Relevant bibliographies by topics / THE SCHOOL JOURNAL

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

Academic literature on the topic 'THE SCHOOL JOURNAL'

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

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Journal articles on the topic "THE SCHOOL JOURNAL"

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Brown, Celia. "School Nurse's Journal." American Journal of Nursing 100, no. 9 (2000): 39. http://dx.doi.org/10.1097/00000446-200009000-00033.

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Robertson, Heather-Jane. "J-School Journal." Phi Delta Kappan 85, no. 7 (2004): 554–55. http://dx.doi.org/10.1177/003172170408500716.

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Valentine J, Owan. "School-Community Relationship and School System Effectiveness in Secondary Schools in Cross River State." World Journal of Vocational Education and Training 1, no. 1 (2019): 11–19. http://dx.doi.org/10.18488/journal.119.2019.11.11.19.

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Morrison, Julie Q., Rebecca L. Rahschulte, Lauren McKinley, and Allison M. Maxwell. "EXAMINING INTERVENTION EFFECTIVENESS AND EFFICIENCY OUTCOMES IN SINGLE-CASE DESIGN STUDIES." Problems of Psychology in the 21st Century 8, no. 2 (2014): 161–71. http://dx.doi.org/10.33225/ppc/14.08.161.

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The research literature on evidence-based academic interventions focuses predominantly on measures of intervention effectiveness. Intervention efficiency measures, in contrast, include the dimension of time required to achieve a level of effectiveness. The purpose of this study was to review the research literature for single-case design studies that included measures of both effectiveness and efficiency for academic (i.e., reading, math, writing, and spelling) interventions in schools. The study reviewed single-case design research on academic interventions published in six dominant peer-reviewed journals in school psychology between 2003-2013: School Psychology Review, School Psychology Quarterly, Psychology in the Schools, Journal of School Psychology, Journal of Behavioral Education, and the Journal of Evidence-Based Practices for Schools. The results of this study suggest that intervention efficiency measures are largely absent from the academic intervention research. The implications of this study are that both effectiveness and efficiency measures need to be considered as they each provide a unique contribution to determining the impact of an academic intervention. Key words: intervention efficiency, single-case designs.
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Edwards, Susan. "Editorial Introduction." Denning Law Journal 25, no. 1 (2013): i—ii. http://dx.doi.org/10.5750/dlj.v25i1.588.

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Many Law schools publish their own law journals. In the United Kingdom, these are often edited by faculty staff. At the University of Buckingham, the Law School staff edit and publish an annual journal – The Denning Law Journal. It is named after the most famous and influential judicial figure of the century 20th Century, Lord Denning (1899 – 1999).
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Mervis, J. "New School Science Journal." Science 311, no. 5769 (2006): 1849d. http://dx.doi.org/10.1126/science.311.5769.1849d.

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Njagi, Simon Njogu, Jonathan M. Mwania, and Beatrice Manyasi. "The Role of Parenting Styles on Violence among Students in Secondary Schools in Embu County, Kenya." Asian Journal of Contemporary Education 2, no. 1 (2018): 8–18. http://dx.doi.org/10.18488/journal.137.2018.21.8.18.

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Youth violence, both in and out of school, is worldwide problem. Students’ violence is manifested in form of bullying among students, physical fights gender violence and violence against school property during school strikes. Violence in secondary schools wastes a lot of learning time as students and teachers spend a lot of time dealing with disciplinary issues related to violence, at times it has also led to loss of life and school property in school fires during school strikes. The aim of this study was to examine the contribution of parenting styles towards students’ violence in schools, in Embu county. Survey research design was adopted for the study. The study was anchored on Bioecological theory and parenting styles theory. Questionnaires were used to collect data from students on parenting styles and students’ violence, focus group discussion schedule was used to collect in-depth views of students while interview schedule were used to collect views of guidance and counseling teachers. Purposive sampling was used to select a sample of 15 schools which had reported more cases of violent behavior out of the 132 secondary schools in the county. Stratified random sampling and systematic random sampling were used to select 399 participants. Purposive sampling was used to select 15 Guidance and counseling teachers from the 15 schools. For the purpose of this study parenting styles were limited to authoritative, authoritarian, and permissive indulgence and permissive neglectful while students’ violence was limited to physical fight amongst students and destruction of property in the school. The study found that parents have a big role to play in influencing their children’s violent behavior through poor role modeling, inadequate advice and lack of listening to their concerns. The paper discusses contribution of parenting styles on violence among secondary school students in view of these findings.
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Chertov, V. F., and V. P. Zhuravlev. "Journal “Literature at School”: History, traditions, prospects." Literature at School, no. 1, 2020 (2020): 9–22. http://dx.doi.org/10.31862/0130-3414-2020-1-9-22.

