Journal articles: 'School novel'

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Dwivedi, Shridhar, Om P. Yadava, and Deepa Chugh. "Novel School Health Initiative." MGM Journal of Medical Sciences 5, no. 4 (2018): 195–96. http://dx.doi.org/10.5005/jp-journals-10036-1217.

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Unsriana, Linda. "Perbedaan Kelas Sosial sebagai Penyebab Ijime dalam Novel Grotesque." Humaniora 3, no. 2 (2012): 523. http://dx.doi.org/10.21512/humaniora.v3i2.3359.

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Ijime or bullying is a common problem in Japanese schools, and even, ijime actions sometimes result in the victims or the victims commit to suicide. Ijime is also depicted in the Grotesqe novel on a character, Kazue Sato. Kazue Sato is a girl who desperately wants to enroll an elite girl school, Q school. The school is for students from high social class. Nevertheless, by passing the strict exams, intelligent students from different social classes can go to this school. Article elaborates the relationship between social class differences in the actions of ijime, using a corpus of works Natsuo Kirino’s novel, Grotesque. After analyzing the data with descriptive method of analysis, it is found that there is a relationship between social class differences and ijime actions. Students from different social classes, although they are cleverer, cannot mingle with students from higher social classes. In fact, students from lower social classes experience ijime actions from other students.

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Green, Tammy. "Beginning the School Year With Novel H1N1." NASN School Nurse 25, no. 2 (2010): 56–57. http://dx.doi.org/10.1177/1942602x09358431.

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Candipan, Jennifer. "Choosing Schools in Changing Places: Examining School Enrollment in Gentrifying Neighborhoods." Sociology of Education 93, no. 3 (2020): 215–37. http://dx.doi.org/10.1177/0038040720910128.

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School choice expansion in recent decades has weakened the strong link between neighborhoods and schools created under a strict residence-based school assignment system, decoupling residential and school enrollment decisions for some families. Recent work suggests that the neighborhood-school link is weakening the most in neighborhoods experiencing gentrification. Using a novel combination of individual, school, and neighborhood data that link children to both assigned and enrolled schools, this study examines family, school, and neighborhood factors that shape whether parents enroll in the assigned local school. I find that parents are more likely to opt out of neighborhood schools in gentrifying neighborhoods compared with non-gentrifying neighborhoods when nearby choice options are available. Recent movers to gentrifying neighborhoods bypass local schools more compared with parents who have lived in the neighborhood longer. Results have implications for thinking about neighborhood-school linkages in an era of school choice and urban change.

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Stepanchak, Maria, Carolyn McCarty, and Evan Elkin. "16. Novel School-Based SBIRT Initiative Improves Youth Connection with Adults at School." Journal of Adolescent Health 66, no. 2 (2020): S8—S9. http://dx.doi.org/10.1016/j.jadohealth.2019.11.019.

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Pradhan, Menno, Daniel Suryadarma, Amanda Beatty, et al. "Improving Educational Quality through Enhancing Community Participation: Results from a Randomized Field Experiment in Indonesia." American Economic Journal: Applied Economics 6, no. 2 (2014): 105–26. http://dx.doi.org/10.1257/app.6.2.105.

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Education ministries worldwide have promoted community engagement through school committees. This paper presents results from a large field experiment testing alternative approaches to strengthen school committees in public schools in Indonesia. Two novel treatments focus on institutional reforms. First, some schools were randomly assigned to implement elections of school committee members. Another treatment facilitated joint planning meetings between the school committee and the village council (linkage). Two more common treatments, grants and training, provided resources to existing school committees. We find that institutional reforms, in particular linkage and elections combined with linkage, are most cost-effective at improving learning. (JEL H52, I21, I25, I28, O15)

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Yemini, Miri, and Anat Cohen. "School websites as a novel internationalization assessment tool." Education and Information Technologies 21, no. 3 (2014): 607–23. http://dx.doi.org/10.1007/s10639-014-9343-7.

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Thomas, Malcolm, Kath Keirle, Gareth Griffith, Steve Hughes, Paul Hart, and John Schollar. "The Biotechnology Summer School: A Novel Teaching Initiative." Innovations in Education and Teaching International 39, no. 2 (2002): 124–36. http://dx.doi.org/10.1080/14703290252934577.

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Rashid, Ahmed, Chirayu Auewarakul, Wisut Lamlertthon, and Ann Griffin. "Songkran: A novel medical school module for Thailand." Medical Education 54, no. 5 (2020): 440. http://dx.doi.org/10.1111/medu.14092.

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Bin Nafisah, Sharafaldeen, Aliyah H. Alamery, Aminah Al Nafesa, Bakhitah Aleid, and Nora A. Brazanji. "School closure during novel influenza: A systematic review." Journal of Infection and Public Health 11, no. 5 (2018): 657–61. http://dx.doi.org/10.1016/j.jiph.2018.01.003.

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Khotimah, Khusnul. "Penggunaan Novel Sejarah sebagai Sumber Belajar Sejarah." Jurnal Pendidikan Sejarah 7, no. 2 (2018): 85–103. http://dx.doi.org/10.21009/jps.072.05.

