Relevant bibliographies by topics / School weeks

Contents

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

Academic literature on the topic 'School weeks'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'School weeks.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "School weeks"

1

Lewis, Betty. "W.H. Weeks California School Architect." California History 64, no. 3 (1985): 226–29. http://dx.doi.org/10.2307/25158308.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Tomayko, Emily J., Katherine B. Gunter, John M. Schuna, and Paul N. Thompson. "Effects of Four-Day School Weeks on Physical Education Exposure and Childhood Obesity." Journal of Physical Activity and Health 17, no. 9 (2020): 902–6. http://dx.doi.org/10.1123/jpah.2019-0648.

Full text
Abstract:
Background: Use of 4-day school weeks (FDSWs) as a cost-saving strategy has increased substantially as many US school districts face funding declines. However, the impacts of FDSWs on physical activity exposure and related outcomes are unknown. This study examined physical education (PE) exposure and childhood obesity prevalence in 4- versus 5-day Oregon schools; the authors hypothesized lower PE exposure and higher obesity in FDSW schools, given reduced school environment exposure. Methods: The authors utilized existing data from Oregon to compare 4- versus 5-day models: t tests compared mean school-level factors (PE exposure, time in school, enrollment, and demographics) and complex samples weighted t tests compared mean child-level obesity data for a state representative sample of first to third graders (N = 4625). Results: Enrollment, time in school, and student–teacher ratio were significantly lower in FDSW schools. FDSW schools provided significantly more PE, both in minutes (120 vs 101 min/wk in 4- vs 5-d schools, P < .01) and relative to total time in school (6.9% vs 5.0%, P < .0001). Obesity prevalence did not differ significantly between school models. Conclusion: Greater PE exposure in FDSW schools was observed, and it remains unknown whether differences in PE exposure contributed to obesity prevalence in this sample of students. Efforts to better understand how FDSWs impact physical activity, obesity risk, and related factors are needed.
APA, Harvard, Vancouver, ISO, and other styles
3

Zambrotta, Maria, and Daniela Mazzuia. "Two weeks as a chemist." Open Schools Journal for Open Science 1, no. 3 (2019): 15. http://dx.doi.org/10.12681/osj.20245.

Full text
Abstract:
“Two weeks as a chemist” is a project developed for sixteen-year-old students from the Secondary School Santorre di Santarosa (Turin). The project aims to increase students’ motivation and interest in science by providing them a working experience in a chemist’s store and is made with the collaboration between schools and local stakeholders. It encourages the use of new methodologies in the classroom and the contextualization of STEM learning.
APA, Harvard, Vancouver, ISO, and other styles
4

Anderson, D. Mark, and Mary Beth Walker. "Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week." Education Finance and Policy 10, no. 3 (2015): 314–49. http://dx.doi.org/10.1162/edfp_a_00165.

Full text
Abstract:
School districts use a variety of policies to close budget gaps and stave off teacher layoffs and furloughs. More schools are implementing four-day school weeks to reduce overhead and transportation costs. The four-day week requires substantial schedule changes as schools must increase the length of their school day to meet minimum instructional hour requirements. Although some schools have indicated this policy eases financial pressures, it is unknown whether there is an impact on student outcomes. We use school-level data from Colorado to investigate the relationship between the four-day week and academic performance among elementary school students. Our results generally indicate a positive relationship between the four-day week and performance in reading and mathematics. These findings suggest there is little evidence that moving to a four-day week compromises student academic achievement. This research has policy relevance to the current U.S. education system, where many school districts must cut costs.
APA, Harvard, Vancouver, ISO, and other styles
5

Vaidya, Hrisheekesh J., Alexander W. Emery, Emma C. Alexander, Angus J. McDonnell, Charlotte Burford, and Max K. Bulsara. "Clinical specialty training in UK undergraduate medical schools: a retrospective observational study." BMJ Open 9, no. 7 (2019): e025403. http://dx.doi.org/10.1136/bmjopen-2018-025403.

Full text
Abstract:
ObjectivesTo determine if increased exposure to clinical specialties at medical school is associated with increased interest in pursuing that specialty as a career after foundation training.DesignA retrospective observational study.Setting31 UK medical schools were asked how much time students spend in each of the clinical specialties. We excluded two schools that were solely Graduate Entry, and two schools were excluded for insufficient information.Main outcome measuresTime spent on clinical placement from UK undergraduate medical schools, and the training destinations of graduates from each school. A general linear model was used to analyse the relationship between the number of weeks spent in a specialty at medical school and the percentage of graduates from that medical school entering each of the Core Training (CT1)/Specialty Training (ST1) specialties directly after Foundation Year 2 (FY2).ResultsStudents spend a median of 85 weeks in clinical training. This includes a median of 28 weeks on medical firms, 15 weeks in surgical firms, and 8 weeks in general practice (GP). In general, the number of training posts available in a specialty was proportionate to the number of weeks spent in medical school, with some notable exceptions including GP. Importantly, we found that the number of weeks spent in a specialty at medical school did not predict the percentage of graduates of that school training in that specialty at CT1/ST1 level (ß coefficient=0.061, p=0.228).ConclusionsThis study found that there was no correlation between the percentage of FY2 doctors appointed directly to a CT1/ST1 specialty and the length of time that they would have spent in those specialties at medical school. This suggests that curriculum adjustments focusing solely on length of time spent in a specialty in medical school would be unlikely to solve recruitment gaps in individual specialties.
APA, Harvard, Vancouver, ISO, and other styles
6

Llupià, Anna, Alícia Borràs-Santos, Caterina Guinovart, Mireia Utzet, David Moriña, and Joaquim Puig. "SARS-CoV-2 transmission in students of public schools of Catalonia (Spain) after a month of reopening." PLOS ONE 16, no. 5 (2021): e0251593. http://dx.doi.org/10.1371/journal.pone.0251593.