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First published in 1914, the journal “Mother Tongue at School”, which examined the issues of studying the Russian language and literature, became the basis for creating two respected research and methodological journals: “Russian Language at School” and “Literature at School”. The article presents the analysis of the main periods in history of the journal “Literature at School”, notes special role of the chief editors in shaping the concept and periodical issues. Based on the comparative historical method, the authors of the article examine the continuity in the development of the journal, the most significant areas, topics, and relevant issues of teaching literature, which are reflected in publications of different years. In the final part of the article, the tasks of maintaining continuity in the development of the magazine (traditional rubrics “Our Spiritual Values”, “Search. Creativity. Mastery”, “Methodical Heritage”) and addressing the acute issues of reading and studying literature in the modern information society (rubrics “Point of View”, “Commonwealth of Arts”, “Literary Map of Russia”, “Media Education”).
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Anisah, Dakwatul, Amrozi Kamidi, Abdul Rachman Syam Tuasikal, and Suroto Suroto. "The Effectiveness of Kids Athletics Games as Motion Stimulation for Elementary School Children: a Literature Review." STRADA Jurnal Ilmiah Kesehatan 9, no. 2 (2020): 488–93. http://dx.doi.org/10.30994/sjik.v9i2.328.

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The purpose of this review is to find out the effectiveness of kids athletics game as a stimulation of elementary school children. The method used is a journal search system on Google with the keyword kids’ athletic games on children's movements. Journals are used as literature with full text inclusion criteria, the subjects are elementary school children, type of journals are journals of the last 6 years. The results of the review showed that kids’ athletics games can improve motion in elementary school children. The conclusion in this journal review is an effective kids’ athletics game as a stimulation of elementary school children's movements
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Sundwall, John. "The Journal of School Health." Journal of School Health 71, no. 8 (2001): 363–65. http://dx.doi.org/10.1111/j.1746-1561.2001.tb03516.x.

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Dissertations / Theses on the topic "THE SCHOOL JOURNAL"

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Myrick, Harriet Jane. "Education journal reading habits of public elementary school teachers." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3343.

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Purpose. The purpose of this study was to determine education journal reading habits of public elementary school teachers in grades kindergarten through six in San Joaquin, Stanislaus, and Tuolumne counties in California. Problem. The study was designed to answer the following research questions: To what extent do teachers read education journals; what influences teachers to read education journals; what discourages teachers from reading education journals; what is the teacher's perception of the value or importance of reading education journals; to what extent and in which areas do the teachers use information obtained from reading education journals to make changes in their classrooms; what strategies can an administrator use with teachers to increase journal reading; and what, if any, is the relationship between gender, age, educational degree, size of school, and size of district with respect to the reading habits of teachers. Procedures. Six hundred and fifty teachers from fifty-eight elementary schools in grades kindergarten through six responded to a thirteen item questionnaire related to education journal reading. Frequencies and percentages with means and standard deviations for descriptive statistics were used. The.01 level of significance was used. Findings were reported on sixteen tables. Findings. The data revealed that teachers prefer reading education journals which contain practical and useful information. Principals were identified as having the greatest influence to encourage teachers to read education journals. The factor which most often encouraged teachers to read journal articles was the usefulness of the information. Teachers reported that the greatest value derived from journal reading was to keep updated on current education issues. It was found that journal reading had the greatest influence on language arts instruction. Some significance was found in the demographic data with reading habits of teachers. Recommendations. From the findings, five suggestions for further research are provided dealing with topics related to the utilization of journal articles in the classroom, the classroom change process, and the use of journal reading in teacher college preparation programs. Nine recommendations are made on techniques principals can use to increase journal reading by teachers.
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Mavis, Joni E. "Journal Writing in the Secondary Mathematics Classroom." Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281623548.

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Handschuh, Plowman Katrina Lynn. "An Analysis of School Psychology Journal Articles and Annual Convenion Program Presentations." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1569.