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This study aims to find out how the use of historical novels as a source of learning in 15 State Senior High School of DKI Jakarta. The research method is descriptive method on survey technique, survey using Proportional Random Sampling technique.The results show that history teachers have a lot to know about the history novel. Nevertheless, the historical novel has not been widely used by history teachers. there are factors that have been used or not used the historical novel as a source of learning. The internal factors used by history novels by teachers are personally teachers depart from the hobby of reading fiction books especially historical novels and external factors the use of historical novels is that teachers feel the curriculum and school environment support the use of free and creative learning resources. Meanwhile, internal factor is not used by history novel by teacher is teacher do not know about the history novel external factor is, teacher feel student tend not interested to read. Both those who have used and have not used argue that the library in school is not sufficient enough for the availability of story books and novels about history. The benefits of using novel history according to the teacher is as one of the media development of literacy and can explain the imaginative nature and teachers are interested in using historical novels to support the affective side of students.  Penelitian ini bertujuan untuk mengetahui bagaimana penggunaan novel sejarah sebagai sumber belajar di 15 SMA Negeri DKI Jakarta. Penelitian ini menggunakan metode deskriptif dengan teknik survey, surve menggunakan teknik Proportional Random Sampling. Hasil penelitian menunjukan bahwa guru sejarah sudah banyak mengetahui tentang novel sejarah. Meskipun begitu, novel sejarah belum cukup banyak digunakan oleh guru sejarah. Terdapat faktor atas sudah digunakan atau belum digunakannya novel sejarah sebagai sumber belajar. Faktor internal digunakannya novel sejarah oleh guru adalah secara pribadi guru berangkat dari hobi membaca buku fiksi terutama novel sejarah dan faktor eksternal digunakannya novel sejarah adalah guru merasa kurikulum dan lingkungan sekolah mendukung penggunaan sumber belajar yang bebas dan kreatif. Sementara, faktor internal tidak digunakannya novel sejarah oleh guru adalah guru tidak mengetahui tentang novel sejarah faktor eksternalnya adalah guru merasa anak didik cenderung tidak tertarik untuk membaca. Baik yang sudah menggunakan maupun belum menggunakan berpendapat bahwa perpustakaan di sekolah tidak cukup memadai untuk ketersediaan buku-buku cerita dan novel tentang sejarah. Adapun manfaat menggunakan novel sejarah adalah sebagai salah satu media pengembangan literasi dan dapat menjelaskan yang sifatnya imajinatif dan guru berminat menggunakan novel sejarah guna menunjang sisi afektif siswa.

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Capp, Gordon, Kate Watson, Ron A. Astor, Michael S. Kelly, and Rami Benbenishty. "School Social Worker Voice during COVID-19 School Disruptions: A National Qualitative Analysis." Children & Schools 43, no. 2 (2021): 79–88. http://dx.doi.org/10.1093/cs/cdab007.

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Abstract The novel coronavirus (COVID-19) pandemic has created unprecedented impacts on our schools and society, requiring school social workers (SSWs) to attend to layered and cascading effects for students and their families. This study presents rich qualitative data from a national survey of SSWs about their personal and professional roles supporting students, families, and staff members as schools shifted to remote instruction. Findings indicate that SSWs are highly concerned about a lack of basic needs resources, including food, housing, and mental health support for students and families. SSWs highlighted the unequal effects of school closures for families without technology and Internet access as well as the difficulties providing services during the pandemic. Recovery policies should target resources to schools with the highest needs while prioritizing food, housing, mental health, and access to tools for online learning. SSWs also need additional and refined professional support to overcome their isolated roles in schools and bolster their ability to deliver online services effectively.

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Candipan, Jennifer. "Neighbourhood change and the neighbourhood-school gap." Urban Studies 56, no. 15 (2019): 3308–33. http://dx.doi.org/10.1177/0042098018819075.

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Few studies examine how school and neighbourhood composition in the US correspond over time, particularly in a context of neighbourhood change. As neighbourhoods diversify along racial and economic lines, do public schools also diversify or grow increasingly dissimilar from their surrounding areas? Drawing on novel data linking neighbourhoods and schools in the US in 2000 and 2010, I document: how racial composition corresponds over time between traditional public schools and the neighbourhoods they serve; how the compositional gap changes when greater school choice is available; and how the compositional gap varies between neighbourhoods experiencing various trajectories of socioeconomic change. I find an increasing mismatch in the white composition of public schools and their surrounding neighbourhoods, specifically that schools enrol fewer white students than the composition of the neighbourhood. The compositional mismatch grows the most in neighbourhoods experiencing socioeconomic ascent, particularly as the number of nearby non-neighbourhood schools increases.

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Thomas, Duane E., Catherine P. Bradshaw, Jessika H. Bottiani, Heather L. McDaniel, and Katrina J. Debnam. "Coping Power in the City: Promoting Coping in African American Male Students." Professional School Counseling 25, no. 1_part_4 (2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040002.

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This article describes efforts to adapt an adolescent version of the Coping Power program, called Coping Power in the City, for use with high school students attending an urban school district with high concentrations of students exposed to community violence and challenges related to elevated tensions between youth and police. The goal of this group-based preventive intervention is to provide a comprehensive, school-based approach to stem rates of violence, discipline problems, and related mental health concerns for adolescents. A novel feature is the integration of a school police component into the intervention model with concurrent supports for students, parents, and teachers to supplement school counseling efforts. We present an overview of the program and a rationale for its adaptation to meet the needs of African American males in urban high schools. We summarize baseline data for 514 ninth graders (46% African American males) across 10 urban high schools participating in a randomized controlled trial. We also address lessons learned and implications for school-based counseling practices for African American male students and engagement of school police officers in urban high schools.

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Toth, Damon J. A., Molly Leecaster, Warren B. P. Pettey, et al. "The role of heterogeneity in contact timing and duration in network models of influenza spread in schools." Journal of The Royal Society Interface 12, no. 108 (2015): 20150279. http://dx.doi.org/10.1098/rsif.2015.0279.

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Influenza poses a significant health threat to children, and schools may play a critical role in community outbreaks. Mathematical outbreak models require assumptions about contact rates and patterns among students, but the level of temporal granularity required to produce reliable results is unclear. We collected objective contact data from students aged 5–14 at an elementary school and middle school in the state of Utah, USA, and paired those data with a novel, data-based model of influenza transmission in schools. Our simulations produced within-school transmission averages consistent with published estimates. We compared simulated outbreaks over the full resolution dynamic network with simulations on networks with averaged representations of contact timing and duration. For both schools, averaging the timing of contacts over one or two school days caused average outbreak sizes to increase by 1–8%. Averaging both contact timing and pairwise contact durations caused average outbreak sizes to increase by 10% at the middle school and 72% at the elementary school. Averaging contact durations separately across within-class and between-class contacts reduced the increase for the elementary school to 5%. Thus, the effect of ignoring details about contact timing and duration in school contact networks on outbreak size modelling can vary across different schools.

