Siga este enlace para ver otros tipos de publicaciones sobre el tema: Mark's School.
Artículos de revistas sobre el tema "Mark's School"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 50 mejores artículos de revistas para su investigación sobre el tema "Mark's School".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore artículos de revistas sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
1
Knox, Rebecca. "Development of an adolescent biofeedback service to manage bowel dysfunction in younger patients". Gastrointestinal Nursing 18, Sup4 (1 de mayo de 2020): S18—S22. http://dx.doi.org/10.12968/gasn.2020.18.sup4.s18.
Texto completoResumen
Bowel dysfunction, including constipation and faecal incontinence, is common, debilitating and associated with psychological problems, exacerbated by social stigma. It can usually be managed effectively with thorough symptom assessment, followed by a personalised treatment plan of conservative, evidence-based and non-invasive interventions, including biofeedback therapy. St Mark's Hospital in Northwest London provides a dedicated biofeedback service with a multidisciplinary, multimodal and behavioural approach. Bowel dysfunction is common in paediatric patients, including adolescents, who were an increasing proportion of St Mark's patients. Adolescence is a period of intense physical, psychological and social development, as young people are faced with hormonal, emotional and sexual pressures. St Mark's established an adolescent biofeedback service to provide dedicated treatment, education and support. This considered the impact of peer pressure, eating disorders and school life, as well as encouraging long-term co-ordinated transition to adult care. Clinicians used comfortable and comprehensible language, with new adolescent-friendly literature based on stages of development. Parental involvement was carefully considered and encouraged where appropriate. This clinic should improve bowel function and quality of life in younger patients, as well as reduce relapse in later life.
2
Payne, Diana y Nancy Heilbronner. "Mentoring Talented Science Students: Knowing the Options". Gifted Education International 25, n.º 3 (septiembre de 2009): 259–69. http://dx.doi.org/10.1177/026142940902500307.
Texto completoResumen
The dilemma that propelled Jeff and his older brother Mark to an international high school science competition began when their mother, who feared they would contract the West Nile virus, insisted that the boys cover any exposed skin when outside. Determined to prove that it was not necessary to wear long sleeved shirts and pants on hot summer days, Jeff and Mark explored methods to assess their chances of contracting the West Nile virus if bitten by a mosquito in their Connecticut hometown. “The Science Boys,” a title bestowed by a local newspaper reporter (Murphy, 2004), worked with chemistry teacher and mentor David White, who helped the boys master a powerful software program necessary for their investigation. Jeff and Mark's curiosity, persistence and hard work led to their participation in the Siemens Westinghouse Competition in Math, Science and Technology and a prize of $100,000. Why were Jeff and Mark successful in their endeavor when evidence shows that many students with high aptitude in science fail to live up to their potential? This paper explores the issues around the development of pupils with high level potential in science.
3
Harnqvist, Kjell. "School Marks." Scandinavian Journal of Educational Research 47, n.º 5 (noviembre de 2003): 483–500. http://dx.doi.org/10.1080/0031383032000122417.
Texto completo
4
Popovic, Radomir. "Notes from the life of Janko Veselinovic by Dragutin Dj. Tufegdzic". Prilozi za knjizevnost, jezik, istoriju i folklor, n.º 85 (2019): 59–69. http://dx.doi.org/10.2298/pkjif1985059p.
Texto completoResumen
Dragutin Dj. Tufegdzic (1881-1960), a teacher, priest and writer, was Janko Veselinovic's son-in-law. After graduation from Sabac Grammar School (in 1897) and Teacher Training School in Aleksinac (in 1900), he first found employment as a teacher. In 1906 Tufegdzic married Persida, Janko Veselinovic's daughter, and in 1908 he was ordained priest. He served in Badovinci in Macva District, and beginning in 1936, at St Mark's Church in Belgrade, where he was dean (1941-1954). During 1931 he visited the holy places in Palestine and became a pilgrim (hajji). Tufegdzic was a prolific writer, contributor to Orthodoxy, The Voice of the Church, The Wreath, The Bosnian Fairy, The Wheel Dance, The New Spark (Pravoslavlje, Glas crkve, Venac, Bosanska vila, Kolo, Nova iskra) and other journals, the author of a brochure, two novellas and a short story collection. As the heir to Veselinovic?s manuscript legacy, during his lifetime D. Tufegdzic took meticulous care of his father-in-law?s heritage. In The Wreath during 1913 and 1914 he published four notes from Veselinovic?s life (?Janko and the Operator?, ?Janko and the Animal Doctor?, ?Janko?s Lottery Ticket? and ?Janko Responds to the Sergeant?), and they resemble the notes we present here: ?From Janko?s Childhood?, ?Janko?s Last Christmas?, ?Janko?s Gallantry? and ?Janko?s Last Living Moments?). The manuscripts are preserved in the Intermunicipal Historical Archives in Sabac within the Presents and Purchases Collection. The notes were edited according to their date of origin and their call numbers in the Sabac Archives: ?From Janko?s Childhood?, Belgrade, February 9, 1950, Collection (No. 18), ?Janko?s Last Christmas?, Belgrade, February 9, 1950 (No. 19), ?Janko?s Gallantry?, Belgrade, February 12, 1950 (No. 20), and ?Janko?s Last Living Moments?, Belgrade, February 13, 1950 (No. 21). The notes were written on chequered paper 21x33,5 cm in size. Although Tufegdzic wrote his memoirs of Janko Veselinovic from a considerable time distance, his testimonies can be considered authentic, because he got them directly from Janko?s daughter and his wife Persida.
5
Kelly, Sean y Richard Majerus. "School-to-School Variation in Disciplined Inquiry". Urban Education 46, n.º 6 (11 de agosto de 2011): 1553–83. http://dx.doi.org/10.1177/0042085911413151.
Texto completoResumen
In recent years No Child Left Behind has provided new labels to supposedly high- and low-performing schools and has identified large numbers of schools as low performing. Are school-to-school differences in the quality of instruction offered as great as the public is led to believe? Using the disciplined inquiry typology of Newman, Marks, and Gamoran, we examine whether variation in observable indicators of school quality correspond to real differences in instruction between schools. Consistent with the large body of research on school effects we find very modest school-level variation in the prevalence of disciplined inquiry.
6
Mohammed, Ali Albashir y Mesfer Ahmed Msefer Alwadai. "Evaluating Saudi EFL Secondary Schools Students' Performance on Paul Nation's Standardized Vocabulary Level Tests". Theory and Practice in Language Studies 9, n.º 5 (1 de mayo de 2019): 487. http://dx.doi.org/10.17507/tpls.0905.01.
Texto completoResumen
The current study aims to evaluate Saudi EFL Secondary School students' performance on Paul Nation's Standardized vocabulary level tests .It also aims to examine the vocabulary size of EFL Saudi Secondary School students at Asir district. Two tools were used for collecting data. The first one was Paul Nation's Vocabulary Levels Test (VLT). The second tool was a questionnaire (TVLSQ) with 13 items .The purposive sample consisted of (80) students besides (20) English teachers. The study sample was selected from Abha secondary schools schools/Saudi Arabia. The study came out with the following results: Saudi EFL Secondary school students' vocabulary size word test falls within 1,000 frequency level, indicating that students are unable to gasp an average text. Saudi EFL Secondary School student who obtained higher marks in 1,000 word level also obtained higher marks in 2,000 –word level and vice versa. These results confirmed the high correlation between the two tests which hits 0.76.Moreover,in Paul Nation's Vocabulary Levels Test( VLT) the more words Saudi EFL Secondary school student knows, the better score his/her four skills. To most secondary school teachers as well as students, English grammar is the main focus on their teaching and learning, not the vocabulary.