Full text
Abstract:
Introduction SARS-CoV-2 transmission within schools and its contribution to community transmission are still a matter of debate. Methods A retrospective cohort study in all public schools in Catalonia was conducted using publicly available data assessing the association between the number of reported SARS-CoV-2 cases among students and staff in weeks 1–2 (Sept 14-27th, 2020) of the academic year with school SARS-CoV-2 incidence among students in weeks 4–5. A multilevel Poisson regression model adjusted for the community incidence in the corresponding basic health area (BHA) and the type of school (primary or secondary), with random effects at the sanitary region and BHA levels, was performed. Results A total of 2184 public schools opened on September 14th with 778,715 students. Multivariate analysis showed a significant association between the total number of SARS-CoV-2 cases in a centre in weeks 1–2 and the SARS-CoV-2 school incidence among students in weeks 4–5 (Risk Ratio (RR) 1.074, 95% CI 1.044–1.105, p-value <0.001). The adjusted BHA incidence in the first two weeks was associated with school incidence in weeks 4–5 (RR 1.002, 95% CI 1.002–1.003, p-value <0.001). Secondary schools showed an increased incidence in weeks 4 and 5 (RR primary vs secondary 1.709 95% CI 1.599–1.897, p-value <0.001). Conclusions Safety measures adopted by schools were not enough to stop related-to-school transmission in students and could be improved. The safest way to keep schools open is to reduce community transmission down to a minimum.
APA, Harvard, Vancouver, ISO, and other styles
7

Israel, Whitney, Christine Mulitauopele, Ming Ma, Arnold H. Levinson, Lauren Cikara, and Ashley Brooks‐Russell. "Adolescent Health Behaviors in Schools with 4‐ Versus 5‐Day School Weeks." Journal of School Health 90, no. 10 (2020): 794–801. http://dx.doi.org/10.1111/josh.12941.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Spudis, E. "Med School After 50 Years Plus 2 Weeks." Archives of Family Medicine 9, no. 10 (2000): 1197. http://dx.doi.org/10.1001/archfami.9.10.1197.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Vaidyanathan, Sivapriya, Tess Maria Rajan, Venkatesh Chandrasekaran, and Preeti Kandasamy. "Pre-school attention deficit hyperactivity disorder: 12 weeks prospective study." Asian Journal of Psychiatry 48 (February 2020): 101903. http://dx.doi.org/10.1016/j.ajp.2019.101903.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Plum, Catherine. "Contested Namesakes: East Berlin School Names under Communism and in Reunified Germany." History of Education Quarterly 45, no. 4 (2005): 625–35. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00059.x.

Full text
Abstract:
Within weeks and months of the fall of the Berlin Wall in November 1989, numerous busts and portraits of school namesakes disappeared from the foyers, hallways, and “tradition rooms” (Traditionszimmer) of East Berlin schools and were relegated to trash bins. In 1990 municipal authorities formalized this spontaneous purge of school identities by eliminating the names of all schools in eastern Berlin. Over the course of the 1990s administrators, teachers, and students in the newly restructured schools began to discuss a wide range of new school identities.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "School weeks"

1

Foulder-Hughes, Lynda Ann. "Motor function, vision, and growth, in main stream school children born at or below 32 weeks' gestation." Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369049.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Collins, Emily. "The Impact of Four-Day School Weeks and Fifth-Day Programs on Delinquency and Problem Behaviors in Adolescents." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1293.

Full text
Abstract:
In recent years, tightening budgets have forced school districts to find new ways to save money. One way that has become increasingly popular is to shorten the traditional five-day school week to only four-days a week. This change is budget friendly and may act through efficiency wage theory as a recruitment tool for better teachers. Despite the increasing prevalence of districts running on four-day weeks, many of the effects of the shorter week on students are still unclear. Utilizing district-level panel data from the Colorado Department of Education, Study One took a difference-in-differences approach to determine the effect of the implementation of the four-day week on various delinquency measures, including suspensions, expulsions, and juvenile arrest rates. No significant results were found with robust standard errors, but trends suggested that juvenile crime may be increasing while school related incidents may be decreasing in areas with four-day school weeks. To offset these trends, this paper also proposes a second study aimed at investigating the effects of different types of fifth-day programs on adolescent well-being, academic achievement, and problem behaviors. Schools using the four-day week that agree to participate will be randomly assigned to receive either a career-prep program, an academic program, a recreational program, a social skills/mentoring program, or no program at all. Students (N=XXX) will fill out a survey at the beginning and at the end of the program or school year, reporting their subjective well-being and recent engagement in problem behaviors. It is expected that students who participate in the social skills/mentoring program will show the highest levels of well-being and little engagement in problem behaviors. This study will help to advance the research on after school programming, particularly in rural environments.
APA, Harvard, Vancouver, ISO, and other styles
3

