use ECLS-K data to compare children who attend year-round schools to those in nine-month schools, exploring (1) whether there were mean differences in the reading and math performance among first graders attending year-round and nine-month schools, (2) if racial and residential differences in children’s test scores existed between the schooling types, and (3) if neighborhood effects related to academic performance strengthened or weakened as the children’s exposure to schooling increased. Contrary to previous claims that schooling increases test-score inequality, we found no significant test-score differences among race-based groups of children according to neighborhood conditions in year-round schools. In contrast, we found prominent neighborhood effects and social class differences among children attending nine-month schools. We conclude with a discussion of the policy implications.
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Boonmak, Thikamporn, Kowat Tesaputa, and Amparn Duangpaeng. "The Ultimate Impacts for Thai Teachers: Teachers Development System in Learning Management." International Education Studies 8, no. 12 (2015): 193. http://dx.doi.org/10.5539/ies.v8n12p193.
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<p class="apa">This research was aimed to 1) study current conditions, problems, and needs of teachers for development and learning management in the extended educational opportunities schools (EEOSs: schools where they extended fundamental education from primary level of six years to lower secondary level of nine years), in Thailand, 2) develop the system of teacher development for the learning management, 3) implement and extend the results of study to other EEOSs. Research methodology was based on research and development approach which divided into three stages as follows: Stage 1) Preliminary study on current conditions, problems, and needs from related literature. The synthesis of related ideas and theories were then validated by the survey on the subjects representing school administrators and academic affairs teachers. Statistics used were percentage, means, and standard deviation. Stage 2) System development for the learning management was validated by nine educational experts. The validity of the system was based on feasibility and content appropriateness. Stage 3) Implementation of the system. The school performed teacher development program according to the procedures described in the manual. There were five research tools used which included: data survey, semi-structure interview, knowledge evaluation, learning management competency evaluation, and satisfaction evaluation. Research finding reported that the teachers needed professional development on professional training, study visit, and internal supervision. The system of teacher development has four main factors: input, process, output, and feedback. Overall, the system was the standard baseline for effective training in the EEOSs and possible to implement in other schools for learning management and student effectiveness.</p>
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Chingos, Matthew M., Grover J. Whitehurst, and Michael R. Gallaher. "School Districts and Student Achievement." Education Finance and Policy 10, no. 3 (2015): 378–98. http://dx.doi.org/10.1162/edfp_a_00167.
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School districts are a focus of education reform efforts in the United States, but there is very little existing research about how important they are to student achievement. We fill this gap in the literature using 10 years of student-level, statewide data on fourth- and fifth-grade students in Florida and North Carolina. A variance decomposition analysis based on hierarchical linear models indicates that districts account for only a small share (1 to 2 percent) of the total variation in student achievement. Nevertheless, the differences between lower- and higher-performing districts are large enough to be of practical and policy significance, with a one standard deviation difference in district effectiveness corresponding to about 0.11 standard deviations in student achievement (about nine weeks of schooling). District performance is generally stable over time, but there are examples of districts that have shown significant increases or decreases in performance.
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Munira, Lafi, and Pramon Viwattanakulvanid. "Influencing factors and knowledge gaps on anemia prevention among female students in Indonesia." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (2021): 215. http://dx.doi.org/10.11591/ijere.v10i1.20749.
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<span>Adolescents (10-19 years old) are at high risk of developing iron deficiency anemia. Prevalence of anemia in young women in Indonesia was 37.1% which increased to 48.9% in 2018, with the proportion of anemia in the age group of 15-24 years and 25-34 years. The objectives of this study were to understand the influencing factors and gaps of knowledge related anemia prevention among female high school students. A qualitative case study design was conducted (April-May 2020) among nine female students (15-18 years old) from two senior high schools in Banjarmasin, Indonesia. Sampling technique used in this study was purposive sampling. Registered student who has total study period in the school not less than six months and students who refused to participate in this study were excluded. Data collection was used focus group discussion via WhatsApp messenger video call. Data analysis was mixed between content analysis and thematic analysis. Female students admit that they lack the initiative to find out about anemia. With the lack of understanding about anemia, the female students admitted that they did not really know whether preventing anemia was an important thing to do. The anemia education program at schools needs to enhance the female student’s knowledge about iron tablet consumption.</span>
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Safdieh, Joseph E., Adam D. Quick, Pearce J. Korb, et al. "A dozen years of evolution of neurology clerkships in the United States." Neurology 91, no. 15 (2018): e1440-e1447. http://dx.doi.org/10.1212/wnl.0000000000006170.
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ObjectiveTo report a 2017 survey of all US medical school neurology clerkship directors (CDs) and to compare the results to similar surveys conducted in 2005 and 2012.MethodsAn American Academy of Neurology (AAN) Consortium of Neurology Clerkship Directors (CNCD) workgroup developed the survey that was sent to all neurology CDs listed in the AAN CNCD database. Comparisons were made to similar 2005 and 2012 surveys.ResultsThe response rate was 92 of 146 programs (63%). Among the responding institutions, neurology is required in 94% of schools and is 4 weeks in length in 75%. From 2005 to 2017, clerkships shifted out of a fourth-year-only rotation (p = 0.035) to earlier curricular time points. CD protected time averages 0.24 full-time equivalent (FTE), with 31% of CDs reporting 0.26 to 0.50 FTE support, a >4-fold increase from prior surveys (p < 0.001). CD service of >12 years increased from 9% in 2005 to 23% in 2017. Twenty-seven percent also serve as division chief/director, and 22% direct a preclinical neuroscience course. Forty-nine percent of CDs are very satisfied in their role, increased from 34% in 2012 (p = 0.046). The majority of CDs identify as white and male, with none identifying as black/African American.ConclusionChanges since 2005 and 2012 include shifting of the neurology clerkship to earlier in the medical school curriculum and an increase in CD salary support. CDs are more satisfied than reflected in previous surveys and stay in the role longer. There is a lack of racial diversity among neurology CDs.