7
Van der Berg, Servaas y Debra Shepherd. "Continuous assessment and matriculation examination marks – An empirical examination". South African Journal of Childhood Education 5, n.º 2 (7 de diciembre de 2015): 17. http://dx.doi.org/10.4102/sajce.v5i2.391.
Texto completoResumen
<p>This study analyses information and feedback from matriculation level continuous assessment in the South African education system. Continuous assessment (CASS) at the time carried a 25% weight in the final matriculation (Grade 12) mark, and it provides feedback that affects examination preparation and effort. Weak assessment in schools sends wrong signals to students that may have important consequences for the way they approach the final examination. Moreover, similarly wrong signals earlier in their school careers may also have affected their subject choice and career planning.<br />This study compares CASS data to the externally assessed matric exam marks for a number of subjects. There are two signalling dimensions to inaccurate assessments: (i) Inflated CASS marks can give students a false sense of security and lead to diminished exam effort. (ii) A weak correlation between CASS and the exam marks could mean poor signalling in another dimension: Relatively good students may get relatively low CASS marks. Such low correlations indicate poor assessment reliability, as the examination and continuous assessment should both be testing mastery of the same national curriculum. The paper analyses the extent of each of these dimensions of weak signalling in South African schools and draws disturbing conclusions for a large part of the school system.</p>
8
Traub, Ross E. y Leslie D. McLean. "A Survey of University Policy Makers' Preferences and Expectations for Provincial Examinations". Canadian Journal of Higher Education 15, n.º 3 (31 de diciembre de 1985): 9–21. http://dx.doi.org/10.47678/cjhe.v15i3.182973.
Texto completoResumen
A survey was conducted of persons responsible for making undergraduate admission policies at Ontario universities to ascertain their preferences and expectations for provincial examinations. Fifty-eight individuals, at least two from each university, responded to a series of questions by telephone interview or questionnaire. Strong support was expressed for the reintroduction of provincial examinations for mathematics and first language (English or français) courses in the final year of the secondary school program. Most respondents rejected the use of scores on province-wide examinations for rating secondary schools and adjusting school marks. Instead, they expressed a preference for having applicants report both teacher-assigned course marks and provincial examination scores.
9
Troncone, Alda. "Problems of “Draw-a-Person: A Quantitative Scoring System” (DAP:QSS) as a Measure of Intelligence". Psychological Reports 115, n.º 2 (octubre de 2014): 485–98. http://dx.doi.org/10.2466/03.04.pr0.115c25z8.
Texto completoResumen
There has been some ongoing debate on whether the DAP:QSS can be used to measure intelligence. The purpose of this study was to evaluate the concurrent validity of the DAP:QSS with Raven's Coloured Progressive Matrices (RCPM) and the DAP:QSS's accuracy as a predictor of RCPM scores and academic achievement. 184 children from two elementary schools in a region of Southern Italy was evaluated by the DAP:QSS, the RCPM, the Goodenough-Harris Drawing Test (GH), and school marks. Drawings' scores, school marks, and RCPM scores were subjected to a Pearson's correlation. Stepwise regression analyses were carried out to identify significant predictors of RCPM scores and school marks. After controlling for socioeconomic status, the DAP:QSS showed a significant correlation with the RCPM and GH tests and academic achievement. However, the modest correlations with the RCPM, the small amount of variance in RCPM scores accounted for by the DAP:QSS ( R2 = .24), and the errors of the DAP:QSS in correctly classifying participants with borderline/deficient intellectual functioning advise against the use of the DAP:QSS as a measure of intelligence.
10
Utpat, Nikita J. y Rahul R. Bogam. "Effect of ‘SMART health education model’ on knowledge and attitudes of school students in rural area about ‘Swachh Bharat Abhiyan of India’ and sanitation practices". International Journal Of Community Medicine And Public Health 4, n.º 2 (25 de enero de 2017): 582. http://dx.doi.org/10.18203/2394-6040.ijcmph20170294.
Texto completoResumen
Background: India has been facing various sanitation problems like open defecation, insanitary toilets, improper waste disposal, manual scavenging etc. Poor sanitation in schools, particularly rural schools are health hazards and affects school attendance, retention and educational performance. Several studies reported poor knowledge about sanitation practices among school students in India, so there is need to inculcate good sanitation practices among them. ‘Swachh Bharat Abhiyan’ is national level health campaign of India which was launched on 2nd October 2014. The present study was first study to create awareness among school students about ‘Swachh Bharat Abhiyan’ as well as sanitation practices through ‘SMART Health Education Model’.Methods: An interventional study was conducted in one of the randomly selected public schools in rural field practice area of Bharati Vidyapeeth University Medical College, Pune. The study participants were 100 students belonging to 5th and 6th class and they were exposed to structured ‘SMART Health Education Model’. Entire data from pre and post intervention questionnaire was entered into ‘Microsoft Office Excel Sheet’ and analysed by using ‘Paired t test’.Results: Significant improvement in knowledge about sanitation practices was found after applying ‘SMART Model’ (Pre-test mean marks: 4.17, post-test mean marks: 9.52, t = 24.31, p<0.001). The study reported favourable attitudes of participants towards ‘Swachh Bharat Abhiyan’.Conclusions: It indicates that even a simple intervention like ‘SMART Model’ can make significant change in knowledge of school students about personal and environmental hygiene.
11
Denisenkova, N. S. "Exploring First Graders’ Learning Motivation in Different Educational Environments". Психологическая наука и образование 25, n.º 1 (2020): 5–15. http://dx.doi.org/10.17759/pse.2020250101.
Texto completoResumen
We present results of our study, the purpose of which was to find out the connection between the sociocultural components of the school educational environment and the first-graders' learning motivation. Our hypothesis is that the first-graders' learning motivation in a school with a communication-oriented model of the educational environment differs from that of first-graders in schools without communicative orientation. Using the techniques ‘Me at school’, ‘Six stories’ and ‘Let’s talk about school’ we surveyed 180 first-graders at two elementary Moscow schools: 126 children at school with a communicate-oriented model of the educational environment and 54 children at school without such orientation. The results revealed differences in the first-graders' learning motivation at schools with different models of the educational environment. The majority of the first graders at the school with a communicative-oriented model had pronounced social and learning motives and showed high levels of learning motivation. As for the school without communicative orientation, about a half of the first graders displayed motives of high achievements (to occupy a high status position in the future and get high marks) and had an average level of learning motivation.
12
Iqbal, Sidra y Mah Nazir Riaz. "Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents". Pakistan Journal of Psychological Research 34, Spring 2019 (30 de marzo de 2019): 25–41. http://dx.doi.org/10.33824/pjpr.2019.34.1.2.
Texto completoResumen
The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.
13
Zuldin, Muhamad. "KETIMPANGAN SEBAGAI PENYEBAB KONFLIK: KAJIAN ATAS TEORI SOSIAL KONTEMPORER". TEMALI : Jurnal Pembangunan Sosial 2, n.º 1 (4 de febrero de 2019): 157–83. http://dx.doi.org/10.15575/jt.v2i1.4050.
