Relevant bibliographies by topics / The function of school

Contents

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

Academic literature on the topic 'The function of school'

Author: Grafiati
Published: 10 September 2021
Last updated: 3 February 2022

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Journal articles on the topic "The function of school"

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Park, Kyoung-Young. "Applying Rasch Analysis for Validation of School Function Assessment." Journal of the Korea Contents Association 14, no. 3 (March 28, 2014): 269–76. http://dx.doi.org/10.5392/jkca.2014.14.03.269.

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Savita, D., and V. Raji Sugumar. "Correlation of Outdoor Games and Lung Function of School Going Children." International Journal of Trend in Scientific Research and Development Volume-1, Issue-5 (August 31, 2017): 950–54. http://dx.doi.org/10.31142/ijtsrd2391.

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Hwang, Jeng-Liang, Patricia L. Davies, Maureen P. Taylor, and William J. Gavin. "Validation of School Function Assessment with Elementary School Children." OTJR: Occupation, Participation and Health 22, no. 2 (April 2002): 48–58. http://dx.doi.org/10.1177/153944920202200202.

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Rocha, Helena. "Mathematical proof: from mathematics to school mathematics." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 377, no. 2140 (January 21, 2019): 20180045. http://dx.doi.org/10.1098/rsta.2018.0045.

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Proof plays a central role in developing, establishing and communicating mathematical knowledge. Nevertheless, it is not such a central element in school mathematics. This article discusses some issues involving mathematical proof in school, intending to characterize the understanding of mathematical proof in school, its function and the meaning and relevance attributed to the notion of simple proof. The main conclusions suggest that the idea of addressing mathematical proof at all levels of school is a recent idea that is not yet fully implemented in schools. It requires an adaptation of the understanding of proof to the age of the students, reducing the level of formality and allowing the students to experience the different functions of proof and not only the function of verification. Among the different functions of proof, the function of explanation deserves special attention due to the illumination and empowerment that it can bring to the students and their learning. The way this function of proof relates to the notion of simple proof (and the related aesthetic issues) seems relevant enough to make it, in the future, a focus of attention for the teachers who address mathematical proof in the classroom. This article is part of the theme issue ‘The notion of ‘simple proof’ - Hilbert's 24th problem’.
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Choi, Eleanor Jawon, Hyungsik Roger Moon, and Geert Ridder. "Estimation of an Education Production Function under Random Assignment with Selection." American Economic Review 104, no. 5 (May 1, 2014): 206–11. http://dx.doi.org/10.1257/aer.104.5.206.

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This paper estimates an education production function using data on the College Scholastic Ability Test score and high school characteristics from Seoul, Korea, where, on entering high school, students are randomly assigned to schools within each school district. We derive a school production function by aggregating the individuals' potential outcomes under the random assignment and no cohort effect assumption. We find that the school production function coefficients differ between districts and that the single-sex school effect estimate is much larger than that found in previous studies.
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Cahyadi Putra, I. Gusti Ngurah Anom, A. A. Istri Ngurah Eka Karyawati, Made Agung Raharja, Gst Ayu Vida Mastrika Giri, and I. Made Widiartha. "Peningkatan Fungsi UKS Dalam Memberikan Pendidikan Kesehatan Awal Berbasis IPTEKPada Sekolah Dasar Desa Belatungan." JELIKU (Jurnal Elektronik Ilmu Komputer Udayana) 9, no. 1 (October 28, 2020): 73. http://dx.doi.org/10.24843/jlk.2020.v09.i01.p07.

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Usaha Kesehatan Sekolah (UKS) is a basic health business owned by a school. One of the functions of UKS is as a forum to provide early health education to school children. In primary schools the UKS maggot village does not function optimally, because there are no facilities and infrastructure to support UKS activities. Through the Udayana Mengabdi Program, assistance is provided for facilities and infrastructure, such as first aid kits, weighing instruments, temperature measuring instruments and height measuring instruments. Booked the administration of health records for elementary school students. From the programs that have been implemented, a survey is conducted to measure the success rate. After the service program was conducted the average level of knowledge of students about the function of UKS increased. As well as UKS in elementary schools, it should function properly as a place to provide early health education to elementary school children.
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Proroković, Ana, and Ljiljana Gregov. "Neki aspekti moralnosti srednjoškolaca u kontekstu atraktivnosti školskih programa." Magistra Iadertina 15, no. 1 (February 15, 2021): 9–22. http://dx.doi.org/10.15291/magistra.3214.