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Newton, Caroline, and Samuel Ridgway. "Novel accent perception in typically-developing school-aged children." Child Language Teaching and Therapy 32, no. 1 (2015): 111–23. http://dx.doi.org/10.1177/0265659015578464.

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Callan, Roger John. "Learning Styles in the High School: A Novel Approach." NASSP Bulletin 80, no. 577 (1996): 66–71. http://dx.doi.org/10.1177/019263659608057712.

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Crespo Sanchez, Eva, Juan Ramon Dacosta Diaz, and Konstantinos Kampouropoulos. "Novel Architectural Strategies to Support an nZEB Mediterranean School." IOP Conference Series: Materials Science and Engineering 603 (September 18, 2019): 042012. http://dx.doi.org/10.1088/1757-899x/603/4/042012.

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Hussin, Husairi, Nor hasimah Ismail, and Mohd Isha Awang. "Keupayaan Novel Komsas Menerapkan Nilai Perpaduan Bersikap Terbuka dalam Kalangan Murid." Malay Literature 33, no. 2 (2020): 295–317. http://dx.doi.org/10.37052/ml33(2)no7.

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Ethnic harmony has existed for a long time in this country. The multi-ethnic nature of our society remains unchanged even if there are occasional disputes in the economic sector and political or social spheres. To ensure the continuance of ethnic harmony, the Standard National Secondary School Curriculum (Kurikulum Standard Sekolah Menengah or KSSM) was introduced by the Ministry of Education. In this curriculum, the principles of national unity are to be inculcated through literary works taught in the literature component (KOMSAS) in schools. One of these principles is open-mindedness. This study aims to employ Lukacâ€™s Reflection Theory to examine the extent to which KOMSAS novels can be used to inculcate unity among students by analysing, discussing and clarifying the principle of open-mindedness, as specified in the KSSM. This is a qualitative study analysing the contents of the novel Jendela Mengadap JalanÂ using the Reflective Theory of Lukacs adapted according to the open-mindedness principle in the KSSM. The findings of this research show that the novelÂ Jendela Mengadap JalanÂ is infused with the principle of open-mindedness as outlined in the KSSM. To examine the principles of unity in the novel, the researcher approached two aspects, namely dialogue and portrayal. It is found that the principles of unity conveyed in this novel should be applied and practiced by students in their daily lives. Teachers should convey open-mindedness to their students wisely using persuasion and warning. The implications of this research are that KOMSAS novels can be used to foster unity and ethnic harmony in this country.

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Schoettler, Cynthia L., Jennifer N. Lee, Kathy A. Ireland, and Carine M. Lenders. "A Novel Method of Increasing Medical Student Nutrition Awareness and Education." Journal of Biomedical Education 2015 (August 5, 2015): 1–8. http://dx.doi.org/10.1155/2015/784042.

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Medical nutrition education in most US medical schools is lacking, despite an epidemic of lifestyle related chronic conditions and high rates of malnutrition in hospitals. In a unique response to this deficit, students at Boston University School of Medicine have created a novel student interest group entitled Student Nutrition Awareness and Action Council (SNAAC). This student group is unique in that it focuses on interprofessional collaboration and development of concrete practice skills and works to fill educational gaps. The goal of SNAAC is to increase medical student knowledge, attitude, and skills in medical nutrition through providing extracurricular activities and partnering with official medical school curriculum committees. To accomplish this, SNAAC has developed a multipartite group overseen by a mentoring team composed of a physician nutrition specialist, registered dietitian, and a mental health provider. SNAAC provides nutrition oriented opportunities for members and the student body at large. Participation is high because it fills an educational gap, offers a unique focus on expanding nutrition awareness and education, and provides opportunities for student leadership and professional development. We encourage other medical schools to use the SNAAC student involvement model to increase nutrition awareness and facilitate the incorporation of medical nutrition in their curriculum.

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Moser, Alana, Christian M. Niedzwecki, Zach Wirt, Kimberly C. Davis, and Amelie Bordelon. "Determining School Reintegration Needs of Acquired Brain Patients through a Novel Hospital School Simulation Tool." Archives of Physical Medicine and Rehabilitation 99, no. 12 (2018): e219. http://dx.doi.org/10.1016/j.apmr.2018.09.102.

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Gregory, Joshua R. "Whiteness and School Shootings: Theorization toward a More Critical School Social Work." Children & Schools 42, no. 3 (2020): 153–60. http://dx.doi.org/10.1093/cs/cdaa017.

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Abstract In the United States, school shootings have become an increasingly prevalent and publicly salient social problem. School social workers play a central role in developing understanding of their etiology and intervening to prevent their further occurrence. Even though nearly all school shootings are committed by white students, no etiological theory has contemplated the possibility that whiteness contributes in any meaningful way to the perpetration of school shootings. Popular theories suggest that gun availability, mental illness, and bullying bear some relationship to school shootings; however, levels of gun availability, mental illness prevalence, and bullying victimization do not differ substantially between whites and non-whites, indicating that these factors might account for school shootings within, but not between, races. The present article takes up the task of beginning to theorize the relationship between whiteness and school shootings, exploring the likelihood that whiteness acts as a moderator, leading whites, but not non-whites, to commit school shootings in response to similar antecedents. This novel theorization provides an opening for school social workers to more critically interrogate whiteness not as an individual trait, but as a structural phenomenon that influences not only the etiology of school shootings, but schools and educational processes more broadly.

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McMahon, Kelly, and Ashley Johnson. "Alternative Accountability Models." Journal of School Leadership 28, no. 5 (2018): 618–41. http://dx.doi.org/10.1177/105268461802800503.