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Ethics is a topic of great importance for professional school psychologists. The National Association of School Psychologists’ (NASP) Principles for Professional Ethics is a document that originated in 1974 and was most recently revised in 2010. The function of this document is to guide school psychologists’ conduct in their professional careers. This study examines the content of school psychology journals, the NASP school psychology newspaper, and NASP convention abstracts from the last 16 years to evaluate the ethical topics being discussed within the school psychology community. A search of the publications related to ethics provides answers to several questions while highlighting the contemporary concerns and interests of school psychologists. The findings of this study include the representation of ethical issues in four domains to varying degrees. The greatest topics of interest and concern for school psychologists were found to be related to assessments and interventions while issues related to professional behaviors seem underrepresented in the literature.
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Dickson, Joanna, and n/a. "The visual representation of the Maori in the School Journal 1907-95." University of Otago. Department of Anthropology, 1997. http://adt.otago.ac.nz./public/adt-NZDU20070531.122035.

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This thesis concerns the visual representation of the Maori in illustrations featured in the School Journal, Bulletins, Maori Language Readers, and Remedial Readers published by the New Zealand Department of Education from 1907-96. The main focus is to examine how the prehistory of Aotearoa has been presented to the public. For this reason School Journals were chosen as they have been a resource available to all school children for almost a century, and reflect changing theories incorporated into illustrations which can be just as significant, or even more powerful, than text in transmitting information (and sometimes culture-bound values) to the public about past Maori lifeways. I examined specific areas such as the representation Maori physiognomy, representation of gender and ethnicity, material culture, and activities in illustrations and photographs to create an overview of how the Maori have been depicted and question how closely these representations adhere to reality.
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Linn, Mary McMahon. "Effects of Journal Writing on Thinking Skills of High School Geometry Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/38.

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The purpose of the project was to determine the effects of journal writing on the thinking skills of high school geometry students. The research supports the idea that writing can enhance a student's metacognitive ability. The results show that the journals served effectively in various capacities. Each student became actively involved in his or her own learning process. Writing forced the students to synthesize information and they became aware of what they did and did not know. They recognized their individual learning style and strengths and began to take advantage of those strengths. The journals served as a diagnostic tool for the instructor and they opened lines of communication between teacher and student and personalized the learning environment. The results of the project suggest that this type of journal keeping would be effective in all disciplines but it is especially recommended that it be implemented throughout a mathematics department.
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Szeneszi, Elisabete Schramm. "The use of dialogue journal writing to teach efl secondary school students." reponame:Repositório Institucional da UFSC, 1991. https://repositorio.ufsc.br/xmlui/handle/123456789/157718.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e Expressão<br>Made available in DSpace on 2016-01-08T17:23:27Z (GMT). No. of bitstreams: 1 84379.pdf: 2086065 bytes, checksum: 273153724dc0fa2409050a4ddec63837 (MD5) Previous issue date: 1991<br>Este estudo investigou os efeitos do uso do "dialogue journal writing" para ensinar os alunos do segundo grau a escreverem em inglês. O objetivo deste trabalho foi verificar se o uso do "dialogue journal writing" aplicado como técnica de ensino em sala de aula, afetaria a motivação, as atitudes e a habilidade destes alunos em relação ao aprendizado da escrita em inglês como língua estrangeira. Um método de abordagem qualitativa foi escolhido para conduzir esta investigação, e o estudo foi realizado num período de 3 meses. Os sujeitos que fizeram parte deste estudo foram alunos da 1a série do segundo grau do Colégio de Aplicação da UFSC, e os resultados revelaram que esta técnica mostrou-se favorável quanto a motivação, atitudes e habilidades destes alunos no aprendizado da escrita em inglês.
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Ruffer, John A. "The Influence of Journal Writing on High School Students' Views of Personal Health Issues." Defiance College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=def1281637818.

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Anjos, Cleriston Izidro dos. "A educação infantil representada: uma análise da revista Nova Escola (2005-2007)." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-163833/.