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The aim of this study was to identify potential predictor variables which could be discriminative for students attending different high school programs (more or less attractive), with the emphasis on some sociodemographic predictors and some components of student morality. The research was carried out on the final classes (third and fourth grade) of grammar schools and vocational secondary schools in Zadar. Schools are categorized into four categories (low, medium, high and very high attractiveness) based on the average school success (grades) of their students in primary school and interest in enrollment in that school. One secondary school (two class departments) was selected from each category and 189 students from selected schools participated in the study. The analysis of the observed results showed the existence of two significant discriminative functions that very well determine the choice/enrollment of high school programs of varying attractiveness. The first discriminative function is mainly saturated by the level of moral reasoning, self-perception of moral qualities and the financial status of the family, and has the greatest predictive power for the choice of grammar school programs in relation to vocational programs. The second discriminative function has less predictive importance and includes some other sociodemographic characteristics (gender, place of living). This function also significantly contributes in the overall criterion variance explanation, by distinguishing more closely those students attending secondary programs of more similar content (for example, differences in attractiveness within different grammar school programs).
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Gordon, Harold W. "Specialized cognitive function and school achievement." Developmental Neuropsychology 4, no. 3 (January 1988): 239–57. http://dx.doi.org/10.1080/87565648809540407.

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Wallner, Peter, Michael Kundi, Hanns Moshammer, Kathrin Piegler, Philipp Hohenblum, Sigrid Scharf, Marina Fröhlich, Bernhard Damberger, Peter Tappler, and Hans-Peter Hutter. "Indoor air in schools and lung function of Austrian school children." Journal of Environmental Monitoring 14, no. 7 (2012): 1976. http://dx.doi.org/10.1039/c2em30059a.

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Strickland-Cohen, M. Kathleen, Patrick C. Kennedy, Tricia A. Berg, Lisa J. Bateman, and Robert H. Horner. "Building School District Capacity to Conduct Functional Behavioral Assessment." Journal of Emotional and Behavioral Disorders 24, no. 4 (July 24, 2016): 235–46. http://dx.doi.org/10.1177/1063426615623769.

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For decades, research has shown that function-based support is effective in reducing the frequency and severity of problematic student behaviors. One way for schools and districts to implement these supports effectively is by building local capacity to intervene with function-based interventions at the first signs of persistent problem behavior (i.e., when less intensive supports have proven ineffective), rather than waiting until problem behavior becomes more severe. In the present pilot study, a 6-hr comprehensive training package was used to train elementary- and middle school professionals to conduct “basic” (as opposed to “complex”) functional behavioral assessment (FBA) and lead school-based teams in basic function-based behavior support methods and procedures. Findings indicate that the training was effective in increasing (a) participant knowledge related to function-based behavior support and (b) reported use of function-based supports by participating school-based professionals. In addition, school personnel rated the training materials and methods as acceptable and feasible for use in typical school contexts and provided descriptive data related to perceived enablers and barriers to implementing function-based support in schools. Limitations, practical implications, and future research needs are discussed.
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Dissertations / Theses on the topic "The function of school"

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Payne, Linda Donica. "Functional behavioral assessment basing intervention on function in school settings /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0013641.

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Kaye, Nicole. "Function-Based Behavior Support Planning Competencies: A National Survey of School Psychologists." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19665.