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The passage of ESSA in 2015 created a novel mandate for States to develop school accountability systems that use alternative measures of school quality beyond test scores. This created an opportunity for States to be innovative and make new forms of data available that could potentially lead to new strategies for improving schools. This study explored early experiments in alternative accountability measures in two urban districts. Drawing on interviews, documents, and observations gained through participant research, this study highlights the variable types of data the models made available to stakeholders and how those differences suggest different theories of change for improving schools. The findings highlight how different ways of specifying school quality point to different ideas about what schools should be responsible for improving.

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Furushima, Daisuke, Shoko Kawano, Yuko Ohno, and Masayuki Kakehashi. "Estimation of the Basic Reproduction Number of Novel Influenza A (H1N1) pdm09 in Elementary Schools Using the SIR Model." Open Nursing Journal 11, no. 1 (2017): 64–72. http://dx.doi.org/10.2174/1874434601711010064.

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Background: The novel influenza A (H1N1) pdm09 (A/H1N1pdm) pandemic of 2009-2010 had a great impact on society. Objective: We analyzed data from the absentee survey, conducted in elementary schools of Oita City, to evaluate the A/H1N1pdm pandemic and to estimate the basic reproductive number (R0 ) of this novel strain. Method: We summarized the overall absentee data and calculated the cumulative infection rate. Then, we classified the data into 3 groups according to school size: small (<300 students), medium (300–600 students), and large (>600 students). Last, we estimated the R0 value by using the Susceptible-Infected-Recovered (SIR) mathematical model. Results: Data from 60 schools and 27,403 students were analyzed. The overall cumulative infection rate was 44.4%. There were no significant differences among the grades, but the cumulative infection rate increased as the school size increased, being 37.7%, 44.4%, and 46.6% in the small, medium, and large school groups, respectively. The optimal R0 value was 1.33, comparable with that previously reported. The data from the absentee survey were reliable, with no missing values. Hence, the R0 derived from the SIR model closely reflected the observed R0 . The findings support previous reports that school children are most susceptible to A/H1N1pdm virus infection and suggest that the scale of an outbreak is associated with the size of the school. Conclusion: Our results provide further information about the A/H1N1pdm pandemic. We propose that an absentee survey should be implemented in the early stages of an epidemic, to prevent a pandemic.

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Lisnawati, Agustin, and Wahidah Zumrotul Zuhro. "Pondok Pesantren Salaf in Java: Study of Santri Observation of Suhita's Heart." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 503–7. http://dx.doi.org/10.14421/icse.v3.553.

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This article aims to reveal how the grammar or manners of a student towards Kiai and Bunyai. This article is expected to be able to be a view among the students and readers in the future regarding the moral values and rules not written in the boarding school Salaf but still implemented. The Islamic boarding school is known as a sacred place because it not only teaches academic and non-academic knowledge, but also forms characters and students in accordance with the teachings of Islam. This research uses a type of qualitative descriptive research. The subject in this study was the novel Suhita by Khilma Anis. The way the data collection is done by the researchers by reading repeatedly and writing quotes that are found in novels into books. In this article there are two focus questions, first, how the communication between the nanny boarding school towards the students of the perspective of the novel Liver Suhita. Secondly, how is the moral value or rule described by the caliphate of the novel Suhita novels concerning the Pondok Pesantren Salaf. The results of this research show, firstly, the pattern of communication between the nanny Pondok Pesantren Salaf with a students of the study novel suhita. Secondly, the students ' obedience to the moral rules and values in Salaf pondok pesantren is a novel hati suhita.

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Dickson, Anisah, Laura B. Perry, and Susan Ledger. "Letting Go of the Middle Years Programme: Three Schools’ Rationales for Discontinuing an International Baccalaureate Program." Journal of Advanced Academics 31, no. 1 (2019): 35–60. http://dx.doi.org/10.1177/1932202x19869006.

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International Baccalaureate Middle Years Programme (MYP) is recognized for its rigor, inquiry-based learning, and development of academic skills. While it is growing in popularity worldwide, some schools have discontinued the program. Literature on the reasons why schools discontinue the MYP is limited. Using a qualitative case study design, we examined the perspectives of school leaders, former MYP coordinators, and experienced MYP teachers at three private and public Australian schools to find out why they discontinued the MYP. Our findings add to the limited literature base on the topic—they reveal schools discontinued the program due to challenges from various systems-level constraints, leadership issues, school organizational structures, and individual teacher challenges. Although our small sample prevents generalizability, our findings generate novel insights and hypotheses that can inform school decision making and future research about the sustainability of the MYP.

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Novoseltseva, A. V. "A novel study: history and modernity." Proceedings of the National Academy of Sciences of Belarus, Humanitarian Series 64, no. 2 (2019): 200–208. http://dx.doi.org/10.29235/2524-2369-2019-64-2-200-208.

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There is the necessity in the contemporary science of literature for development of the intra-genre novel typology to systematize the knowledge of certain novel texts and determine the aesthetic possibilities of the modern novel. Traditionally the genre novel typology is considered in social-historical way and based on its content characteristics. Representatives of formalistic approach suppose the genre as a system of methods; they emphasize the artistic uniqueness of new novel form, which determines the specificity of the plot development and theme disclosure in a novel. G. N. Pospelov associates the interpretation of characters with the plot-composition peculiarities, M. M. Bakhtin formulates the idea of dialogue, defines the monologic and polyphonic novels. Bakhtin’s novel theory is developed by N. A. Verderevskaya, focusing on the image structure of protagonist. A. Ya. Esalnek considers the genre of a novel in close interconnection between the method and style of the author. N. S. Leites carries on the tradition of formalistic approach, and according to the type of plot formation, singles out a novel of direct and indirect reflection. N. D. Tamarchenko retraces the novel evolution through its aesthetic potential in the works of famous authors. The classifications developed in Western European literary criticism (the Anglo-American school of “neo criticism”, the German school of “interpretation”) are distinguished with dualism or variability. They focus on the structural organization, the artistic relationship between the author and narrator, author and character.