Texto completoResumen
This article reviews the relationship between inequality and social conflict in society. This literature review finds that there are at least four schools of thought in contemporary conflict theory that examine the relationship of inequality to conflict. The first is the flow of positive thought which includes the theory of structural conflict. Second is the flow of humanism thinking which consists of symbolic interactions and social construction theory. The third is the school of thought which consists of the thoughts of Jurgen Habermas and Pierre Bourdieu. And the last is a multi-disciplinary school built by Johan Galtung and Anthony Giddens. The four schools of thought develop classical conflict theory, especially Marx's thought that argues that economics is the only factor of conflict in society.
14
DeGraff, Angelo. "9.2 St. Mary's School Disaster Prep Club". Journal of the American Academy of Child & Adolescent Psychiatry 56, n.º 10 (octubre de 2017): S14. http://dx.doi.org/10.1016/j.jaac.2017.07.054.
Texto completo
15
Robert, Dana. "Mission Study at the University-related Seminary: The Boston University School of Theology as a Case Study". Missiology: An International Review 17, n.º 2 (abril de 1989): 193–202. http://dx.doi.org/10.1177/009182968901700205.
Texto completoResumen
This article, a paper presented last year before the Association of Professors of Mission, marks the rise and decline of mission study at Boston University. The situation at the Boston University School of Theology parallels that of other mainline, ecumenically-oriented and university-related seminaries. The author questions whether “globalization” is the new paradigm for mission education at such schools.
16
Beran, Tanya y Qing Li. "The Relationship between Cyberbullying and School Bullying". Journal of Student Wellbeing 1, n.º 2 (31 de enero de 2008): 16. http://dx.doi.org/10.21913/jsw.v1i2.172.
Texto completoResumen
Many children are likely to experience aggression in their relationships with schoolmates. With the advent of modern forms of communication, children are now able to harass their peers with mobile phones and e-mails, a behaviour known as cyberbullying. To determine the relationship between school bullying and cyberbullying, 432 students from grades 7–9 in Canadian schools were surveyed about their experiences of bullying. The results indicated that students who were bullied in cyberspace were also likely to bully their peers in cyberspace (r = 0.46, p < 0.001) and be bullied at school (56%). In addition, students who were bullied in cyberspace only, and students bullied both in cyberspace and at school, experienced difficulties at school such as low marks, poor concentration, and absenteeism. These results suggest that bullying that occurs either at or outside school can have an impact on school learning.
17
VERKUYTEN, M. "School Marks and Teachers' Accountability to Colleagues". Discourse Studies 2, n.º 4 (1 de noviembre de 2000): 452–72. http://dx.doi.org/10.1177/1461445600002004003.
Texto completo
18
Agingu, Eunice Atieno. "VALIDITY OF PRIMARY SCHOOL EXAMINATION AS A PREDICTOR OF SECONDARY SCHOOL EXAMINATION SCORE AMONG PUBLIC SECONDARY SCHOOL STUDENTS KENYA". International Journal of Research -GRANTHAALAYAH 6, n.º 4 (30 de abril de 2018): 80–94. http://dx.doi.org/10.29121/granthaalayah.v6.i4.2018.1483.
Texto completoResumen
The purpose of this study was to determine the validity of KCPE as a predictor of KCSE scores among public secondary school students in Kisii central Sub-county, Kenya. This study was guided by a conceptual framework where KCPE was the independent variable and KCSE the dependent variable. It adopted Correlational and Ex-post-facto research designs. The study population was 3,897 KCSE candidates from 55 public secondary schools. Stratified random sampling based on school type and size was used to select 16 public secondary schools for the study. Saturated sampling was employed to include all KCSE candidates whose KCPE marks were available in each sampled school, yielding a sample of 1,391 students. Data used included 2006 KCPE scores and 2010 KCSE scores of the same students under study. Data was collected using a researcher made pro forma. It was analyzed quantitatively using correlations and regression analyses. Results showed a strong positive Pearson’s correlation coefficient (r=0.693; n=1391; p < 0.05) between KCPE and KCSE scores. It recommended that; KCPE should continue to be used as selection tool for secondary school admission and school evaluation using KCSE examination scores should be based on students’ past KCPE scores.
19
Foster, John Bellamy y Brett Clark. "Marx's Ecology and the Left". Monthly Review 68, n.º 2 (1 de junio de 2016): 1. http://dx.doi.org/10.14452/mr-068-02-2016-06_1.
Texto completoResumen
One of the lasting contributions of the Frankfurt School of social theorists, represented especially by Max Horkheimer and Theodor Adorno's 1944 Dialectic of Enlightenment, was the development of a philosophical critique of the domination of nature.… Yet their critique of the Enlightenment exploitation of nature was eventually extended to a critique of Marx himself as an Enlightenment figure, especially in relation to his mature work in Capital.… So all-encompassing was the critique of the "dialectic of the Enlightenment" within the main line of the Frankfurt School, and within what came to be known as "Western Marxism"…, that it led to the estrangement of thinkers in this tradition not only from the later Marx, but also from natural science—and hence nature itself. Consequently, when the ecological movement emerged in the 1960s and '70s, Western Marxism, with its abstract, philosophical notion of the domination of nature, was ill-equipped to analyze the changing and increasingly perilous forms of material interaction between humanity and nature.Click here to purchase a PDF version of this article at the Monthly Review website.
20
Hope, David, Avril Dewar, Eleanor J. Hothersall, John Paul Leach, Isobel Cameron y Alan Jaap. "Measuring differential attainment: a longitudinal analysis of assessment results for 1512 medical students at four Scottish medical schools". BMJ Open 11, n.º 9 (septiembre de 2021): e046056. http://dx.doi.org/10.1136/bmjopen-2020-046056.
Texto completoResumen
ObjectiveTo measure Differential Attainment (DA) among Scottish medical students and to explore whether attainment gaps increase or decrease during medical school.DesignA retrospective analysis of undergraduate medical student performance on written assessment, measured at the start and end of medical school.SettingFour Scottish medical schools (universities of Aberdeen, Dundee, Edinburgh and Glasgow).Participants1512 medical students who attempted (but did not necessarily pass) final written assessment.Main outcome measuresThe study modelled the change in attainment gap during medical school for four student demographical categories (white/non-white, international/Scottish domiciled, male/female and with/without a known disability) to test whether the attainment gap grew, shrank or remained stable during medical school. Separately, the study modelled the expected versus actual frequency of different demographical groups in the top and bottom decile of the cohort.ResultsThe attainment gap grew significantly for white versus non-white students (t(449.39)=7.37, p=0.001, d=0.49 and 95% CI 0.34 to 0.58), for internationally domiciled versus Scottish-domiciled students (t(205.8) = −7, p=0.01, d=0.61 and 95% CI –0.75 to −0.42) and for male versus female students (t(1336.68)=3.54, p=0.01, d=0.19 and 95% CI 0.08 to 0.27). International, non-white and male students received higher marks than their comparison group at the start of medical school but lower marks by final assessment. No significant differences were observed for disability status. Students with a known disability, Scottish students and non-white students were over-represented in the bottom decile and under-represented in the top decile.ConclusionsThe tendency for attainment gaps to grow during undergraduate medical education suggests that educational factors at medical schools may—however inadvertently—contribute to DA. It is of critical importance that medical schools investigate attainment gaps within their cohorts and explore potential underlying causes.