Knobloch, Neil A. "Exploration of Effects Caused by the First Ten Weeks of the School Year on Teacher Efficacy of Student and Beginning Teachers in Ohio Agricultural Education." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1025577870.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Knobloch, Neil A. "Exploration of effects caused by the first ten weeks of the school year on teacher efficacy of student teachers and novice teachers in agricultural education in Ohio /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486457871785174.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Roeth, James E. "Implementing the four-day school week into the elementary and secondary public schools." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/458065.

Full text
Abstract:
The purpose of the study was to provide school administrators information about implementation of the four-day school week. Advantages and disadvantages were discussed in addition to reviewing specific areas of cost effectiveness, student achievement, and staff development.Questionnaires were mailed in April, 1984 to sixty-two public school officials throughout the United States representing eight states that operated the four-day school week. Fifty questionnaires were returned yielding an 80.6 percent return.A review of the literature revealed that the four-day school week was a relatively new concept in school scheduling, having been in existence since the early 1970s. The primary reasons for implementing the four-day school during the 1970s were due to overcrowdedness, conserving energy, and reducing overall operating costs.Some of the findings and conclusions based on the analysis of data obtained from the fifty questionnaires follow:Findings1. Colorado is the leading state in the United States which has school districts operating on the four-day school week being followed by New Mexico and Minnesota. Other states reporting experience with the four-day schedule include Maine, Massachusetts, New Hampshire, Oregon, and Utah.2. One-hundred percent of the responding schools implementing the four-day schedule were from rural communities with seventy-six percent of the districts having enrollments of less than 1000 students. The majority of school districts consisted of 200 square miles or more in size.3. The non-school day most frequently chosen was evenly divided between Monday and Friday. Schools more concerned about conserving energy chose Monday whereas schools concerned about co-curricular conflicts during the school day chose Fridays. The four school days were commonly extended sixty or ninety minutes to equal the same amount of instructional time as the five-day schedule.4. Although teacher salaries remained the same, cost savings from five to twenty percent in transportation, food service, custodial supplies, and heating costs were realized by implementing the four-day school week.5. Ninety-seven percent of the superintendents indicated that the four-day school week had improved or not affected student achievement during the first year of implementation.Conclusions1. The four-day school week is perceived as being successful in reducing operating costs, maintaining student achievement, reducing student and staff absenteeism, and improving morale of students and faculty.2. The disadvantages of the four-day school week may be the supervision of students in the community on the non-school day and the longer school day for small children.
APA, Harvard, Vancouver, ISO, and other styles
6

Gower, Matthew Lee. "Interpreting the Impact of the Four-Day School Week| An Examination of Performance Before and After Switching to the Four-Day School Week." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10634696.

Full text
Abstract:
<p> As four-day school weeks continue to gain popularity among school districts across the United States, determining the potential impact associated with the unconventional school week has become increasingly important (Johnson, 2013). The four-day school week has been credited with producing a number of potential benefits and consequences, but there is currently a limited amount of research available to determine the overall worth of the practice compared to the five-day school week. Some purported impacts of the four-day school week include shifts in teacher and student attendance, changes in achievement, financial adjustments, decreases in dropout rates, and improvement in morale (Plucker, Cierniak, &amp; Chamberlin, 2012). This study involved investigating the system-wide impact of the four-day school week by examining attendance, ACT scores, and dropout rates before and after implementation in participating school districts across Missouri. Additionally, the school climate perceptions of Missouri administrators and teachers who work within the four-day school week were collected. Interview responses were then analyzed using coding methods to identify common phrases, key words, and themes, while the quantitative data were treated to examine pre- and post-implementation patterns. The findings of this study revealed the four-day school week produced a statistically positive significant impact on attendance, whereas ACT scores and dropout rates were not influenced. Furthermore, the perceptions of administrators and teachers indicated the four-day school week was beneficial to the school culture.</p><p>
APA, Harvard, Vancouver, ISO, and other styles
7

Handscombe, Jean Margaret. "A week of school : constructing a shared understanding of a diverse classroom." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337580.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Suresh, Martin R. (Martin Ravindra). "Introduction to kinetic sculpture : a one-week course for middle school students." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/105719.

Full text
Abstract:
Thesis: S.B., Massachusetts Institute of Technology, Department of Mechanical Engineering, 2015.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 49-50).<br>A one-week course in kinetic sculpture was designed to introduce middle school students to the marriage of art and engineering. Because art can appeal to different sensibilities than engineering alone, it can serve as a means to broaden perspectives of students with different motivations. In light of increasing emphasis on the development of programs in STEM (Science, Technology, Engineering, and Math) in U.S. education, this project fills a need for more opportunities in STEAM (Science, Technology, Engineering, Arts, and Math). Even though the availability and popularity of STEAM programs for children is growing, these opportunities for young children are still limited. Therefore, there is a market for a course that incorporates art and the engineering design process like this one. Daily activities in an introductory week-long kinetic sculpture course are defined. Each day's lessons are provided along with resources for further study. The structure of the course is based on sound pedagogical practice. The strength of the course is its ability to incorporate science and art in a fun way that will be appealing to students. Future work would consist of the expansion of the lessons with more detail for teachers and the addition of more alternate activities.<br>by Martin R. Suresh.<br>S.B.
APA, Harvard, Vancouver, ISO, and other styles
9

Wilson, Beth Cherish. "The Effectiveness of Promoting Alternative Thinking Strategies ( PATHS) When Used Once per Week in Therapeutic Day Treatment." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2245.