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Sun, Min, Jing Liu, Junmeng Zhu, and Zachary LeClair. "Using a Text-as-Data Approach to Understand Reform Processes: A Deep Exploration of School Improvement Strategies." Educational Evaluation and Policy Analysis 41, no. 4 (2019): 510–36. http://dx.doi.org/10.3102/0162373719869318.

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Although program evaluations using rigorous quasi-experimental or experimental designs can inform decisions about whether to continue or terminate a given program, they often have limited ability to reveal the mechanisms by which complex interventions achieve their effects. To illuminate these mechanisms, this article analyzes novel text data from thousands of school improvement planning and implementation reports from Washington State, deploying computer-assisted techniques to extract measures of school improvement processes. Our analysis identified 15 coherent reform strategies that varied greatly across schools and over time. The prevalence of identified reform strategies was largely consistent with school leaders’ own perceptions of reform priorities via interviews. Several reform strategy measures were significantly associated with reductions in student chronic absenteeism and improvements in student achievement. We finally discuss the opportunities and pitfalls of using novel text data to study reform processes.

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Markham, Wolfgang A., Chris Bonell, Adam Fletcher, and Paul Aveyard. "How can schools help to reduce the harm associated with teenage substance use? Development of a theoretically driven whole-school approach." Drugs and Alcohol Today 17, no. 1 (2017): 1–11. http://dx.doi.org/10.1108/dat-11-2016-0028.

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Purpose Substance use prevalence varies considerably between schools, but to date, whole school approaches for reducing substance use have only been moderately effective. The purpose of this paper is to develop a novel multifaceted whole-school approach to reduce substance use primarily among teenagers aged 11-14 years. Design/methodology/approach The outlined approach is premised on the proposal that schools can reduce the harms associated with substance use by promoting school connectedness and improving the school-related experiences of weakly connected and disconnected students. The aim of this approach is to develop students’ autonomy so that they may act in their real and long-term interests. This may be attained by promoting the realisation of essential human capacities for: practical reasoning – through valued opportunities for cognitive development and affiliation – through valued opportunities for affective development that advance students sense of acceptance within school. Schools may achieve this, it is proposed, by providing outlined forms of appropriate formal support and formal control that are augmented by particular features of school organisation, curriculum and pedagogic practice, which are also described. Findings A theoretically driven understanding of a whole school approach for reducing teenage substance use is outlined. Originality/value The outlined approach may usefully inform the development of future whole school interventions aiming to reduce problematic substance use among school students. Additional potential benefits include more successful student life trajectories.

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Bell, Perry J., Gwyne W. White, Danielle R. Hatchimonji, et al. "Social-Normative Expectations Mediates School Climate’s Association With Academic Achievement in Latino Middle School Students." Education and Urban Society 51, no. 3 (2017): 374–94. http://dx.doi.org/10.1177/0013124517719972.

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Many Latino students miss opportunities to develop their full potential in U.S. schools. Increasing attention is being paid to the malleable, nonacademic, factors that can affect student learning. The current study sought to evaluate the impact of school climate on Language Arts grade for Latino students in a large, low-income, urban middle school. In addition, the novel construct of Social-Normative Expectations, student perceptions of school-wide norms about achievement expectations for their peers, was explored in relation to school climate and academic achievement. The study sample reflected 513 Latino students, Grades 7 and 8. A mediation model found that approximately 30% of the variance in final Language Arts grades was accounted for by the predictors, including control variables ( R2 = .299). A distinctive mediation effect was also found, whereby the impact of school climate was associated with an approximately .6 points lower final grade mediated through the indirect pathway of Social-Normative Expectations ( b = −0.064, SE = 0.019, 95% confidence interval [CI] = [−0.104, −0.028]). Implications of these findings are discussed.

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Kouega, Jean-Paul. "Camfranglais: A novel slang in Cameroon schools." English Today 19, no. 2 (2003): 23–29. http://dx.doi.org/10.1017/s0266078403002050.

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Camfranglais is a newly created language, a composite slang used by secondary school pupils in Cameroon, West Africa. It draws its lexicon from French, English, West African Pidgin, various Cameroonian indigenous languages, Latin, and Spanish. Secondary school pupils use it among themselves to exclude outsiders while talking about such matters of adolescent interest as food, drinks, money, sex, and physical looks. There are four sections: language in the Cameroon educational system; Camfranglais defined; an analysis of a sample Camfranglais text; and the semantic domains of Camfranglais. There is a glossary of the terms cited.

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Rathi, Neha, Lynn Riddell, and Anthony Worsley. "Parents’ and Teachers’ Views of Food Environments and Policies in Indian Private Secondary Schools." International Journal of Environmental Research and Public Health 15, no. 7 (2018): 1532. http://dx.doi.org/10.3390/ijerph15071532.

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School food environments and policies can play a pivotal role in inculcating healthy food habits among young people. This cross-sectional survey explored teachers’ and parents’ views of the role of school food environments and policies in promoting healthy food consumption among Indian adolescents. Thirty-two teachers and 280 parents from five private, English-speaking, secondary schools in Kolkata, India took part in a short questionnaire survey which included closed and open answer questions. Descriptive and chi-square analyses were performed to compare the responses of parents and teachers. Thematic data analysis underpinned by Template Analysis Technique was employed to examine the qualitative responses. The easy availability and accessibility of energy-dense, nutrient-poor foods, the limited availability of nutritious foods, the absence of written food policies, and inflated prices of nutritious foods were reported as problems in the Indian school food environment. However, the respondents also noted that schools restricted the sale of sugar-sweetened beverages and adopted hygienic food practices. Novel ideas for creating healthy school food environments and effective school canteen policies were also captured during the survey. These findings point to the need to create effective school food policies in Indian secondary schools to help adolescents eat healthily at school. Future research is required to test the feasibility of the implementation of school food policies.

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Zhang, Sheng. "A Novel Teaching Approach for Mobile Internet-Based Collaborative Knowledge Construction in "Teaching Management"." International Journal of Emerging Technologies in Learning (iJET) 16, no. 12 (2021): 51. http://dx.doi.org/10.3991/ijet.v16i12.23223.