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This study surveyed a national sample of school psychologists (N = 105) regarding their training and skills in function-based behavior support planning. Specifically, this study aimed to determine (a) the function-based behavior support planning competencies practicing school psychologists possess and (b) factors that are related to their level of competency (e.g., prior training). School psychologists were asked to identify strategies as function-based, neutral, or contra-indicated when provided with a brief vignette. School psychologists also reported on demographic characteristics and pre-service and post-graduate training in behavior support planning. Currently, very little is known about the function-based behavior support planning competencies school psychologists possess. This study is among the first to directly assess the ability to link the function of behavior to relevant support strategies. Results of the study indicate that an alarming proportion of school psychologists did not meet the criterion for proficiency on this measure. Interestingly, the current study did not find statistically meaningful differences of performance based on characteristics of prior training. Implications for improving function-based behavior support planning competencies of school psychologists and strategies for improving student supports are discussed.
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Jerauld, Joy Meredith. "Predicting Early Academic Achievement: An Investigation of the Contribution of Executive Function." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/338873.

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This study investigated the important question of whether pupils' executive functions (EF) predict early academic achievement. Current conceptualizations suggest that developmental trends in EF can be measured in young children and that EF may play an important role in predicting academic achievement and school readiness. To date, however, there is little empirical support for this assertion. This study explored EF skills of 3- to 5 year-olds using the Dimensional Change Card Sort Task (DCCS). The first objective was to determine if EF indeed predicts math, reading, and writing achievement in 3- to 5-year-olds. The second objective was to determine if EF's prediction of academics occurs independent of the contribution made by general ability (e.g., Battelle motor and language subdomains). The third objective was to determine if the contribution of EF remains uniform across the age span. Consequently, existing data from 969 participants between 54 to 71 months was used. This consisted of scores on the DCCS as well as the Phonological Awareness Literacy Screening (PALS) to measure early reading and writing skills, the Test of Early Math Ability -Third Edition (TEMA-3) to measure early math skills, and sections of the Battelle Developmental Inventory 2nd Edition (BDI- 2) to measure general development. A positive relationship between EF and early math, reading, and writing skills was found. Also EF, as measured by the DCCS, contributed a significant portion of variance in early math, reading, and writing skills after accounting for general development, age, and socioeconomic status. Finally, the contribution of EF to early reading and writing skills remained stable between 3 and 5 years old. In contrast, EF was a stronger predictor of early math skills among 3-year-olds when compared to 5- year-olds.
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Connolley, Michael J. (Michael Joseph). "An empirical study of function points analysis reliability." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/37704.

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Pandey, Amitabh. "Quality function deployment : a study of implementation and enhancements." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/17310.

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Lowry, Rebecca Stevenson. "Role and Functions of School Psychologists in Virginia: a Ten Year Follow-Up." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30355.