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Tomando como corpus as edições da revista Nova Escola, do período de janeiro de 2005 a agosto de 2007, a presente pesquisa tem o objetivo de propiciar uma reflexão a respeito das representações concernentes à Educação Infantil que podem ser depreendidas por meio das matérias lá veiculadas. Tendo, portanto, como pano de fundo, o imaginário de Educação Infantil veiculado pela mídia e, partindo do pressuposto de que tal publicação tem como traço distintivo fundamental um desejo de impor modelos ao professor, procuro analisar os modos por meio dos quais as diversas teorias concernentes à Educação Infantil são representadas no periódico. No decorrer da análise, foi possível inferir que a revista Nova Escola representa a si mesma como portadora de prescrições por meio das quais o professor poderá atingir a excelência em sua atividade docente. Também, é possível afirmar que, visando a aumentar a adesão a esta imagem, a publicação repetidamente veicula críticas com relação às atividades docentes, qualificando-as como ultrapassadas e dando origem a um processo de segregação com relação àqueles que não conseguem se enquadrar no referencial por ela divulgado. No que se refere às teorias que, atualmente, fundamentam a reflexão a respeito da Educação Infantil, concluiu-se que a revista Nova Escola procura construir uma imagem de ser a portadora do que há de \"mais moderno e atual\", considerando, assim, a educação como sendo algo que necessita estar em permanente renovação para ser de qualidade e desconsiderando, inclusive, a existência de um passado como possibilidade de entendimento das questões postas no presente.<br>Having as its corpus the editions of the \"Nova Escola\" journal, from January 2005 to August 2007, the present research has as its main goal to provide a reflection about the representations related to Children Education that can be perceived by means of the matters conveyed by that journal. Considering the imaginary of Children Education conveyed by the media as the background of our study and having as a presupposition the fact that the referred publication has as its distinctive characteristic an aspiration to impose models to the teacher, I intend to analyze the ways by which the main theories concerning to Children Education are represented by the journal in that period of time. During the analyses, it was possible to infer that Nova Escola journal represents itself as the bearer of prescriptions by means of which the teacher can achieve excellence in his teaching activity. Also, we can say that, aiming at increasing the adherence to that image, the publication repeatedly conveys critical matters regarding to teaching activities, considering them outdated and giving origin to a process of segregation regarding to those who fails to fit the proposed reference frame. Regarding to the current theories that serve as the basis for the reflection about Children Education, we concluded that the \"Nova Escola\" journal aims to build an image of being the bearer of what is thought to be \"the most modern and current\" ideas, thus considering education a subject that needs to be in constant renewal to have quality, and disregarding the existence of a past as a possibility to understand the questions posed in the present.
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Knickerbocker, Leah M. "Enhancing the development of sense of place using reflective field journal techniques during a Traveling School semester." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/knickerbocker/KnickerbockerL0812.pdf.

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This project evaluated the effects of field journaling techniques in the natural science class at The Traveling School. Students that participate in a Traveling School semester are inclined to make strong connections to the areas they travel in by learning about their surroundings. This study examined the impact of specific techniques that enhanced metacognitive reflection through field journaling techniques and formative assessment. These teaching techniques impacted not only students sense of place in southwestern Africa, but also student development of sense of place when they returned to their home town/region at the end of the semester. Each student participated in surveys measuring place attachment and place meaning for their home town/region. Additionally, students participated in interviews and questionnaires. Colleagues provided best practices of teaching with science field journals, as well as input on formative assessment techniques. Surveys pre and post treatment showed minimal overall change in student perceptions of sense of place. Interviews, observations and colleague feedback showed support that field journaling techniques enhanced student learning and connection to their home town/region.
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Freeman, Sally. "The effects of enhanced word processing on the journal writing of middle school students with learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ52789.pdf.

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Books on the topic "THE SCHOOL JOURNAL"

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Bazarini, Ronald. Boys: A schoolmaster's journal. Walker, 1988.

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Whittaker, Gregory B. Mountain School journal, North Cascades Institute. Huxley College of Environmental Studies, Western Washington University, 1994.

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Gregory, O'Brien. A nest of singing birds: 100 years of the New Zealand school journal. Learning Media, 2007.

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Schreiber, John. Hillcrest Journal. Xlibris Corporation, 2002.

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Jorgenson, Olaf. A reflective planning journal for school leaders: With insights and tips from award-winning principals. Corwin Press, 2008.

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Benton, Jim. Le problème, c'est que je suis d'ici: Le journal de Jasmine Kelly. Éditions Scholastic, 2007.

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Struck by lightning: The Carson Phillips journal. Atom, 2012.

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Struck by lightning: The Carson Phillips journal. Little, Brown and Company, 2012.