21
Palma, Raffaela, Claudia Russo y Filomena Egizio. "A better school organizational performance? Yes, but how?" Contemporary Educational Researches Journal 7, n.º 1 (24 de julio de 2017): 35–43. http://dx.doi.org/10.18844/cerj.v7i1.482.
Texto completoResumen
This study ascertains, describes and examines the relationship between better school performance in a set of high secondary public schools in Campania (Italy) and significant variables of the school organization.Within a systemic perspective, the study applies the analysis of principal components and the multiple regression model to first identify an objective output variable, i.e. Rate of Invalsi tests with higher marks than national average, which might measure a better school performance and then select the more significant variables which bear upon it. The findings show that these variables, when synergically working, will make the system itself function more effectively. This is, in our case, the interrelated action of stakeholders and facilities of the school system, that influences the variability of the output variable to the extent of 70%.Knowledge and careful consideration of these factors can help increase a school's effectiveness, which allows the students to achieve better results confirmed, certified we would say, by their Invalsi tests, only if such factors are successfully managed. It is, however, necessary to more deeply study and evaluate these results to find out how and to what extent stakeholders' motivation comes into play.
Keywords: performance; public schools; resources; system
22
Subrahmanyam, Jeyanthi. "Does Gender Play a Part in High School Students’ Interest and their Application of Cognitive Strategies in Learning Mathematics?" Shanlax International Journal of Education 9, n.º 3 (1 de junio de 2021): 242–45. http://dx.doi.org/10.34293/education.v9i3.3919.
Texto completoResumen
Mathematics is an important component of school education. It teaches us to think logically. But learning this subject is not easy due to its abstract nature. Students find it difficult to learn mathematics due to a lack of interest in the subject. Nowadays schools give importance to grades and marks rather than teaching the subject interestingly. The present study was conducted to determine high school student’s interest in mathematics and their cognitive strategies concerning gender. The sample consisted of 738 students studying in 9th standard and they are selected from 18 schools of Thanjavur educational district using the purposive sampling technique. Data were analyzed using t-test. The findings showed that a significant difference could be seen in showing interest in learning the subject and applying cognitive strategies based on gender. Females showed more interest in the subject and their cognitive strategies are better than males.
23
Schachner, Maja K., Fons J. R. Van de Vijver y Peter Noack. "Acculturation and School Adjustment of Early-Adolescent Immigrant Boys and Girls in Germany: Conditions in School, Family, and Ethnic Group". Journal of Early Adolescence 38, n.º 3 (2 de octubre de 2016): 352–84. http://dx.doi.org/10.1177/0272431616670991.
Texto completoResumen
Navigating between cultures in addition to developmental changes and challenges in early adolescence can be difficult. We investigated school, family, and ethnic group as conditions for acculturation and school adjustment among early-adolescent boys and girls. Analyses were based on 860 mostly second- and third-generation immigrant students from 71 countries (50% male; Mage = 11.59 years), attending German secondary schools. Perceived support for inclusion and integration in school and family were associated with a stronger orientation toward both cultures (integration) and better adjustment (e.g., higher school marks, more well-being). Perceived cultural distance and ethnic discrimination were associated with a stronger ethnic and weaker mainstream orientation (separation), and lower adjustment. Boys perceived contextual conditions more negatively, had a weaker mainstream orientation, and showed more behavioral problems but did not differ from girls in the associations between contextual conditions and acculturation and adjustment. Implications for research, policy, and practice are discussed.
24
Karlsudd, Peter. "SCHOOL-AGE CARE, AN IDEOLOGICAL CONTRADICTION". Problems of Education in the 21st Century 48, n.º 1 (20 de noviembre de 2012): 45–51. http://dx.doi.org/10.33225/pec/12.48.45.
Texto completoResumen
In the doctoral dissertation "Children with intellectual disability in the integrated school-age care system" the extent and goal fulfilment of after-school recreation centre activities in 19 Swedish municipalities were studied. The study gave high marks to these centres for integrating intellectually disabled children into their activities. The empirics of the dissertation revealed, however, a number of warning signals, which indicated an increase in offering “special solutions” to these children. This article will contain a comparison between the study from 1999 and the one carried out in the spring of 2011. The two studies have followed the same question construction in order to achieve a comparison over time. The aim of study, focusing on children received into schools for the intellectually disabled was to evaluate to what extent integrated activities occurred and to look for factors with a positive impact on the quality of those after-school activities which gathered children from these and compulsory schools in the same groups. On the basis of the comparison made between the 12 years that have passed from the earlier to the later study, it must be regretfully concluded that segregated activities have gained a firm hold on the activities of after-school recreation care centres. Key words: after-school activities, inclusion, integrated, intellectual disability, school-age care system.
25
Jenkins, DeMarcus A. "Unspoken Grammar of Place: Anti-Blackness as a Spatial Imaginary in Education". Journal of School Leadership 31, n.º 1-2 (enero de 2021): 107–26. http://dx.doi.org/10.1177/1052684621992768.
Texto completoResumen
This article builds from scholarship on anti-Blackness in education and spatial imaginaries in geography to theorize an anti-Black spatial imaginary as the prevailing spatial logic that has shaped the configuration and character of American social intuitions, including K-12 schools. As a spatial imaginary, anti-Blackness is circulated through discourses, images, and texts that tell a story of Blackness as a problem, non-human, and placeless. Anchored by the assumption that Black populations are spatially illegitimate, the anti-Black spatial imaginary marks Black bodies as undesirable and therefore extractable from spaces and places that have been envisioned for their exclusion. I consider schools as sites spatialized terror where the exhibitions of terror consist of forcing students to observe other Black bodies being forcibly removed from the classroom and school community; constant rejection of Black language, traditions, music preferences, and other cultural forms of expression; the obliteration of Black names and identities. I offer ways that school leaders can unsettle the anti-Black spatial imaginary to transform schools as sites of holistic healing and possibilities.
26
Byrne, F., R. Murphy, L. O’Rourke, D. Cotter, K. C. Murphy, A. Guerandel, D. Meagher et al. "A comparison of undergraduate teaching of psychiatry across medical schools in the Republic of Ireland". Irish Journal of Psychological Medicine 37, n.º 2 (8 de julio de 2016): 77–88. http://dx.doi.org/10.1017/ipm.2016.22.
Texto completoResumen
ObjectivesTo examine the delivery and assessment of psychiatry at undergraduate level in the six medical schools in the Republic of Ireland offering a medical degree programme.MethodsA narrative description of the delivery and assessment of psychiatry at undergraduate level by collaborative senior faculty members from all six universities in Ireland.ResultsPsychiatry is integrated to varying degrees across all medical schools. Clinical experience in general adult psychiatry and sub-specialities is provided by each medical school; however, the duration of clinical attachment varies, and the provision of some sub-specialities (i.e. forensic psychiatry) is dependent on locally available resources. Five medical schools provide ‘live’ large group teaching sessions (lectures), and all medical schools provide an array of small group teaching sessions. Continuous assessment encompasses 10–35% of the total assessment marks, depending on the medical school. Only one medical school does not provide a clinical examination in the form of an Objective Structured Clinical Examination with viva examinations occurring at three medical schools.ConclusionsMany similarities exist in relation to the delivery of psychiatry at undergraduate level in Ireland. Significant variability exists in relation to assessment with differences in continuous assessment, written and clinical exams and the use of vivas noted. The use of e-learning platforms has increased significantly in recent years, with their role envisaged to include cross-disciplinary teaching sessions and analysis of examinations and individual components within examinations which will help refine future examinations and enable greater sharing of resources between medical schools.