Full text
Abstract:
Promoting Alternative Thinking Strategies (PATHS) is an intervention program for children with behavioral and emotional deficits, designed for use, and shown to be effective when used in the classroom a minimum of 3 times per week. However, in some settings, as in the current study, PATHS is being used just once per week. The purpose of this quantitative study was to determine whether PATHS was beneficial in helping elementary school aged children improve their behavioral and emotional health when implemented once per week in a group therapy setting. PATHS was developed based on cognitive behavioral theory, which focuses on improving internalizing symptoms of mental health disorders (thoughts) as well as the externalizing symptoms (behaviors). A one-way, repeated measures ANOVA was utilized to analyze archival data of 193 scores, collected over a single school year. Results indicated that elementary school aged children who received PATHS once per week in a group setting showed a decrease in aggression and disruptive behaviors, and an increase in concentration and attention as well as social and emotional competence. Social change implications could involve the results of the study informing how we might promote overall emotional and behavioral well-being in children. At the organizational level, the expansion of the use of PATHS at reduced costs and time within other settings will extend these benefits to more children with behavioral and emotional deficits. Future studies are suggested to examine further the effectiveness of PATHS when implemented in other programs and alternative ways.
APA, Harvard, Vancouver, ISO, and other styles
10

Pepic, Hadis. "A Study of Effects of a Car Free Week for School Children in Nacka Municipality." Thesis, KTH, Samhällsplanering och miljö, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-229902.

Full text
Abstract:
The increase of private car usage as transport mode is a non-sustainable trend that also has affected the choice of transport mode that takes children to school. School children who use active travel as transport mode has decreased while children who are driven to school has increased. Such travel behaviour has negative outcomes on environment but also affects the physical activity of children and their social characteristics. This combination of a qualitative and quantitative study sought to explore what effects an implementation of a car free week at different schools in Nacka municipality had. The study aimed to understand the role of a Car free week at schools in the role of sustainable planning for Nacka municipality. It aimed to study how the car free week at the schools can contribute to children’s decreased car usage as transport for children to get to schools in Nacka municipality, and also to explore what factors have impact in the choice of transport mode. The results have shown that Nacka municipality aims to increase pedestrians’ and cyclists’ safety in traffic with the Car free week. Other outcomes such as positive effects on the environment are important, but the main focus lies on improving conditions for active travellers. Results have also shown that the Car free week has impacts on the long term choice of transport mode as the share with car usage has decreased. There are many impacts for young school children in their choice of transport mode, but the main impacts for school children shown in this study has been: parental influence; perceived picture of the urban environment of parents, and; school administrations and teachers educative approach with sustainability.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "School weeks"

1

Freer, Patrick K. TIPS: The first weeks of middle school chorus. Rowman & Littlefield Education, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

How to survive and thrive in the first three weeks of school. Corwin Press, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

1942-, Crane Virginia, ed. Buzzards to bluebirds: Improve your child's learning & behavior in six weeks : help stop LD, ADD, ADHD, dyslexia, school dropouts & school failures. OEP Foundation, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kim, Summers, and Walker Sally M, eds. The teacher's calendar, school year 2000-2001: The day-by-day directory to holidays, historic events, birthdays and special days, weeks and months. Contemporary Books, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Holly, Douglas. Integration in the new age: A report of six weeks teaching in the new Greendown School, Swindon. University of Leicester School of Education, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

ill, Rosales Melodye, ed. 38 weeks till summer vacation. Viking Kestrel, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kerby, Mona. 38 weeks till summer vacation. Scholastic, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Melodye, Rosales, ed. 38 weeks till summer vacation. Puffin Books, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

1934-, Aikawa Mitsuhiro, ed. Dō suru "gakkō itsukasei": Gakkō kaikaku, chiikizukuri no suteppu ni. Minshūsha, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kenkyūkai, Kyōmu Jitsumu. Shiritsu kōkō ni okeru gakkō itsukasei no genjō: Kyōmu Jitsumu Kenkyūkai chōsa hōkoku. Nihon Shigaku Kyōiku Kenkyūjo, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "School weeks"

1

Spillane, James P., and Anita Zuberi. "Designing and Piloting a Leadership Daily Practice Log: Using Logs to Study the Practice of Leadership." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_9.