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Good, Thomas L. Elementary School Journal. Univ Chicago, 1988.

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School Days Journal. GMG Publishing, 2005.

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Book chapters on the topic "THE SCHOOL JOURNAL"

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Marconi, Nicoletta. "Nicola Zabaglia and the School of Practical Mechanics of the Fabbrica of St. Peter’s in Rome." In Nexus Network Journal. Birkhäuser Basel, 2009. http://dx.doi.org/10.1007/978-3-7643-8976-5_4.

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Jones, Sharyn, Loretta A. Cormier, and Lisa R. Baker. "Gender Inequality as Cultural Diversity Lessons From a Field School Program in Fiji." In Antrocom: Journal of Anthropology, edited by Marco Menicocci and Moreno Tiziani. Gorgias Press, 2010. http://dx.doi.org/10.31826/9781463235413-018.

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Moλuна, M. A. "Pavia International Summer School for Indo-European Linguistics." In Journal of Language Relationship 15/3-4, edited by Vladimir Dybo. Gorgias Press, 2018. http://dx.doi.org/10.31826/9781463239909-007.

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Attila Papp, Z., and Eszter Neumann. "Education of Roma and Educational Resilience in Hungary." In Social and Economic Vulnerability of Roma People. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_6.

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AbstractOriginally, the concept of resilience refers to one’s capacity to cope with unexpected shocks and unpredictable situations. Originating from ecological theories, the approach has gained ground in social sciences. In the context of education, the concept has been applied to explain how disadvantaged students can overcome structural constraints and become educationally successful and socially mobile (Werner, E. E., Vulnerable but invincible: a longitudinal study of resilient children and youth. McGraw-Hill, New York, 1982; Masten A. S., American Psychologist 56: 227–238, 2001; Reid, R., Botterrill L. C., Australian Journal of Public Administration 72:31–40, 2013; Máté, D., Erdélyi Társadalom 13:43–55, 2015).This paper is based on the analysis of the Hungarian National Assessment of Basic Competences (NABC) database which has been conducted annually since 2001. We created a typology of school resilience based on the schools’ social and ethnic profile as well as their performance indicators. We defined those schools resilient which over perform others with similar social intake, and we also identified irresilient schools which underperform others with similar social intake. The school types were created by correlating the socio-economic status index (SES) and school performance.Since the NABC database provides us with data on the estimated rate of Roma students in each school, it is possible to take into account the schools’ ethnic intake in the analysis of resilience. We conducted statistical analyses to compare the performance of resilient and irresilient schools in the light of the ratio of Roma students. Finally, we seek answers to the question whether ethnic segregation correlates with school achievement in Hungary. We could identify some crucial institutional factors contributing to resilience (or school success) in the case of schools with relatively high proportion of Roma students.
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Mayer, Wendy. "An Interdisciplinary Journey." In The Roeper School. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-419-2_13.

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Touchton, Debra J. "The Journey Begins." In Quandaries of School Leadership. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59120-9_1.

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Ebenstein, Alan. "The Austrian School of Economics." In Hayek’s Journey. Palgrave Macmillan US, 2003. http://dx.doi.org/10.1007/978-1-4039-7379-5_3.

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Rubinson, Florence. "An Unforeseen Journey." In Women Leaders in School Psychology. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43543-1_17.

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Jack, Christine. "An arduous journey." In Recovering Boarding School Trauma Narratives. Routledge, 2020. http://dx.doi.org/10.4324/9781003010982-11.

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Lawson, Bryan. "Design schools." In The Design Student’s Journey. Routledge, 2018. http://dx.doi.org/10.4324/9780429448577-5.

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Conference papers on the topic "THE SCHOOL JOURNAL"

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Pignato, Salvatore, Vittoria Patania, Francesco Casolo, and Manuela Valentini. "School, sport and fair play." In Journal of Human Sport and Exercise - 2020 - Summer Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc4.18.

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Bredikhin, Sergey, and Natalya Scherbakova. "Normalized Spectral Clustering of the Journal Citation Network." In 2019 15th International Asian School-Seminar "Optimization Problems of Complex Systems (OPCS). IEEE, 2019. http://dx.doi.org/10.1109/opcs.2019.8880205.

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Viscione, Ilaria, Pietro Luigi Invernizzi, and Gaetano Raiola. "Physical education in secondary higher school." In Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc4.31.