27
Fraser, Ian. "Hegel, Marxism and Mysticism". Hegel Bulletin 21, n.º 1-2 (2000): 18–30. http://dx.doi.org/10.1017/s0263523200007382.
Texto completoResumen
Marx's comments on Hegel's philosophy have left an ambiguous legacy for Marxism. One pervasive theme, though, is the interpretation of Hegel's idealist philosophy as being shrouded in mysticism. Marx's main contribution, according to this view, was to demystify Hegel's thought through a more materialist dialectical approach. At the same time, however, there have been those who have sought to rupture this Hegel-Marx connection and purge Hegelianism from Marxism altogether. Appropriate and expunge have therefore been the two main responses to Hegel's influence on Marxism. I will argue against these traditions, however, to assert a more direct relationship between Hegel's and Marx's dialectic. To do so, I want to identify some of the main Marxist thinkers that can be linked with the two main schools above. I will term these the Hegelian-Marxist Materialist Appropriators and the Idealist Expungers. In contrast I put forward the Hegelian-Marxist Materialist school which states that ultimately the dialectic of Hegel is the dialectic of Marx. Before this, I begin by considering some examples of Marx's critique of Hegel. The leitmotif of this critique is a depiction of Hegel's dialectic as mystical or idealistic in contrast to Marx's more materialist dialectic. As we shall see, such a criticism was begun by Marx, perpetuated by Engels as ‘orthodox’ Marxism and ultimately accepted even by those who sought to place themselves within an Hegelian-Marxist tradition.
28
Asztalos, Kata y Benő Csapó. "Development of musical abilities: Cross-sectional computer-based assessments in educational contexts". Psychology of Music 45, n.º 5 (24 de noviembre de 2016): 682–98. http://dx.doi.org/10.1177/0305735616678055.
Texto completoResumen
Online diagnostic measurement of musical abilities in a school environment is a new way to enhance pedagogic effectiveness. In our study we developed a technology-based musical perception test which examines basic musical hearing abilities among 1st to 11th graders in Hungarian schools ( N = 2961). The instrument was composed of tasks measuring the discrimination of rhythm, tempo, melody, pitch, harmony, timbre and dynamics, and we also tested the connection between auditory and visual modality. The results indicated an increasing developmental tendency during the period under examination. Students who attend classes with a special music curriculum achieved better results, except in the first years of school. A weak relationship was found between socio-economic background variables and test achievement; however, parents’ educational attainment and students’ school marks have a stronger relationship. Similarly to previous research findings, no significant gender differences were found.
29
ISOHANNI, I., M. R. JÄRVELIN, P. NIEMINEN, P. JONES, P. RANTAKALLIO, J. JOKELAINEN y M. ISOHANNI. "School performance as a predictor of psychiatric hospitalization in adult life. A 28-year follow-up in the Northern Finland 1966 Birth Cohort". Psychological Medicine 28, n.º 4 (julio de 1998): 967–74. http://dx.doi.org/10.1017/s0033291798006928.
Texto completoResumen
Background. Deterioration in school achievement may pre-date adult mental disorders. We studied the association between compulsory school performance and later onset hospital-treated psychiatric morbidity experienced by the Northern Finland 1966 Birth Cohort (N=11017) in adult life.Methods. School performance was operationalized in two ways: school class level (in normal, i.e. age-appropriate class v. not in normal class, i.e. class below age level or in special school) at the age of 14, and marks for individual school subjects at the age of 16. School class level was ascertained by postal questionnaire and school marks from national application register. These were linked to data on psychiatric morbidity from the National Finnish Hospital Discharge Register. By the end of 1994 (between ages 16 and 28 years), a total of 383 subjects had psychiatric illness. DSM-III-R diagnoses were grouped into three categories: schizophrenia; other psychoses; and non-psychotic disorders. The remaining population with no psychiatric hospitalization served as a single comparison group. School class level and values of school marks in the three diagnostic categories were each compared with this comparison group, stratified by sex.Results. In the comparison group 6·8% of boys and 3·4% of girls were not in their normal class. In all the diagnosis groups the proportions of those not in normal class were from 2 to 8 times higher than in the comparison group. A majority of those not in normal class and having psychiatric diagnosis were intellectually subnormal (IQ<85). Among adolescents who later developed non-psychotic disorders, means of school marks were lower (P<0·05, adjusted for social class and place of residence) than in the comparison group. Lower marks were not found in categories schizophrenia or other psychoses. Logistic regression analysis confirmed these findings after adjustment for confounding factors.Conclusions. Not being in the normal class at age 14 predicted future hospital-treated disorders, but low school marks at age 16 predicted only non-psychotic disorders. These findings may be an early manifestation of the disorders themselves, or a marker of vulnerability or other risk factors. The mechanisms may differ between diagnoses.
30
Lien, Lars y Audun Welander-Vatn. "Factors Associated with the Persistence of Bullying Victimization From 10th grade to 13th Grade: A Longitudinal Study". Clinical Practice & Epidemiology in Mental Health 9, n.º 1 (13 de diciembre de 2013): 243–50. http://dx.doi.org/10.2174/1745017901309010243.
Texto completoResumen
Background: Bullying among adolescents represents a major public health challenge. The aim of this study was to map the stability of bullying victimization across the transitional phase from lower to upper secondary school, and to describe the sociodemographic, academic and health-related characteristics of those bullied during the transition. Method: 3674 Norwegian adolescents were followed longitudinally from the age of 15/16 until the age of 18/19, answering questionnaires about health, academic achievements, life events, lifestyle and sociodemography. The 337 participants reporting exposure to bullying victimization at age 15/16 were the target group, as we made comparisons between those reporting victimization only at the age of 15/16 (n=289) with the participants for whom the bullying had continued into later adolescence (n = 48). Results: 14% of those victimized at age 15/16, reported continuation of bullying victimization into upper secondary school. These adolescents were significantly more likely to report having divorced parents, low parental educational level, poor self-perceived economy, muscle and skeletal pain, symptoms of mental distress, lower school marks in Norwegian and higher body-mass index (BMI) when group differences at age 18/19 were assessed through basic inferential statistical tests. However, the multivariate logistic regression analyses only revealed statistically significantly increased adjusted odds ratios for the variables mental distress and school-marks in Norwegian. Conclusion: The persistence of exposure to bullying from 10th grade to 13th grade is associated with mental health complaints and poor school performance. Preventive measures to take care of students being continuously bullied should be in place in secondary schools.
31
Carvalho, Carolina Barbosa, Caio Sérgio Santos, Francisco Arnaldo Viana, Jaécio Carlos Diniz, Simone Alves Serafim Rocha, Sthenia Santos Albano Amóra, Nilza Dutra Alves y Francisco Marlon Carneiro Feijó. "Indícios da cultura escolar no sudeste goiano: práticas, normas e métodos". Latin American Journal of Development 3, n.º 4 (20 de agosto de 2021): 2597–614. http://dx.doi.org/10.46814/lajdv3n4-064.