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With the development of education, teaching, as the basic and central work at school, is conducted most frequently with the largest workload. In simple words, teaching management for the purpose of the management of teaching work is an essential content of school management, as well as a basic activity of school leaders. Therefore, more than just the basis and guarantee for the normal operation of school teaching, teaching management course plays a critical role in teacher growth and education reform, has great significance for schools. However, problems in current teaching management courses, such as lack of teacher-student interaction, single teaching content, and simple teaching methods have hindered students to develop interest in learning, and impede teachers to give full play to their educational personality. In this paper, a new collaborative knowledge construction teaching approach was applied in mobile Internet technology environment, and a blended teaching model of students’ online autonomous collaborative learning before class, knowledge internalization in class, and leak filling after class was proposed. At the same time, the personalized recommendation technology based on collaborative filtering algorithm was applied. Firstly, mobile terminal core information was collected from the mobile Internet learning platform for preprocessing, and then the processed data were identified by the collaborative filtering algorithm to recognize the intrusion data, thereby realizing the quick screening and accurate pushing of learning resources. It was found from the teaching practice that this model can effectively enhance students' interest in learning, improve learning effects and independent innovation capabilities.

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Rothstein, Rachel, and Robert P. Olympia. "School Nurses on the Front Lines of Healthcare: The Approach to Maintaining Student Health and Wellness During COVID-19 School Closures." NASN School Nurse 35, no. 5 (2020): 269–75. http://dx.doi.org/10.1177/1942602x20935612.

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In response to the novel coronavirus disease 2019 (COVID-19) pandemic, most states in the United States enacted statewide school closures, ranging in duration from 1 month to the remainder of the academic year. The extended durations of these closures present unique challenges, as many families rely on the school as a source of physical activity, mental health services, psychosocial support, child care, and food security. While the school doors may be closed, the school nurse can still play a vital role in emergency management. This article discusses challenges and proposes solutions to maintaining student health and wellness during extended school closures due to the COVID-19 pandemic. Furthermore, it is inevitable that until a vaccine for coronavirus is developed and readily available, many schools will continue to see future closures, though likely for shorter periods of time, as they respond to local outbreaks.

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Yakovleva, Nadezhda A. "Rhythmic peculiarities of the Sasha Sokolov’s novel «School for fools»." Current Issues in Philology and Pedagogical Linguistics 33, no. 1 (2019): 171–77. http://dx.doi.org/10.29025/2079-6021-2019-1-171-177.

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Shi, Peng. "Guiding School-Choice Reform through Novel Applications of Operations Research." Interfaces 45, no. 2 (2015): 117–32. http://dx.doi.org/10.1287/inte.2014.0781.

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Ashton, R. W., and J. G. Ciezki. "A novel Power Systems program at the Naval Postgraduate School." IEEE Transactions on Power Systems 12, no. 2 (1997): 515–20. http://dx.doi.org/10.1109/59.589589.

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Coulthard, Helen, Zoe Palfreyman, and David Morizet. "Sensory evaluation of a novel vegetable in school age children." Appetite 100 (May 2016): 64–69. http://dx.doi.org/10.1016/j.appet.2016.01.030.

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Moodley, Raymond, Francisco Chiclana, Jenny Carter, and Fabio Caraffini. "Using Data Mining in Educational Administration: A Case Study on Improving School Attendance." Applied Sciences 10, no. 9 (2020): 3116. http://dx.doi.org/10.3390/app10093116.

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Pupil absenteeism remains a significant problem for schools across the globe with negative impacts on overall pupil performance being well-documented. Whilst all schools continue to emphasize good attendance, some schools still find it difficult to reach the required average attendance, which in the UK is 96%. A novel approach is proposed to help schools improve attendance that leverages the market target model, which is built on association rule mining and probability theory, to target sessions that are most impactful to overall poor attendance. Tests conducted at Willen Primary School, in Milton Keynes, UK, showed that significant improvements can be made to overall attendance, attendance in the target session, and persistent (chronic) absenteeism, through the use of this approach. The paper concludes by discussing school leadership, research implications, and highlights future work which includes the development of a software program that can be rolled-out to other schools.

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Downey, Douglas B., David M. Quinn, and Melissa Alcaraz. "The Distribution of School Quality: Do Schools Serving Mostly White and High-SES Children Produce the Most Learning?" Sociology of Education 92, no. 4 (2019): 386–403. http://dx.doi.org/10.1177/0038040719870683.

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What is schools’ role in the stratification system? One view is that schools are an important mechanism for perpetuating inequality because children from advantaged backgrounds (white and high socioeconomic) enjoy better school learning environments than their disadvantaged peers. But it is difficult to know this with confidence because children’s development is a product of both school and nonschool factors, making it a challenge to isolate school’s role. A novel approach for isolating school effects is to estimate the difference in learning when school is in versus out, what is called impact. Scholars employing this strategy have come to a remarkable conclusion—that schools serving disadvantaged children produce as much learning as those serving advantaged children. The empirical basis for this position is modest, however, and so we address several shortcomings of the previous research by analyzing a nationally representative sample of about 3,500 children in 270 schools from the Early Childhood Longitudinal Study–Kindergarten Cohort of 2011. With more comprehensive data and better scales, we also find no difference in impact on reading scores across schools serving poor or black children versus those serving nonpoor or white children. These patterns challenge the view that differences in school quality play an important role shaping achievement gaps and prompt us to reconsider theoretical positions regarding schools and inequality.

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Fuchs, Dieter. "Heinrich Mann's Small town tyrant : the Grammar School Novel as a German prototype of academic fiction." Acta Neophilologica 49, no. 1-2 (2016): 63–71. http://dx.doi.org/10.4312/an.49.1-2.63-71.