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The role and functions of school psychologists and changes in such have been the subject of research by numerous authors both nationally and within the Commonwealth of Virginia. School psychologists have functioned as both direct and indirect service providers to school-aged children, with the former service delivery model, namely that of the diagnostician, taking precedence within the Commonwealth of Virginia. The profession has undergone and continues to undergo noted changes as a result of recent legislation and movements toward educational reform. The purpose of this study is to analyze the role of the school psychologist in the Commonwealth of Virginia, based on a survey of the role expectations of school psychologists. This information will then be compared with the role and function of school psychologists in previous years. The population of school psychologists in Virginia was chosen for the present study because of existing research using this population conducted by Murray in 1975 and by Lovern in 1987. Data were collected via mailed surveys using a personal data form to gain demographic information, and a modified form of the questionnaire used by Murray (1975) and Lovern (1987). Four hundred and four Virginia members of the National Association of School Psychologists were mailed survey materials. Three hundred and sixty-five surveys were returned and of this total, two hundred and eighty-two met the requirements to be used in the data analysis. This total yielded a final response rate of 78%. Results in terms of practitioner's preferred level of training indicated the specialist (Ed.S.) Level as being adequate. As for the preferred major field, a combination of education and psychology was indicated by most respondents. School Psychology was indicated as the preferred degree specialty with no preference noted for the Doctor of Education, Doctor of Philosophy, or Doctor of Psychology. Preferences for previous experience were mixed, with approximately the same number of respondents rating experience in both the classroom and other psychological and/or psychiatric settings as important. In terms of the perceived importance of various functions, school psychologists rated some of the more traditional direct and indirect services to children as most important. Examples included consultation with teachers, participation in eligibility committee meetings, parent conferences, and diagnostic studies. Those areas rated lower in terms of importance included group test administration, curriculum design, and research activities. As for the actual frequency with which these same functions were performed, practitioners rated diagnostic studies, eligibility committee participation, parent conferences, and consultation with teachers and administrators as being performed most frequently. In contrast, those functions performed less frequently included participation in IEP meetings and transition planning, staff training, curriculum design, prevention programs, and virtually all facets of research. When asked about participation in various professional activities, school psychologists rated membership in The Virginia Academy of School Psychologists (VASP) and The National Association of School Psychologists (NASP) as very important. Other professional activities which were perceived as important included the reading of current professional publications and maintaining professional relationships. Relationships between selected demographic variables and practitioner responses were evident to a limited degree. It was noted that significantly more males than females believed it was important for the school psychologist to conduct research to evaluate the appropriateness of prevention programs. Respondents with higher levels of training attributed greater importance on having a doctorate; school psychologists with fewer years experience believed it was important to conduct parent education classes; and finally, experience as a classroom teacher was seen as more important by those who had experience in the classroom. Comparisons across the three studies (1975, 1987, 1996) reveal similarities in terms of background experience, academic training, and membership in professional organizations. Generally, agreement was present regarding practitioner perceptions of the frequency of functions; yet to a somewhat lesser degree in terms of the perceived importance of various functions. Results of the present study indicated that "diagnostic studies" no longer lead in terms of practitioner importance ratings; "consultant to teachers" has now been ranked in first place. In contrast, "diagnostic studies" ranked first in terms of respondent's actual frequency of functions performed, a finding consistent with the two previous studies. Finally, agreement continues to exist in terms of practitioner rankings of those functions performed less frequently, both in terms of perceived importance and actual performance frequency. Examples include group testing, curriculum design, community service, and research. Several implications were drawn from the results of the present study leading to recommendations for school psychologists and trainers, employers of school psychologists, and professional school psychology organizations. The recommendations focused on training for school psychologists and topics for further research.
Ph. D.
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Hewson, R. M. "Neurocognitive function in adults depressed during the school age years." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603984.

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This study was designed to investigate the theory of glucocorticoids mediated neurotoxicity as an explanation for anatomical changes and the likelihood of depressive recurrence in a group of recovered young adults. The study examines the changes in levels of the hormones cortisol and dehydroepiandrosterone (DHEA) between the first episode of depression and present day. It also investigates cognitive ability in tasks of memory ability and affect bias, and explores the functional processes associated with these tasks using functional Magnetic Resonance Imaging (fMRI). Anatomical correlates of these cognitive processes were examined using MRI, specifically the hippocampus and the amygdala. fMRI, MRI and cognitive task results were correlated with cortisol and DHEA levels and the length of previous illness. Results suggest that cortisol and DHEA return to similar levels as controls in recovery, and that DHEA levels at the first episode of depression may predict the length and severity of the illness. Although there is no significant difference in cognitive ability between the recovered participants and controls, those with a history of depression do show altered patterns of activation when performing tasks of memory encoding and retrieval and implicit affect recognition. In addition, there are significant positive correlations between hippocampal activation whilst encoding memories and cortisol levels at the first episode, and negative correlations of hippocampal grey matter density and the length of illness. Results also suggest that high levels of cortisol during episodes of depression result in damage to the hippocampus. Subsequently, in recovery, the “damaged” hippocampus requires greater activation to successfully encode memories in order to compensate for the loss of grey matter.
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Ordonez, Maria Alicia. "Prevalence of bullying among elementary school children as a function of the comprehensiveness of anti-bullying policies and programs in the school." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344194.