Texto completoResumen
O estudo desenvolvido a partir da questão: quais práticas, normas e métodos seriam representativos da cultura escolar institucionalizada em escolas do sudeste goiano, na primeira metade do século XX? A presença de práticas, normas e métodos investigadas em três instituições escolares, cuja amostra contemplou duas escolas confessionais e uma escola agrícola federal, por meio da consulta a fontes dos acervos escolares, buscou aspectos distintos da cultura escolar interna. No percurso metodológico, dedicado a localizar os documentos, caracterizar as fontes por afinidade e semelhança, a fim de obter as variáveis que corroborassem na interpretação dos vestígios das marcas da cultura escolar nas instituições, com foco nas práticas, normas e métodos inscritos nos documentos oficiais, referenciado em autores e obras da vertente da história das instituições escolares. Nos resultados evidenciamos a existência de práticas, normas e métodos, observando semelhanças e singularidades, tanto no formato quanto na organização didático pedagógica das referidas instituições, dentre os quais destacam-se: os fins e objetivos educacionais, a ênfase no disciplinamento da conduta interna (regulamentos, normas, programas de ensino, horários, calendários); as interfaces da escola com a sociedade local e regional; a prescrição de condutas e rotinas; o culto de símbolos e rituais internos; as manifestações de obediência, disciplinamento e transgressão; os níveis de status e as distinções representativas da educação escolarizada.
The study developed from the question: which practices, rules and methods would be representative of the school culture institutionalized in schools from the southeast of Goiás, in the first half of the 20th century? The presence of practices, norms and methods investigated in three school institutions, whose sample included two confessional schools and a federal agricultural school, through the consultation of sources from the school archives, sought distinct aspects of the internal school culture. In the methodological path, dedicated to locate the documents, characterize the sources by affinity and similarity, in order to obtain the variables that would corroborate in the interpretation of the traces of the marks of the school culture in the institutions, with focus on the practices, rules and methods registered in the official documents, referenced in authors and works of the branch of the history of school institutions. The results show the existence of practices, norms and methods, observing similarities and singularities, both in the format and in the didactic and pedagogical organization of the institutions: the educational purposes and objectives, the emphasis on the disciplining of internal conduct (regulations, norms, teaching programs, schedules, calendars); the interfaces of the school with local and regional society; the prescription of conduct and routines; the cult of symbols and internal rituals; the manifestations of obedience, disciplining and transgression; the levels of status and the representative distinctions of schooling.
32
Harila-Saari, Arja H., Päivi M. Lähteenmäki, Eero Pukkala, Pentti Kyyrönen, Marjatta Lanning y Risto Sankila. "Scholastic Achievements of Childhood Leukemia Patients: A Nationwide, Register-Based Study". Journal of Clinical Oncology 25, n.º 23 (10 de agosto de 2007): 3518–24. http://dx.doi.org/10.1200/jco.2006.09.4987.
Texto completoResumen
Purpose Studies concerning the scholastic achievement of survivors of childhood leukemia have yielded controversial results. We studied the school marks of childhood leukemia survivors in a register-based study. Patients and Methods Three hundred seventy-one patients with a diagnosis of leukemia before the age of 16 years who were born between 1974 and 1986 and alive on their 16th birthday were identified from the Finnish Cancer Registry. Five matched controls were sought for each patient from the Population Register Center of Finland. Information on the ninth-grade school report was obtained from Statistics Finland. The overall mark average and the marks (scale 4 to 10) for mother tongue, foreign language, mathematics, and physical education were compared between the patients and controls. Results The ninth-grade school report was obtained by 97.6% of the patients and 98.5% of the controls. The patients whose treatment included cranial irradiation had a lower overall mark average (mean difference, −0.24; 95% CI, −0.33 to −0.15) and lower marks for all assessed school subjects compared with their controls. Of the patients treated with chemotherapy alone, only the females with leukemia diagnosed before 7 years of age had lower school marks than their controls. The biggest difference was observed in the marks for foreign language among the irradiated females diagnosed at a young age (mean difference, −1.0; 95% CI, −1.25 to −0.74). Conclusion Leukemia treatment that includes cranial irradiation impairs scholastic achievement. It is noteworthy that treatment of leukemia with chemotherapy alone impairs school performance only in females diagnosed before school age.
33
Mohammed Khudhair, Sanaa. "Investigating Some Effective Strategies for Teaching Iraqi EFL Primary Students". Research Journal of Education, n.º 52 (30 de enero de 2019): 25–36. http://dx.doi.org/10.32861/rje.52.25.36.
Texto completoResumen
This study aims to recognize effectiveness methods of teaching skills in primary school in English , the researcher used the numbered heads together strategy as an effective method in education skills, the researcher used an experimental design with two groups (control group and experiment group), with a post-test for the achievement of Al-Khamaal Primary school , Fifth class , The sample of the study consisted of (60) pupils at Al-Khamaal Primary school in English, for the academic year (2018-2019). The researcher equaled the two research groups statistically by ( age by months, the marks of the last year, the achievement of the parents), so there were no statistical significance between the two groups in variables. The researcher used a test to collect data. The analysis of the data showed that the numbered heads together strategy has a great effect in teaching skills at primary schools. At the end of this study, the researcher presented some recommendations. These recommendations that focus on paying more attention to the learning strategies that used to improve educational process, moreover, teacher at primary schools should use effective strategies and effective methods in teaching skills.
34
Marino, John y Barbara Schultz-Jones. "Student Learning through Swedish School Libraries: Analysis, Findings and Recommendations". Libri 70, n.º 1 (26 de marzo de 2020): 17–31. http://dx.doi.org/10.1515/libri-2019-0005.
Texto completoResumen
AbstractThis exploratory study examines the application of methods used in the United States to evaluate the impact of school library programs and services on student learning to a setting in Uppsala, Sweden. The Student Learning through Ohio School Libraries study of Todd and Kuhlthau served as the model for data collection in Uppsala middle and high schools and subsequent analysis. Modifications to the original study and details of the data collection and analysis are provided. Findings suggest that many students do perceive that the library program provides different categories of help in their learning processes, that students may benefit from direct instruction in all stages of the information problem-solving process, and that the application of methods to school library settings worldwide may enable meaningful comparisons of practice in school libraries. Findings are limited by the amount of time between data collection and analysis, and modifications to the methodology applied in the original study. Still, this effort marks a critical benchmark in international efforts to demonstrate the impact of the school library on student achievement.
35
Muyangwa, Moses Mubita. "Hysteria and Academic Performance". Perceptual and Motor Skills 86, n.º 3_suppl (junio de 1998): 1162. http://dx.doi.org/10.2466/pms.1998.86.3c.1162.
Texto completoResumen
To assess the possible relationship between hysteria, as defined by Miller and Keane in 1972, and academic performance, for 27 secondary school pupils comprising 25 girls and 2 boys (ages 12 to 23 years, in Grades 8 to 12 of six different schools) and with known histories of hysterical attacks (locally known as Lihabiya) diagnosed by hospital authorities or traditional healers grades in English, Mathematics, and the local language siSwati were compared before and after hysterical episodes. Although all their marks before the attack were higher, differences were not statistically significant.