Full text
Abstract:
AbstractThis article aims to validate the Leadership Daily Practice (LDP) log, an instrument for conducting research on leadership in schools. Using a combination of data sources—namely, a daily practice log, observations, and open-ended cognitive interviews—the authors evaluate the validity of the LDP log. Formal and informal leaders were asked to complete the LDP log for 2 weeks; observers shadowed a subsample of leaders in each school, 1 day per week. Using the three sources of data, the authors analyzed interview responses (specifically, the participants’ interpretations of the log); they matched log entries with observer recordings; and they compared (a) the characteristics of the social interactions that were entered into the log with (b) the overall sample of interactions that occurred while observers shadowed participants. The study shows that LDP log entries capture school leadership interactions as recorded by independent observers; it also demonstrates that study participants, with some exceptions, were not biased toward reporting certain types of interactions over others. Still, some log terminologies were problematic for participants, as was the limited sampling period of 2 weeks. The authors propose ways to (a) change the LDP log to reflect the concerns raised by participants in the cognitive interviews and (b) alter the sampling scheme to capture leadership around the school year. The LDP log is less costly and time-consuming than in-depth ethnographic studies, and it is an important tool for researchers who aim to collect data in schools, one that reaches beyond surveys.
APA, Harvard, Vancouver, ISO, and other styles
2

Maag Merki, Katharina, Urs Grob, Beat Rechsteiner, Andrea Wullschleger, Nathanael Schori, and Ariane Rickenbacher. "Regulation Activities of Teachers in Secondary Schools: Development of a Theoretical Framework and Exploratory Analyses in Four Secondary Schools Based on Time Sampling Data." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_12.

Full text
Abstract:
AbstractPrevious research has revealed that teachers’ regulation activities in schools are most relevant for sustainable school improvement. However, previous studies have severe methodological and theoretical shortcomings. This paper presents the results of a mixed-method case study at four lower secondary schools, in which we developed a framework for understanding regulation activities and processes in schools and analyzed teachers’ regulation activities by using time sampling data of teachers’ performance-related and situation-specific day-to-day activities over 3 weeks. Our results revealed that teachers engage in regulation activities only relatively seldom. Significant differences between teachers were found that are systematically related to the teachers’ specific roles in the school. Teachers rated their regulation activities as especially beneficial for teaching, student learning, and teachers’ learning but as less beneficial for team and school development. Small differences between schools were identified. Further, the results revealed significant correlations between teachers’ perceived benefit of the daily activities and teachers’ daily satisfaction. Based on the results, it can be concluded that the newly developed method appears to be suitable for recording teachers’ daily regulation activities in a (relatively) valid manner and, consequently, for use as a complement to existing instruments. Limitations are discussed, and the need for further research is described.
APA, Harvard, Vancouver, ISO, and other styles
3

Leape, Lucian L. "Who Will Lead? The." In Making Healthcare Safe. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71123-8_7.

Full text
Abstract:
AbstractA few weeks after the Annenberg Conference, Saul Weingart called me on the phone, introduced himself and said, “We should do an Executive Session on medical errors.” “What is an Executive Session?” I replied. He then told me about the work he had been involved in at the Harvard Kennedy School of Government (HKS) on juvenile justice and community policing. Developed in the late 1970s at HKS, an executive session is a prolonged confidential conversation among leaders in a practice field to solve a complex problem for which there is no evident technical solution.
APA, Harvard, Vancouver, ISO, and other styles
4

Smith, Barbara. "First Week of School." In A Charter School Principal’s Story. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-218-3_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Stone-MacDonald, Angela. "A Week at the Irente Rainbow School." In Community-Based Education for Students with Developmental Disabilities in Tanzania. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7320-2_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hardy, Thomas. "Dick Calls at the School." In Under the Greenwood Tree. Oxford University Press, 2013. http://dx.doi.org/10.1093/owc/9780199697205.003.0011.

Full text
Abstract:
The early days of the year drew on, and Fancy, having spent the holiday weeks at home returned again to Mellstock. Every spare minute of the week following her return was used by Dick in accidentally passing the schoolhouse in his journeys about the neighbourhood;...
APA, Harvard, Vancouver, ISO, and other styles
7

"10. The First Weeks of School." In Learning to Go to School in Japan. University of California Press, 1991. http://dx.doi.org/10.1525/9780520914285-014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"Career planning." In Oxford Handbook for Medical School, edited by Kapil Sugand, Miriam Berry, Imran Yusuf, et al. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780199681907.003.0056.

Full text
Abstract:
Chapter 56 provides advice on early career planning, with specific reference to Foundation Programme applications, Academic Foundation Programme applications, and career taster opportunities. The Foundation Programme application process is summarized, with details about the types of application, timeline of application, online submission, educational performance measures used, situational judgement tests, and top tips to maximize the chance of a successful outcome. The situational judgement test forms a significant part of the overall score: the chapter covers example questions and the rationale for the preferred response. Academic Foundation Programmes allow additional scope and funding for research and form the early stages of the academic career pathway. Career taster weeks allow an opportunity to look closely at a career of interest by spending a week in that specialty. Advice on how to organize a taster week, what to ask about, and top tips in organizing your own career taster are provided. A comprehensive list of resources is provided for the reader.
APA, Harvard, Vancouver, ISO, and other styles
9

Kónya, Eszter. "How can the concept of perimeter and area be developed in 7th grade?" In Theoretische und empirische Analysen zum geometrischen Denken. WTM-Verlag Münster, 2021. http://dx.doi.org/10.37626/ga9783959872003.0.10.