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This study identified research-based components for an effective anti-bullying policy and arranged them according to Bronfenbrenner's (1989) ecosystemic framework. It was hypothesized that the prevalence of different types of bullying was lower in elementary schools with a greater comprehensiveness of anti-bullying policies. Independent variables included the rated presence of anti-bullying components in school policies at four ecosystemic levels: microsystemic, mesosystemic, exosystemic, and macrosystemic. Dependent variables consisted of students' self-report of the occurrence of four types of bullying: attacks on property, and physical, verbal, and social bullying.Two hundred and thirty-one students from six elementary schools completed the Multidimensional Peer-Victimization Scale (Mynard & Joseph, 2000). The majority of students were African American. Three focus groups (students, parents, and school personnel) were also conducted in each school to gather information about anti-bullying policies. Independent raters blind to the hypothesis rated the information from the focus groups using the Comprehensiveness of Anti-bullying Policies Scale; a reliable measure designed for this study. Further, this information was evaluated through content analysis.Results of a One-Way (Comprehensiveness of Policies and Programs) Between Subjects MANOVA revealed a greater prevalence of verbal and physical victimization associated with schools having a lower comprehensiveness of anti-bullying policies and programs. Social victimization and attacks on property did not vary, however, as a function of the comprehensiveness of a school's policies.A supplementary 2 (Gender) x 2 (Comprehensiveness of Policies and Programs) Between Subjects MANOVA yielded no significant interaction between gender and the comprehensiveness of anti-bullying policies. A main effect for gender was found to be significant, however. Boys reported a higher level of physical bullying than girls.Content analyses showed focus group participants perceived physical bullying as more severe than the other types. Participants also reported harsher consequences to address such bullying. It is possible schools convey greater intolerance for physical bullying, hence its lower prevalence.It is concluded that schools' anti-bullying efforts should involve all ecosystemic levels. In addition, policies must include all types of bullying and communicate equal intolerance for each. Implications for theory, counseling, research, and anti-bullying policies are discussed.
Department of Counseling Psychology and Guidance Services
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Ford, Marc. "Structure-function relations in mammalian sound localization circuits." Diss., Ludwig-Maximilians-Universität München, 2015. http://nbn-resolving.de/urn:nbn:de:bvb:19-182464.

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Ishizuka, Katsuhiko 1961. "The function and organization of a bank holding company in Japan." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/8508.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2002.
Includes bibliographical references (leaves 77-78).
From 1999 to 2001, the Japanese financial industries were deregulated on a large scale in a move referred to as the "Japanese Big Bang". As a result, commercial banks are now allowed to establish a bank holding company and to diversify their financial services through this bank holding company. In 2000 and 2001, Japan's three major city banks each established a bank holding company with full-service securities companies as subsidiaries. In this context, this thesis examines the function and organization of bank holding companies that have subsidiaries that offer financial services, most of which have proven to be very effective, and that have maximized the total value of the group. Chapter One examines the various roles a holding company can play to create value. It considers research on corporate-level strategy and draws a parallel between the role of corporate headquarters in a diversified company and the role of the bank holding company in a diversified financial services company. Chapter Two analyzes the organization and structure of some of the world's leading bank holding companies. Chapter Three looks at the three major Japanese bank holding companies. Finally, Chapter Four compares the different approaches to creating value that have been observed in the case studies, and draws implications for value creation strategies in the Japanese bank holding companies in the future.
by Katsuhiko Ishizuka.
M.B.A.
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Books on the topic "The function of school"

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Coster, Wendy. School function assessment: SFA : user's manual. San Antonio: Psychological Corp., 1998.

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National Geographic Society (U.S.). Educational Services. Life's structure and function. New York: Glencoe/McGraw-Hill, 2008.

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The human resource function in educational administration. 9th ed. Upper Saddle River, N.J: Pearson Merrill/Prentice Hall, 2008.

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1914-, Castetter William Benjamin, ed. The human resource function in educational administration. 8th ed. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2004.

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The personnel function in educational administration. 4th ed. New York: Macmillan, 1986.

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Vsesoi͡uznai͡a shkola po teorii funkt͡siĭ (1986 Dushanbe, Tajik S.S.R.). Collection of papers from the All-Union School on Function Theory. Providence, R.I., USA: American Mathematical Society, 1991.

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Castetter, William Benjamin. The human resource function in educational administration. 7th ed. Upper Saddle River, N.J: Merrill, 2000.

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Castetter, William Benjamin. The human resource function in educational administration. 6th ed. Englewood Cliffs, N.J: Merrill, 1996.

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Cassidy, Gerard. The science coordinator in the primary school: A complex function analysed. [s.l: The Author], 1990.

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Galbraith, John. The function of the School of Applied Science in the education of the engineer. Toronto: Publisher's Syndicate, 1997.

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Book chapters on the topic "The function of school"

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Strein, William, and Megan Kuhn-McKearin. "School Function Assessment." In Encyclopedia of Autism Spectrum Disorders, 2658–62. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_168.

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Strein, William, and Megan Kuhn-McKearin. "School Function Assessment." In Encyclopedia of Autism Spectrum Disorders, 1–5. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_168-5.

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Spring, Joel. "Global Migration and the Growth of the Welfare Function of Schools." In The American School, 226–64. Tenth Edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315145136-8.

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Rakow, Susan. "Anxiety, Depression, Underachievement, and Executive Function Skills." In Educating Gifted Students in Middle School, 65–90. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234807-3.

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Maricle, Denise E., Wendi Johnson, and Erin Avirett. "Assessing and Intervening in Children with Executive Function Disorders." In Best Practices in School Neuropsychology, 598–640. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269855.ch24.

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Thürlemann, Felix. "The function of admiration in the esthetic of the XVIIth century. The “Roman Charity scene” in Poussin’sLa Manne." In Paris School Semiotics, 29. Amsterdam: John Benjamins Publishing Company, 1989. http://dx.doi.org/10.1075/sc.3.04thu.

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Kostopoulos, Georgios, Sotiris Kotsiantis, and Vassilios S. Verykios. "A Prognosis of Junior High School Students’ Performance Based on Active Learning Methods." In Brain Function Assessment in Learning, 67–76. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67615-9_6.

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Shekshnia, Stanislav, Kirill Kravchenko, and Elin Williams. "Class 6: Roles—The Four Essential Functions of the CEO." In CEO School, 81–108. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7865-1_6.

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Scott, Terrance M., Cynthia Anderson, Richmond Mancil, and Peter Alter. "Function-Based Supports for Individual Students in School Settings." In Handbook of Positive Behavior Support, 421–41. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09632-2_18.

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Ranganathan, Sarath. "Recent Advances in Infant and Pre-School Lung Function." In Cystic Fibrosis in the 21st Century, 195–204. Basel: KARGER, 2005. http://dx.doi.org/10.1159/000088598.

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Conference papers on the topic "The function of school"

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Hu, Jie, Xiangjin Zeng, and Jiaqing Xiao. "Artificial Fish School Algorithm for Function Optimization." In 2010 2nd International Conference on Information Engineering and Computer Science (ICIECS). IEEE, 2010. http://dx.doi.org/10.1109/iciecs.2010.5678350.

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ARAD, DORIT, KEREN MOSS, YUVAL ELIAS, and GAI ANBAR. "STRUCTURE-FUNCTION PROPERTIES OF WATER CLUSTERS IN PROTEINS." In Proceedings of the International School of Biophysics. WORLD SCIENTIFIC, 1998. http://dx.doi.org/10.1142/9789812816887_0035.

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DUOANDIKOETXEA, JAVIER. "THE HARDY-LITTLEWOOD MAXIMAL FUNCTION AND SOME OF ITS VARIANTS." In Proceedings of the Second International School. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812708441_0003.

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ANGOSTO, CARLOS, and BERNARDO CASCALES. "A NEW LOOK AT COMPACTNESS VIA DISTANCES TO FUNCTION SPACES." In Proceedings of the Third International School. WORLD SCIENTIFIC, 2008. http://dx.doi.org/10.1142/9789812818454_0004.

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Bulgaru, Ionut Marius. "Forecast Function And Strategic Decision Within The School Organization." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.265.

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Baumann, Stanisa F., SS Baumann, S. Pakaški, and M. Deanović. "P331 Lung function in obese school children in pancevo." In 8th Europaediatrics Congress jointly held with, The 13th National Congress of Romanian Pediatrics Society, 7–10 June 2017, Palace of Parliament, Romania, Paediatrics building bridges across Europe. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-313273.419.