36
Kumar, Ashwani y Mamta Singh Rathour. "Comparative study of academic achievement of higher secondary student’s of uttar pradesh state in india". Journal of Management and Science 10, n.º 1 (20 de febrero de 2020): 27–31. http://dx.doi.org/10.26524/jms.2020.4.
Texto completoResumen
The main objective of the study was to compare the Academic Achievement of Higher Secondary Students of Uttar Pradesh State in India. The data was collected from the Higher Secondary Student’s studying in the Higher Secondary Schools of Uttar Pradesh State. The data of the present study was collected from 700 students selected at stratified random sampling basis from 70 higher secondary school’s (10 students from each school) of 35 districts of U.P, selecting two schools from each district at random basis. Academic format for collecting academic achievement of the subjects, as included in the openionnaire. For this purpose, the marks achieved by the individuals in their Class-X th SSC examination were taken as their academic achievement. In order to obtain the scores on academic achievement of the subjects, the marks obtained by them in the annual examination taken by SSC for class tenth were collected from their Mark sheets issued by SSC Board. Mean, S.D. and‘t’ test methods were used for statistical analysis. Conclusion: The Obtained critical ratio indicates insignificantdifference between two categories of academic achievement of students belonging to good and poor.
37
Powis, David A. y Tracey Bristow. "Top school marks don't necessarily make top medical students". Medical Journal of Australia 166, n.º 11 (junio de 1997): 613. http://dx.doi.org/10.5694/j.1326-5377.1997.tb123279.x.
Texto completo
38
GLIGOR, MIRCEA y MARGARETA IGNAT. "SCALING IN THE DISTRIBUTION OF MARKS IN HIGH SCHOOL". Fractals 11, n.º 04 (diciembre de 2003): 363–68. http://dx.doi.org/10.1142/s0218348x03002257.
Texto completoResumen
An empirical study accomplished on various samples of marks shows that their distribution on mark levels has some universal features. Using (classical) examination items based on commentaries and debate, the distribution displays a Gaussian form with a variance that does not depend on the profile of classes and age level of pupils. In the case of examination based on items with multiple choices, the deviation from the Gaussian form becomes relevant and the distribution gets the shape of a stable Lévy distribution with a fat tail that can be fitted to a power-law. The difficulties related to the infinite variance, typical for this class of models, can be overcome using the Truncated Lévy Distribution, frequently met in physics of socio-economic systems.
39
Anane, Eric y Jephtar Adu-Mensah. "Teachers Scoring and Grading of Students’ Responses to Tasks: The Ghanaian Basic School Experience". Academic Journal of Interdisciplinary Studies 8, n.º 1 (1 de marzo de 2019): 87–94. http://dx.doi.org/10.2478/ajis-2019-0009.
Texto completoResumen
Abstract This paper explored the scoring and grading practices of teachers in basic schools. The study sought to understand the various factors teachers take into account when scoring students’ responses to tasks in the classroom. The stratified sampling procedure was used to select 278 primary and junior high school teachers from whom data were collected for the study. In the descriptive analysis, the results revealed that teachers considered students’ behaviour such as punctuality, interest in subject and neatness of work presented, and number of questions attempted by a student, and awarded marks when grading. These academic and non-academic factors considered by teachers in this study during scoring and grading are consistent with the literature. In independent samples t-test analyses, primary school teachers did not differ significantly from their counterparts in the junior high schools in terms of factors they considered during the scoring and grading of students’ responses to tasks in the classroom. This study adds a circumstantial data to the existing debate on teacher classroom assessment practices.
40
Gitau, Gladys, Judith Kimiywe, Judith Waudo y Dorcus Mbithe. "Effects of Nutrition Education on Nutrition Knowledge and Iron Status in Primary School Pupils of Gatanga District, Muranga Country, Kenya". Current Research in Nutrition and Food Science Journal 1, n.º 2 (10 de noviembre de 2013): 115–23. http://dx.doi.org/10.12944/crnfsj.1.2.02.
Texto completoResumen
School-age children are both growing and learning, and anaemia can affect cognitive function, motor performance and educational achievements of this age group. Nutrition education has not been given the priority it deserves in primary schools due to the busy school curriculum. It is in this light this study was designed for one teaching calendar year. Subjects & methods: Pupils (n=601) covering the age 11-18 years were included. The main objective of this study was to evaluate the effects of three main Nutrition Education strategies on nutrition knowledge and iron status among primary schools children in Gatanga district. A baseline survey was conducted in 12 randomly selected schools for class six pupils and their households. Questionnaires and an interview schedule were used to collect data, with pre and post tests. The interventions schools were Mabanda, Kigio and Kirwara (experimental) and Gakurari (control school). Baseline data were analyzed by use of Statistical Package for Social Sciences (SPSS) and Nutri-Survey computer packages using both descriptive and inferential statistics. The data were coded to search for emerging themes. This led to the identification of variables and concepts of iron deficiency in the children, which was crucial to the design of the corrective measures model for the interventions. On average the mean mark, in nutrition knowledge at baseline was 30.05%. In the post-tests all experimental schools (n=154) significantly improved in nutrition knowledge, and the peer facilitated school performed best with (51.52+24.79) marks, Researcher facilitated school (48.39+22.23) and the agriculture staff (38.70+9.87). The pre-test post- test improvement in the control school (31.21+12.74) was however not significant (p>0.05). A total of 31.4 % pupils ( Sub sample n=89) were found to be anaemic after altitude adjustments at a calculated factor 0.5 for Gatanga altitude (2237m ASL). Pupils’ haemoglobin status were not significantly different (p>0.05) between the experimental and control schools at baseline, notable differences occurred in the experimental schools after the interventions. Relationship between nutrition knowledge and nutrient intake was positive and there was a statistically significant relationship between nutrition knowledge and hemoglobin levels at p<0.05 (R2=0.253, p=0.025). Anemia was found to be a significant problem and therefore the need for a comprehensive intervention strategy by all stakeholders to improve the iron status in this age group.
41
Omar, Luqman Sleman. "Using Ordinal Logistic Regression Analysis in Evaluating Teachers’ Performance Level of High Schools (12th grades) in Kurdistan Regional Government". Journal of University of Raparin 6, n.º 2 (22 de octubre de 2019): 57–77. http://dx.doi.org/10.26750/vol(6).no(2).paper4.
Texto completoResumen
The Ministry of Education – Kurdistan Regional Government (MOE-KRG) currently depends only on the students’ grades in the evaluation of the teachers’ performance level in all subjects as low, medium, or high performance. Relying just on one variable to determine teacher’s performance is not fair and this problem must be resolved statistically through finding new proposed statistical model. Therefore, this study tries to find some variables that are available in MOE-KRG for all high schools in order to use them in the proposed model to predict teachers’ performance level instead of the old one. This study aims to predict teacher’s performance level of high schools (12th grades) in KRG who teach Kurdish subject, and also analyze the effects of variables that have impact on the evaluation of teachers’ performance level depending on the data that are available in the MOE-KRG. In this paper Ordinal Logistic Regression (OLR) method is used to find a proposed model for evaluating teachers’ performance in Kurdish subject using the data of all scientific high schools in KRG (646 high schools). The teachers' status was analyzed by selecting nine variables related to the high schools: sector (governmental or non-governmental), geographic location, type of education, status of school (exemplary, non-exemplary), gender of student, year of school establishment, number of classes, number of teachers and student’s average marks in Kurdish subject. It is concluded that four of these variables (student’s average in Kurdish subject, number of classes, geographical location and status of school) have significant effects on teachers' evaluation in 12th class of scientific high schools, and the overall percentage of correct classification is about 87%, it that means the Ordinal logistic regression model has an ability to predict teacher’s performance level very well.