Full text
Abstract:
Learning and teaching measurement have a central role in school geometry. In this study, we are focusing on two physical quantities: perimeter (length) and area. We compare the results of two surveys. The first was written at the beginning of the 7th school year, in September, while completed the second one in December of the same year, two weeks after the geometric measurement topic. On the one hand, we were curious about the students' previous knowledge before receiving the new learning material related to the topic under study. On the other hand, we wanted to know how to change students' understanding after focusing on the concepts studied for a few weeks. The characteristics of the concept formation process were also of interest to us.
APA, Harvard, Vancouver, ISO, and other styles
10

Wickliff, Gregory A. "Communicating Mathematics and Science: Teaching and Tutoring Writing in a Summer Program for High School Students." In Theory and Practice: An Interface or A Great Divide? WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.117.

Full text
Abstract:
Supplemental instruction and tutoring in writing, genre, and document design and illustration, can improve the quality of formal mathematics and science papers and presentations composed by rising high school junior and senior students in a four-week summer program. This paper discusses the program history and goals, its structure, the methods of instruction and tutoring, and the professional and student writing samples delivered through the University of North Carolina at Charlotte’s Summer Ventures in Science and Mathematics program. The program is a no-cost, state-funded program for academically talented students who aspire to careers in science, technology, engineering, and mathematics. Participants reside on the university campus for four weeks and conduct research around topics of their own interest individually or in collaboration with like-minded peers. Participants engage in research under the supervision of university faculty.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "School weeks"

1

Bunting, Jaime, Jaime Bunting, Krysta Hougen, Krysta Hougen, Mary Helen Gillen, and Mary Helen Gillen. "WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b4316d74df5.

Full text
Abstract:
In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementing climate change curriculum more broadly across the state. Through academic and teacher professional development programs, Pickering Creek Audubon Center educators train teachers on integrating climate science into their current lessons and review and collaborate on parts of the program teachers will lead in the classroom. Students are connected to climate change through a series of engaging in class and field activities over the course of several weeks. With the term “global climate change” making climate change seem more like a global problem and less like a local problem, Pickering Creek educators use wetlands and birds as examples of local habitats and wildlife impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and augmented by material covered by classroom teachers, students get a thorough introduction into the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change.
APA, Harvard, Vancouver, ISO, and other styles
2

Bunting, Jaime, Jaime Bunting, Krysta Hougen, Krysta Hougen, Mary Helen Gillen, and Mary Helen Gillen. "WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.31519/conferencearticle_5b1b939a830007.66788692.

Full text
Abstract:
In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementing climate change curriculum more broadly across the state. Through academic and teacher professional development programs, Pickering Creek Audubon Center educators train teachers on integrating climate science into their current lessons and review and collaborate on parts of the program teachers will lead in the classroom. Students are connected to climate change through a series of engaging in class and field activities over the course of several weeks. With the term “global climate change” making climate change seem more like a global problem and less like a local problem, Pickering Creek educators use wetlands and birds as examples of local habitats and wildlife impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and augmented by material covered by classroom teachers, students get a thorough introduction into the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change.
APA, Harvard, Vancouver, ISO, and other styles
3

CHOUKROUN, Marie Luce, HALA FEGHALI, FABIENNE MARQUANT, SANDRINE VAUTRAT, VALERIANE LEROY, and MICKAEL FAYON. "Influencing Factors Of Pulmonary Outcome For School Aged Children Prematurely Born Before 32 Weeks Of Gestation." In American Thoracic Society 2011 International Conference, May 13-18, 2011 • Denver Colorado. American Thoracic Society, 2011. http://dx.doi.org/10.1164/ajrccm-conference.2011.183.1_meetingabstracts.a3950.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

CHOUKROUN, Marie Luce, Hala FEGHALI, Sandrine VAUTRAT, et al. "Respiratory Outcome For School Aged (8- 10 Yr) Children Who Were Born Before 32 Weeks Of Gestation In 1997- 2000: Preliminary Results." In American Thoracic Society 2010 International Conference, May 14-19, 2010 • New Orleans. American Thoracic Society, 2010. http://dx.doi.org/10.1164/ajrccm-conference.2010.181.1_meetingabstracts.a6253.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lavoie, Natalie, and Émile Lebel. "A MOTOR INTERVENTION TO PREPARE LEARNING TO WRITE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end145.

Full text
Abstract:
Writing is a complex activity that requires the automation of graphomotor skills. Unfortunately, 10 to 30% of primary school students have difficulty at this level, which impairs the development of writing skills. It therefore seems judicious to intervene in kindergarten to support motor precision as well as visuomotor capacities, considered as prerequisites for writing by many researchers. The purpose of this study was to investigate the effect of motor training on visuomotor integration, motor precision and handwriting performance (speed and readability) in 5-year-old children. According to a quasi-experimental design (pretest, post-test with control group), 34 children participated in an intervention in subgroups, twice a week for 6 weeks. The mean and standard deviation were calculated for each of the tasks performed. Statistical tests (t test) were then carried out. The results show that the children in the experimental group improved their motor precision as well as their graphomotor skills compared to those in the control group. This project provides new insights into the benefits of working on basic skills in preparation for learning to write and will equip teachers on how to guide and support graphomotor skills before entering first grade.
APA, Harvard, Vancouver, ISO, and other styles
6

Akelaitis, Arturas. "Development Of Emotional Skills Among 15–16-Year-Old Adolescents In Physical Education Classes." In 12th International Conference on Kinanthropology. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-24.