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Zhang, Yanni. "Function of Excitation Method on School PE Educational Management." In International Conference on Information System and Management Engineering. SCITEPRESS - Science and Technology Publications, 2015. http://dx.doi.org/10.5220/0006024502910295.

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Mazur, Mikhail, Lubov Mazur, Yuri Suddenok, and Vladimir Shorin. "Adaptive change of AOTF instrumental function with frequency modulation of ultrasonic wave." In Fourteenth School on Acousto-Optics and Applications, edited by Ireneusz Grulkowski, Bogumił B. J. Linde, and Martí Duocastella. SPIE, 2019. http://dx.doi.org/10.1117/12.2540108.

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Hooft, Gerard 't. "The Negative β Function: from the Standard Model to Quantum Gravity." In Proceedings of the International School of Subnuclear Physics. WORLD SCIENTIFIC, 2013. http://dx.doi.org/10.1142/9789814522519_0005.

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Simpson, Shannon, Karla Logie, Maureen Verheggen, Christopher O'Dea, Andrew Wilson, Jane Pillow, and Graham Hall. "Longitudinal lung function in school-age children born very preterm." In Annual Congress 2015. European Respiratory Society, 2015. http://dx.doi.org/10.1183/13993003.congress-2015.oa3503.

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Reports on the topic "The function of school"

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Henry, Susan. Hourly fluctuation of middle ear pressure as a function of age in school-age children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5976.

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Thompson, Mary. Changes in Personality Traits and Identification in Adolescent Female State School Residents, as a Function of Length of Residence. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1755.

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Habermann, Barbara. Speechreading ability in elementary school-age children with and without functional articulation disorders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5971.

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Maitra, Neepa. Support of A Summer School Workshop and Workshop Focused on Theory and Applications of Time-Dependent Density Functional Theory. Office of Scientific and Technical Information (OSTI), August 2017. http://dx.doi.org/10.2172/1422032.

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Hudson, Kesha N., and Michael T. Willoughby. The Multiple Benefits of Motor Competence Skills in Early Childhood. RTI Press, August 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0027.2108.

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Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into established classroom practices has the potential to facilitate multiple aspects of children’s development and promote school readiness. The brief includes specific recommendations for early childhood educators.
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Kaffenberger, Michelle. Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock: Actions to (More Than) Mitigate Loss. Research on Improving Systems of Education (RISE), June 2020. http://dx.doi.org/10.35489/bsgrise-ri_2020/017.

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The COVID-19 pandemic has forced 1.7 billion children out of school temporarily. While many education systems are attempting varying degrees of remote learning, it is widely accepted that the closures will produce substantial losses in learning (World Bank, 2020; Kuhfeld et al., 2020). However, the real concern is not just that a few months of learning will be lost in the short run, but that these losses will accumulate into large and permanent learning losses as many children fall behind during school closures and never catch up. This note uses a calibrated model with a “pedagogical production function” (Kaffenberger and Pritchett, 2020) to estimate the potential long-term losses to children’s learning from the temporary shock of school closures. The model shows that without mitigation, children could lose more than a year’s worth of learning even from a three-month school closure as the short-term losses continue to compound after children return to school. Turning to mitigation strategies, the note examines the long-term effects of two strategies, finding that with some mitigation efforts education systems could come back from the crisis stronger than before.
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Holmes, George, Jeff DeSimone, and Nicholas Rupp. Does School Choice Increase School Quality? Cambridge, MA: National Bureau of Economic Research, May 2003. http://dx.doi.org/10.3386/w9683.

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Beaver, Jessica, and Elliot Weinbaum. Measuring School Capacity, Maximizing School Improvement. Consortium for Policy Research in Education, July 2012. http://dx.doi.org/10.12698/cpre.2012.rb53.

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Palmer, Michele A., and Mujahid D. Powell. Buffalo Public School #305 McKinley High School. Landscape Architecture Foundation, 2014. http://dx.doi.org/10.31353/cs0850.

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Deming, David, Justine Hastings, Thomas Kane, and Douglas Staiger. School Choice, School Quality and Postsecondary Attainment. Cambridge, MA: National Bureau of Economic Research, September 2011. http://dx.doi.org/10.3386/w17438.

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