42
Esteves, Armando y Maria Luísa Frazão Branco. "O ensino profissional na escola secundária pública portuguesa: Percepções dos seus principais agentes educativos". education policy analysis archives 26 (2 de julio de 2018): 78. http://dx.doi.org/10.14507/epaa.26.2791.
Texto completoResumen
Vocational education was officially introduced in Portuguese public secondary schools in 2004, within the framework of the Europeanization of national educational policies. The main goals of this initiative were the increase of skilled labor and the diversification of the dual certification training, posing several challenges to schools. In this context, the main objective of the present study is to verify the perception held by the main educational actors of vocational courses in the public secondary school. To achieve this aim, a descriptive study was done using questionnaire surveys at a public secondary school that has offered vocational courses since its inception in 2004. Among the obtained results, it should be highlighted that according to the teachers and the directors, the vocational courses have been an asset to the consolidation of the goals of the educational project of the school, reinforcing its role in the training of qualified young people to the labor market and enhancing their identity, not to mention the remarkable improvement in student’s marks. In the students’ point of view, we must take into account the practical nature of the courses and orientation to the labor market, the quality of training, and the promotion of their educational success.
43
Długosz, Piotr. "Korepetycje uczniów jako przykład praktyki w polu edukacyjnym – Polska, Ukraina, Węgry". Kwartalnik Pedagogiczny, n.º 2 (1 de agosto de 2017): 108–0. http://dx.doi.org/10.5604/01.3001.0010.3290.
Texto completoResumen
The article aims at presenting the phenomenon of taking private lessons by secondary school leavers in Poland, Ukraine and Hungary. The research is an attempt to give an answer to the question of the scale of the phenomenon and its causes. In the research the survey method was used. The sample was of quota character. The research sample in Poland consisted of 3,479 respondents, 1,289 in Ukraine and 359 in Hungary. The collected data indicate that private lessons were taken by 52% of the respondents in Poland, 60% in Hungary and 71% in Ukraine. The results of correlative analysis indicate that private lessons were taken most often by the school leavers from the families of higher socio-economic status, having higher life aspirations and equipped with cultural capital with better average marks. Private lessons were taken more often in cities among students attending better schools. In the researched countries private lessons were taken in order to increase marks on the Matura exam as well as in order to get to a dream university. Perceiving private lessons as a “lifebelt” for students who lack knowledge was observed less often. Youth of higher status perceived private lessons as a strategy of building up advantage in the field of education.
44
Faria, Luísa. "Personal Conceptions of Intelligence: A Developmental Study in Portugal". Psychological Reports 79, n.º 3_suppl (diciembre de 1996): 1299–305. http://dx.doi.org/10.2466/pr0.1996.79.3f.1299.
Texto completoResumen
The aim of this work is to present the results of a 2-yr. longitudinal study with a sample of 577 Portuguese high school students, observed twice, to study the intraindividual development of personal conceptions of intelligence during adolescence and its relation to school marks and to the causal dimension of controllability. Data, tested through LISREL structural equations, indicated school marks have an important role in the development of dynamic conceptions of intelligence during adolescence. These results were compared with those from other cultural contexts and were analysed in the context of Portuguese culture.
45
Nozdrova, Oksana. "VALUABLE MARKS OF THE "NEW UKRAINIAN SCHOOL" AT THE NERUBAISKIY EDUCATIONAL COMPLEX "SCHOOL-GYMNASIUM"". Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, n.º 9 (20 de septiembre de 2018): 153–60. http://dx.doi.org/10.24195/2218-8584-2018-9-153-160.
Texto completoResumen
The article presents the experience of the functioning of the Nerubaiskiy educational school complex “school-gymnasium” which reflects the modern practical directions of improvement of the school educational and upbringing process in the context of the implementation of the Concept “New Ukrainian School”. The conditions are stimulating students to critical thinking have been created. It has been proved that the latest information technologies have a significant impact on the efficiency of learning knowledge of students. The results of the introduction of interactive teaching methods that develop the cognitive abilities of students have been described. The author examines co-operative learning and the idea of integration in education. There has been proposed pedagogy of partnership as a key component of the formula “New Ukrainian School”. The innovative forms and methods of forming the basic competencies of students have been analyzed. Keywords: innovations in education, concept “New Ukrainian school”, critical thinking, principles of integration, pedagogy of partnership.
46
Kühn, Rolf. "Conditions of school success: Relationships between characteristics of pupils, home environment, and school marks". European Journal of Psychology of Education 3, S1 (enero de 1988): 201–2. http://dx.doi.org/10.1007/bf03326359.
Texto completo
47
French, Gill, Joan Emberton y Pat Scott. "A workshop for parents held at St Mary's primary school". Support for Learning 3, n.º 1 (febrero de 1988): 16–19. http://dx.doi.org/10.1111/j.1467-9604.1988.tb00065.x.
Texto completo
48
McCullen, John y Richard Gerrard. "The Annals of St. Mary's Boys School, Drogheda 1865-2000". Journal of the County Louth Archaeological and Historical Society 24, n.º 4 (2000): 573. http://dx.doi.org/10.2307/27729887.
Texto completo
49
Baron, J. H. "Why do medical students choose St Mary's Hospital Medical School?" BMJ 313, n.º 7072 (21 de diciembre de 1996): 1646–47. http://dx.doi.org/10.1136/bmj.313.7072.1646.
Texto completo
50
Martínez, Silvia Alicia y Francine Nogueira Lamy Garcia Pinho. "Política de alimentação escolar brasileira: Representações sociais e marcas do passado". education policy analysis archives 24 (13 de junio de 2016): 66. http://dx.doi.org/10.14507/epaa.24.2241.
Texto completoResumen
The Programa Nacional de Alimentação Escolar (PNAE) is a Brazilian public policy initiative regulated by the Education Ministry and aimed, in a universal manner, at the scholastic environment, with supplementary nutrition and nutritional education in public academic institutions as its primary focus. However, student participation is low. Brazilian school food programs have traditionally been known as merenda escolar, a designation acquired within the context of its creation in 1955 that continues to be commonly used in schools today. The present text seeks to demonstrate that the strong welfare-oriented traditional context in which school food programs in Brazil appeared left lasting marks on the social representation of this school meal and consequently hindered its universal implantation. Based on this premise, two simultaneous methodological processes were developed. One was a qualitative study carried out among students, administrators, and food service workers designed to characterize the social representations of those involved. The other involved the use of historical policy documents in order to discern some of the roots of the social representations present today (Moscovici, 2011). The results indicate that despite improvements in nutritional quality and in the process through which school meals are provided, contradictions exist between regulatory theory and the daily practices carried out in schools, and that these inconsistencies are heightened by an inadequate implementation of the meal program. In addition, the study found that students from less privileged socio-economic classes take the most frequent advantage of the school food program, a fact which indicates that this program’s social representation has yet to overcome its past association with public welfare.