Full text
Abstract:
Background: The aim of this study was to investigate the effectiveness of the 16 weeks educational program of emotional skills in physical education classes on development of emotional skills among 15–16-year-old adolescents in physical education classes. Study hy-pothesis – the application of 16 weeks educational program would allow expecting more de-veloped emotional skills among 15–16-year-old adolescents in physical education classes. Subjects and methods: Participants in the study were 51 pupils of the ninth grade (15.15±0.36). Experimental group consisted of 25 and the control group of 26 adolescents. The measures of emotional skills were evaluated using Emotional Intelligence Questionnaire – Short Form (TEIQue – SF), Social Emotional School Readiness Scale (BUSSESR), and self-confidence methodology, developed by Stolin (Пантилеев, Столин, 1989). Educational experiment was used as a method to verify the eficiency of the educational program. Repeated measures (RM) multivariate analysis of variance (2 × 2 (Group × Time) MANOVA) was used in order to analyze the effects of the educational program. Results: After the 16-weeks educational program (structural physical education classes), a significant improvement was found in emotional skills scores for the experimental group compared with the control group, which had a statistically significant effects: adolescents in the experimental group had more developed self-awareness (F (1,49) = 5.86; p &lt; .05; η 2 = .11), self-confidence (F (1,49) = 5.28; p &lt; .05; η 2 = .10) skills, and the abilities to express emotions (F (1,49) = 5.95; p &lt; .05; η 2 = .11) in physical education classes. These results indi-cated that the structural physical education classes had a positive influence on adolescents’ emotional skills. Conclusions: It was found that during the 16 weeks educational experiment the applied mea-sures of educational impact had a statistically significant effect on the components of exper-imental group 15–16-year-old adolescents’ self-awareness, self-confidence skills, and the abilities to express emotions in physical education classes.
APA, Harvard, Vancouver, ISO, and other styles
7

Neokleous, Kleanthis C., Christos N. Schizas, Costas K. Neokleous, Constantinos S. Pattichis, Panagiotis Anastasopoulos, and Kypros H. Nikolaides. "Neural networks to estimate the influence of cervix length on the prediction of spontaneous preterm delivery before 37 weeks." In 5th International Conference on Information Technology and Applications in Biomedicine (ITAB 2008) in conjunction with 2nd International Symposium & Summer School on Biomedical and Health Engineering (IS3BHE 2008). IEEE, 2008. http://dx.doi.org/10.1109/itab.2008.4570663.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tandzegolskienė, Ilona, and Asta Lapėnienė. "EXPERIENTIAL LEARNING PROCESSES USING AN E-DIARY IN STUDENTS’ INTERNSHIP." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end016.

Full text
Abstract:
The article/presentation analyses data from e-diary taken by 88 students from three groups of pedagogical programs who were studying in the following school years: 2018-2019 and 2019-2020. As part of the internship tasks, the diary had to be written regularly weekly (for a total of 20 or 22 weeks). According to the provided half-standardised e-diary form, every week, the research participants had to document the most significant/successful/problematic situation in their school internship and raise any questions. The database on an e-diary basis contains 1962 situations of internship pedagogical activity. The data presented in the article is general for the whole group of research participants. The data analysis is based on six stages: access to the data, data coding, finding topics, revision of the topics, a summary of the topics and preparation of the report. The article presents how the e-diary was designed and how the e-diary stimulates the metacognitive capacity to reflect upon thinking capacities. The thematic analysis of the entries in e-diary has been conducted according to the following three aspects: emotional, cognitive, and the change in internship activity. The thematic analysis's emotional aspect (which was revealed in the e-diary notes) has been reflected by the dynamics of satisfaction from the professional activity. The intellectual aspect has been revealed by the dynamics of changes in students' self-estimation, attitude towards learning, and the teaching profession. The diaries provided the opportunity to analyse the learning situations via descriptions in the e-diary and the participant's self-reflections on their gained internship experience.
APA, Harvard, Vancouver, ISO, and other styles
9

Čurová, Viera, Oľga Orosová, Lenka Abrinková, and Marcela Štefaňáková. "EFFECTIVENESS OF THE PROGRAMS UNPLUGGED AND UNPLUGGED 2 ON ALCOHOL USE AND SMOKING AMONG SCHOOLCHILDREN." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact092.