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Pujianto, Utomo, Ilham Ari Elbaith Zaeni, and Ninon Oktaviani Irawan. "SVM Method for Classification of Primary School Teacher Education Journal Articles." In 2019 International Conference on Electrical, Electronics and Information Engineering (ICEEIE). IEEE, 2019. http://dx.doi.org/10.1109/iceeie47180.2019.8981455.

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Di Palma, Davide, Salvatore Iovino, and Antonio Ascione. "Experimental evaluation of the school well-being improvement for primary school students through a water polo sports laboratory." In Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc4.51.

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D'Elia, Francesca, and Tiziana D'Isanto. "Outdoor movement education in primary school during COVID-19 pandemic in the synthetic perceptions of primary school university training student." In Journal of Human Sport and Exercise - 2021 - Winter Conferences of Sports Science. Universidad de Alicante, 2021. http://dx.doi.org/10.14198/jhse.2021.16.proc3.68.

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D'Elia, Francesca. "The training of physical education teacher in primary school." In Journal of Human Sport and Exercise - 2019 - Autumn Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc1.12.

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D'Elia, Francesca. "School and sport: The high-level student-athletes in Italy." In Journal of Human Sport and Exercise - 2019 - Summer Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc5.25.

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Valentini, Manuela, Alice Cesauri, Rosaria Schembri, and Ario Federici. "Circus-mobility: The value of a circus laboratory at school." In Journal of Human Sport and Exercise - 2020 - Summer Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc4.10.

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Schembri, Rosaria, Roberto Coppola, Patrizia Tortella, and Francesco Sgrò. "Improving enjoyment during physical education lesson in primary school students." In Journal of Human Sport and Exercise - 2021 - Autumn Conferences of Sports Science. Universidad de Alicante, 2021. http://dx.doi.org/10.14198/jhse.2021.16.proc2.59.

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Reports on the topic "THE SCHOOL JOURNAL"

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Erulkar, Annabel, Girmay Medhin, and Lemi Negeri. The journey of out-of-school girls in Ethiopia: Examining migration, livelihoods, and HIV. Population Council, 2017. http://dx.doi.org/10.31899/pgy8.1040.

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Porter, Gina, Kate Hampshire, Albert Abane, et al. Youth transport, mobility and security in sub-Saharan Africa: the gendered journey to school. World Transport Policy and Practice, 2010. http://dx.doi.org/10.35648/20.500.12413/11781/ii227.

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McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, 2006. http://dx.doi.org/10.51420/conf.2006.1.

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The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.
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Peters, Vanessa, Barbara Means, Maria Langworthy, et al. Enabling Analytics for Improvement: Lessons from Year 2 of Fresno’s Personalized Learning Initiative. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/53.

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Now in its second year, the Fresno Unified School District’s Personalized Learning Initiative (PLI) continues to help teachers and students develop the skills, competencies and mindsets essential for “as yet imagined” futures. A unique aspect of Fresno’s PLI is its analytics partnership between Fresno Unified, Microsoft Education, Houghton Mifflin Harcourt and Digital Promise. This report describes the early success of the PLI on students’ learning outcomes, evidence on what elements of the implementation are working, and the process and principles of the analytics partnership. The report aims to share with other education systems the lessons learned from this journey.
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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, et al. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, 2021. http://dx.doi.org/10.18122/sped138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).
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Would delaying the school day prevent anxiety in adolescents? ACAMH, 2020. http://dx.doi.org/10.13056/acamh.12327.

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How useful are Ofsted ratings for predicting educational outcomes and wellbeing at secondary school? ACAMH, 2020. http://dx.doi.org/10.13056/acamh.13604.

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“The factors parents care about most when selecting a school – their child’s educational achievement and wellbeing – are negligibly predicted by Ofsted ratings”, says Sophie von Stumm, lead researcher of a new study published in the Journal of Child Psychology and Psychiatry.
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Age-related immaturity in the classroom can lead to ADHD misdiagnosis. ACAMH, 2019. http://dx.doi.org/10.13056/acamh.10683.

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Researchers from Australia, France, the USA and the UK have come together to compile a 2019 Annual Research Review for the Journal of Child Psychology and Psychiatry on the correlation between a late birth-date (relative to the school year) and risk of attention-deficit/hyperactivity disorder (ADHD).
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&amp;D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&amp;D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&amp;D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&amp;D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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