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This article considers the German Grammar School Novel from the first half of the twentieth century an all but forgotten Germanophone prototype of campus fiction. Whereas the Anglo-American campus novel of the 1970s, 80s and 90s features university professors as future-related agents of Western counterculture and free thought, the Grammar School Novel satirizes the German grammar school teacher known as Gymnasialprofessor as a representative of the past-related order of the autocratic German state apparatus from the beginning of the twentieth century. As Heinrich Mann's 1905 novel Professor Unrat / Small Town Tyrant (the source text of Marlene Dietrich's debut movie The Blue Angel) may be considered a foundational work of the German Grammar School Novel corpus, the main part of the article offers a sample analysis of this text.

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Jones, Nathaniel S., Kyle Wieschhaus, Brendan Martin, and Pietro M. Tonino. "Medical Supervision of High School Athletics in Chicago: A Follow-up Study." Orthopaedic Journal of Sports Medicine 7, no. 8 (2019): 232596711986250. http://dx.doi.org/10.1177/2325967119862503.

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Background: High school sports participation in the United States has increased dramatically over the past 25 years. A corresponding increase in the number of injuries has been noted, particularly in contact sports such as football. This has led medical and sports organizations nationwide to advocate for proper medical supervision of athletes at games and practices. Purpose: To gather information from Chicago public high schools to gauge how medical supervision for high school sports has changed in 2017 compared with 2003. Study Design: Cross-sectional study. Methods: Survey questionnaires were sent to the athletic directors of all 99 Chicago public high schools to complete via email. The questionnaire survey contained the same questions as in a survey conducted in 2003 by Tonino and Bollier, with the addition of 4 novel questions relating to emergency action plans (EAPs), automated external defibrillators, concussion management policy, and tackling progression drills. Results: The response rate was 66.67% (66/99 schools). Of the 66 responding schools, all with football programs, no school had a physician on the sideline at home games (decrease from 10.6% in 2003), 37.9% had an athletic trainer present (increase from 8.5% in 2003), and 63.6% had a paramedic available (decrease from 89.4% in 2003). In 2017, 65.6% of responding schools had a coach certified in cardiopulmonary resuscitation (CPR) available at practice to handle medical problems, compared with 89.4% in 2003 ( P < .001). Regarding the 4 novel questions, 93.9% of the responding schools had proper tackling progression drills in place, followed by 89.1% who had appropriate EAPs and 93.9% with concussion management protocols, including return-to-play and return-to-learn protocols. Conclusion: Although significant improvement was found in athletic trainer coverage, especially at games, physician coverage was lacking and fewer coaches were certified in CPR in 2017 compared with 2003. EAPs and concussion management protocols were present in most Chicago public high schools. Overall, greater medical supervision is needed, which we believe should come in the form of increased athletic training and physician involvement and coverage, given that expert, expedited medical care saves lives.

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Vinković, Sabina, Kasim Bajrovic, and Lejla Pojskic. "Knowledge of Elementary Genetic Terminology Among High School Students in Bosnia and Herzegovina." Genetics & Applications 2, no. 1 (2018): 38. http://dx.doi.org/10.31383/ga.vol2iss1pp38-41.

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Genetics, as a science of the future, is very important part of Biology teaching. Within educational system in Bosnia and Herzegovina it is studied in limited number of clasess with a minimum of practical excercises, in both elementary and secondary schools. Limited understanding of scientific facts result in prejudices or uninformed attitudes towards novel biotechnologies that are largely based on non-reviewed and non-scientific information often incorrectly or inadequately presented in mass-media. Purpose of this research was to estimate the level of knowledge about selected topics in genetics among high school students in three Mostar high school institutions and differences in the level of knowledge between students from different high school programs – grammar school and vocational medical school. The research was conducted in 2017 among students of fourth grade of three high school institutions: ''Grammar School Mostar'', ''Medical high school Mostar'' and Medical high school ''Sestre milosrdnice''. Notable differences in knowledge level between two vocational programs are observed as well as variance in learning outcomes of the same program presented in two formal languages in Bosnia and Herzegovina

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Burdick-Will, Julia, Jeffrey A. Grigg, Kiara Millay Nerenberg, and Faith Connolly. "Socially-Structured Mobility Networks and School Segregation Dynamics: The Role of Emergent Consideration Sets." American Sociological Review 85, no. 4 (2020): 675–708. http://dx.doi.org/10.1177/0003122420934739.

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This study proposes and applies a novel method for empirically evaluating the role of social structure in the school sorting process. We use administrative records from Baltimore City and suburban Baltimore County public elementary schools (2011 to 2015) to generate a network of schools based on student transfers. We then apply repeated calculations of the Louvian method of community detection to estimate emergent sets of schools that similar parents are likely to consider—which we term emergent consideration sets—and use gravity models to explore the role of social structure, demographics, and geography in observed enrollment patterns. We find that our network-derived emergent consideration sets are better defined by structural boundaries than by student composition or proficiency alone. Within consideration sets, students tend to avoid schools with relatively higher levels of free- and reduced-price meal eligibility and flock toward schools with higher proficiency levels. School racial composition, however, plays a much smaller role in predicting movement between schools, in part because structural constraints generate racially homogeneous consideration sets. Together, these findings highlight how regional social and geographic organization shapes school segregation processes and the policies used to combat them.

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Faradianti, Merinda, Yenni Hayati, and Zulfadhli Zulfadhli. "KONFORMITAS DALAM NOVEL TRILOGI DILAN KARYA PIDI BAIQ." Jurnal Bahasa dan Sastra 6, no. 1 (2018): 9. http://dx.doi.org/10.24036/81008960.

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This research was a qualitative research with analysis method using sociology of literature. The sociology of literature used to know the format of comformity and factor’s that influence comformity in Dilan novel trilogy by Pidi Baiq. The data used were word, frase, clausa, sentences, and paraghrap. Source of researce is Dilan novel trilogy by Pidi Baiq. Data collecting method were (1) read and understanding about Dilan novel trilogy by Pidi Baiq with make a highlight regarding story that has the data, and (2) data intervension. The research result shown that two of comformity format in Dilan novel trilogy by Pidi Baiq is positive comformity such (a) active in the school, (b) like reading and writing, and (c) active for exstra activity beside school. Then negative comformity such (a) smoking, (b) not attend school, (c) fighting, (d) drug and alkohol, (e) prostitution, (f) money by force, and (g) free living style. Next, factors caused comformity was (a) attitude, (b) culture, and (c) social attend. Keywords: Teen, Conformity, Indonesian Novel

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O'REILLY, C. E., M. C. FREEMAN, M. RAVANI, et al. "The impact of a school-based safe water and hygiene programme on knowledge and practices of students and their parents: Nyanza Province, western Kenya, 2006." Epidemiology and Infection 136, no. 1 (2007): 80–91. http://dx.doi.org/10.1017/s0950268807008060.

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SUMMARYSafe drinking water and hygiene are essential to reducing Kenya's diarrhoeal disease burden. A school-based safe water and hygiene intervention in Kenya was evaluated to assess its impact on students' knowledge and parents' adoption of safe water and hygiene practices. We surveyed 390 students from nine schools and their parents at baseline and conducted a final evaluation of 363 students and their parents. From baseline to final evaluation, improvement was seen in students' knowledge of correct water treatment procedure (21–65%, P<0·01) and knowing when to wash their hands. At final evaluation, 14% of parents reported currently treating their water, compared with 6% at baseline (P<0·01). From 2004 to 2005, school absenteeism in the September–November term decreased in nine project schools by 35% and increased in nine neighbouring comparison schools by 5%. This novel programme shows promise for reducing school absenteeism and promoting water and hygiene interventions in the home.

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Yamamura, Eiji, and Yoshiro Tsustsui. "School closures and mental health during the COVID-19 pandemic in Japan." Journal of Population Economics 34, no. 4 (2021): 1261–98. http://dx.doi.org/10.1007/s00148-021-00844-3.

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AbstractThe spread of the novel coronavirus disease caused schools in Japan to close to cope with the pandemic. In response to the school closures, parents of students were obliged to care for their children during the daytime, when children usually were at school. Did the increase in the burden of childcare influence parents’ mental health? Based on short panel data from mid-March to mid-April 2020, we explore how school closures influenced the mental health of parents with school-aged children. Using a fixed-effects model, we find that school closures led to mothers of students suffering from worse mental health compared to other females, while the fathers’ mental health did not differ from that of other males. This tendency is only observed for less-educated mothers who had children attending primary school, not for those with children attending junior high school nor for more-educated mothers. The contribution of this paper is showing that school closures increased the inequality of mental health between genders and parents with different educational backgrounds.

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Conlan, A. J. K., K. T. D. Eames, J. A. Gage, et al. "Measuring social networks in British primary schools through scientific engagement." Proceedings of the Royal Society B: Biological Sciences 278, no. 1711 (2010): 1467–75. http://dx.doi.org/10.1098/rspb.2010.1807.

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Primary schools constitute a key risk group for the transmission of infectious diseases, concentrating great numbers of immunologically naive individuals at high densities. Despite this, very little is known about the social patterns of mixing within a school, which are likely to contribute to disease transmission. In this study, we present a novel approach where scientific engagement was used as a tool to access school populations and measure social networks between young (4–11 years) children. By embedding our research project within enrichment activities to older secondary school (13–15) children, we could exploit the existing links between schools to achieve a high response rate for our study population (around 90% in most schools). Social contacts of primary school children were measured through self-reporting based on a questionnaire design, and analysed using the techniques of social network analysis. We find evidence of marked social structure and gender assortativity within and between classrooms in the same school. These patterns have been previously reported in smaller studies, but to our knowledge no study has attempted to exhaustively sample entire school populations. Our innovative approach facilitates access to a vitally important (but difficult to sample) epidemiological sub-group. It provides a model whereby scientific communication can be used to enhance, rather than merely complement, the outcomes of research.

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Somerkoski, Brita. "Green Cross: Application for analyzing School injuries." Finnish Journal of eHealth and eWelfare 9, no. 4 (2017): 322–29. http://dx.doi.org/10.23996/fjhw.65178.

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Unintentional injuries are a major cause of untimely deaths among children and adolescents. Violence and injuries in the schools have raised the need to collect the injury data routinely and to find ways to analyze the potential risks of the near-miss cases. The aim of this study is to explore the injury data collection method piloted with the Green Cross software and to describe the characteristics of the school injuries (n=88). The qualitative data consisted of user-interviews and data reports. As the main result of this study, the Green Cross software provides a decent way to monitor the injuries in the school context in such a way that the accidents, incidents, injuries and near-miss cases become more visible. A novel finding was that many school injuries were unpredictable, connected to human factor issues, persons acting against norms and regulations or using structures or products in a way they are not supposed to be used.

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Finn, Kristin E., Myles S. Faith, and Young S. Seo. "School Engagement in Relation to Body Mass Index and School Achievement in a High-School Age Sample." Journal of Obesity 2018 (October 1, 2018): 1–7. http://dx.doi.org/10.1155/2018/3729318.

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Purpose. Research has documented an inverse relationship between body mass index (BMI) and school achievement but has failed to empirically explain it. We tested whether this association among adolescents can be explained in part by student engagement. Methods. A self-report survey about health and school behaviors was completed by 196 high school students; BMI and achievement data were obtained from school records. Three forms of engagement were assessed: behavioral, presenteeism, and affective. Associations of engagement with BMI and achievement were examined, and mediation analyses were conducted. Results. The simple relationship between BMI and achievement was confirmed and demonstrated that BMI was negatively related to academic achievement. Higher BMI was also significantly correlated with lower classroom participation. Mediation tests showed the significant relationship between BMI and achievement was reduced after accounting for behavioral engagement but not affective engagement. Conclusions. These novel findings shed light on why heavier students often experience lower academic achievement. Intervention studies targeting barriers to classroom engagement among overweight and obese youth are needed so that their academic potential is not compromised.

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Journal articles on the topic 'School novel'

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