Full text
Abstract:
"Objectives: The aim of the study is to examine the long-term effectiveness of the school-based drug prevention programs Unplugged and Unplugged2 using a Solomon design and supplemented with n-Prevention booster sessions on the cumulative index (CI) of reported alcohol use (AU) and smoking. Methods: In 2013/2014, Unplugged was implemented during 12 consecutive weeks in Slovak primary schools. A sample of 744(M=12.5; 58.72%girls) was collected before program implementation(T1) and 12months later(T3). In 2017/2018, Unplugged2 was implemented by each school over 6months. A sample of 408(M=14.48; 51.96%girls) was collected before program implementation (T1), immediately after implementation(T2) and 12months later(T3). Participation in Unplugged was divided into control and experimental groups and Unplugged2 into control, experimental and experimental groups with n-Prevention, a pre-test and post-test or with post-test only. CI in the past 30 days was dichotomized (0-not used,1-AU, smoking or both). Binary logistic regressions were used to analyze the data at every measurement point. The moderation effect of gender was examined. The CI at T1 in Unplugged and Unplugged2 with a pre-test and post-test, and CI at T2 in Unplugged2 with a post-test were used as the control variables. Results: There was no significant effect of Unplugged and Unplugged2 with the pre-test and post-test. Unplugged2 with a post-test was significantly associated with CI at T3. The experimental group with n- Prevention was less likely to use alcohol and/or smoke. There was no significant effect or moderation effect of gender. Conclusions: The results show the long-term effectiveness of a preventive program is more pronounced with booster sessions, specifically with the post-test design."
APA, Harvard, Vancouver, ISO, and other styles
10

Joo, Sung-Hwan, and Chris Pung. "Implementation of a New Freshman Year Interdisciplinary Course Sequence." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63912.

Full text
Abstract:
This paper presents the design and implementation of a two course freshman year sequence at a multi-disciplinary engineering school. The driver for this change was the interdisciplinary academic environment. The previous course sequence consisted of a CAD/CAM graphical communication course followed by a traditional C programming course. The CAD/CAM course consists of two hours of lecture and three hours of laboratory and covered graphical communication coupled with laboratory CAM activities as one semester (13 weeks) course. This particular course is named “EGR-101: Introduction to CAD/CAM” and this required course is the first engineering course that all freshmen identifying themselves as pre-engineering take. The C programming course was delivered using two hours of lecture and three hours of lab as a one semester (13 weeks) course. This particular course is named “EGR-261: Structured Programming in C” and this course is the second engineering course that all freshmen are required to take. The new combined sequence of courses includes similar topics with the addition of an introduction to basic electronics and microcontrollers. It was delivered using a two hour block and three hour block divided as needed between lecture and laboratory with mixed topics of CAD/CAM and C programming. A two semester open ended design and build project was used to combine the course elements. Final assessment result will be presented to evaluate the effect of the changes.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "School weeks"

1

Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

Full text
Abstract:
In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
APA, Harvard, Vancouver, ISO, and other styles
2

Aromi, Daniel, María Paula Bonel, Julian P. Cristia, et al. Research Insights: How Much Has Human Mobility Been Reduced by Social Distancing Policies in Latin America and the Caribbean? Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003135.

Full text
Abstract:
The lockdowns implemented in Latin America and the Caribbean in March 2020 reduced the share of people who travel more than 1 km (about 0.6 miles) per day by 10 percentage points during the 15 days following its implementation. The effects of the lockdowns declined over time: the effect amounted to 12 percentage points during the first week and to 9 percentage points during the second week of the implementation of the lockdowns. In contrast, school closures reduced mobility by only 5 percentage points, and no effects were found for bar and restaurant closures or the cancellation of public events. The results suggest that lockdowns are a tool that can produce reductions in mobility quickly. This is important given the expectation that reduced mobility slows the spread of COVID-19.
APA, Harvard, Vancouver, ISO, and other styles
3

Mateo Díaz, Mercedes, Laura Becerra Luna, Juan Manuel Hernández-Agramonte, Florencia López, Marcelo Pérez Alfaro, and Alejandro Vasquez Echeverria. Nudging Parents to Improve Preschool Attendance in Uruguay. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002901.

Full text
Abstract:
Uruguay has increased it preschool enrollment, reaching almost universal coverage among four- and five-year-olds. However, more than a third of children enrolled in preschool programs have insufficient attendance, with absenteeism higher in schools in lower socioeconomic areas and among younger preschool children. This paper presents the results of a behavioral intervention to increase preschool attendance nationwide. Most previous experiments using behavioral sciences have looked at the impact of nudging parents on attendance and learning for school-age children; this is the first experiment looking at both attendance and child development for preschool children. It is also the first behavioral intervention to use a government mobile app to send messages to parents of preschool children. The intervention had no average treatment effect on attendance, but results ranged widely across groups. Attendance by children in the 25th 75th percentiles of absenteeism rose by 0.320.68 days over the course of the 13-week intervention, and attendance among children in remote areas increased by 1.48 days. Among all children in the study, the intervention also increased language development by 0.10 standard deviations, an impact similar to that of very labor-intensive programs, such as home visits. The intervention had stronger effects on children in the remote provinces of Uruguay, increasing various domains of child development by about 0.33 to 0.37 standard deviations. Behavioral interventions seeking to reduce absenteeism and raise test scores usually nudge parents on both the importance of attendance and ways to improve child development. In this experiment, the nudges focused only on absenteeism but had an effect on both.
APA, Harvard, Vancouver, ISO, and other styles
4

Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/94.

Full text
Abstract:
Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value &lt; .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'School weeks' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography