Journal articles: 'B-SCHOOL'

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Patel, Prachi. "Plan B: B-School [Careers]." IEEE Spectrum 48, no. 2 (February 2011): 22–23. http://dx.doi.org/10.1109/mspec.2011.5693068.

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Maryani, Ineu. "STUDENTS’ LEARNING CREATIVITY PROFILE REVIEWED FROM SCHOOL ACCREDITATION STATUS." JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling 5, no. 2 (October 1, 2021): 62–77. http://dx.doi.org/10.17509/jomsign.v5i2.35028.

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This article aims to describe the students' learning creativity profile reviewed from school's accreditation status. The method in this study was a survey method by distributing a questionnaire of students’ learning creativity through google form. Participants in the study were grade VIII students in public schools with National Standard School accredited status, schools with A accredited State Junior High School (JHS), and B accredited State Junior High School (JHS). Based on the results of data processing, there was a significant average difference in learning creativity on indicators the ability to deal with learning problems between public schools with National Standard School accredited status and schools with A accredited State JHS. The average ability to deal with learning problems is also significantly different between schools with A accredited State JHS, and B accredited State JHS. A significant difference in average is also shown in the indicators of interest in learning creations and indicators of the ability to develop in learning between public schools with National Standard School accredited status and schools with A accredited State JHS. The results of this study can be used as empirical data for research on guidance and counseling programs to develop students' creativity in schools.Keywords: Profile, learning creativity, student

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Suryanto, Herry, Septi Budi Sartika, and Mochamad Nashrullah. "The Analysis Technological Pedagogical Content Knowledge (TPACK) of Natural Science Secondary School Teachers' Based on School Accreditation." SEJ (Science Education Journal) 6, no. 2 (November 29, 2022): 129–34. http://dx.doi.org/10.21070/sej.v6i2.1631.

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This study aims to determine the ability of natural science secondary school teachers’ to use information and communication technology to assist the learning process (Technological Knowledge), the ability of natural science secondary school teachers’ to manage classes (Pedagogical Knowledge), and the ability of natural science secondary school teachers’ to mastery learning (Content Knowledge). This research is a qualitative research with a phenomenological approach. The research subjects were a natural science teachers’ at SMP Negeri 1 Prambon who was accredited A and a natural science teachers’ at SMP Perjuangan Prambon who was accredited B. Data collection techniques in this study used documentation, observation and interviews. The data analysis phase uses the Miles and Huberman model. Test the validity of the data using technical triangulation. Based on the research results, it was revealed that the ability of natural science secondary school teachers’ in mastering information and communication technology (Technological Knowledge) is quite good. Teachers at schools accredited A and B are quite good at operating Microsoft Word, Microsoft Power Point. Teachers at schools accredited A are not good at operating Microsoft Excel, while teachers at schools accredited B are not very good at operating Microsoft Excel. The ability of secondary school natural science teachers’ at accredited A schools to manage classes (Pedagogical Knowledge) is very good, while the ability of natural science secondary school teachers’ at schools accredited B is quite good. The ability of natural science secondary school teachers’ in schools accredited A is very good in mastering the subject matter they teach (Content Knowledge), while the ability of natural science teachers in schools accredited B is quite good. In future research it is expected to be able to uncover the TPACK of science teachers based on the length of time the teacher has been teaching or the other factor.

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Kim, Hyojin, Ho-Hyun Kim, Jae-Young Lee, Yong-Won Lee, Dong-Chun Shin, Kwang-Jin Kim, and Young-Wook Lim. "Evaluation of Self-assessed Ocular Discomfort among Students in Classrooms According to Indoor Plant Intervention." HortTechnology 26, no. 4 (August 2016): 386–93. http://dx.doi.org/10.21273/horttech.26.4.386.

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A cohort of sixth grade students at two newly constructed elementary schools in Seoul, South Korea, performed a self-assessment of ocular discomfort symptoms in association with indoor air quality (IAQ) by indoor plant intervention from early June to mid-Oct. 2011. Indoor plant intervention made little difference in air temperature and relative humidity, but stabilized the increasing levels of carbon dioxide. The indoor concentrations of formaldehyde and ethylbenzene showed little difference, but those of toluene and xylene showed a decreasing trend in classrooms with indoor plants. The participants in classrooms without indoor plants exhibited an increase in ocular discomfort symptoms at School A and a decrease in symptoms at School B; those in classrooms with indoor plants demonstrated a decrease in frequency at both schools. The variation of symptom severity did not follow a clear trend. Participants assessed their symptom severity of ocular discomfort with four options from three points for frequent occurrence to zero points for no occurrence. Among participants in classrooms without indoor plants, symptom severity significantly worsened at both schools as the scores increased from 1.96 to 2.17 at School A and from 2.27 to 2.34 at School B; among those in classrooms with indoor plants, symptom severity significantly lessened at School A and slightly worsened at School B as the scores decreased from 2.33 to 1.98 at School A and increased from 2.35 to 2.42 at School B. After spending the experimental duration in classrooms without indoor plants at both schools, 34.8% of participants at School A and 33.3% of participants at School B perceived their symptom severity as having increased. At Schools A and B, indoor plants decreased the frequency of participants experiencing an increase of symptom severity by 13.0% and 9.7%, and increased the frequency of participants reporting decrease of symptom severity by 34.8% and 22.6%.

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Ensaff, Hannah, Jean Russell, and Margo E. Barker. "Meeting school food standards – students’ food choice and free school meals." Public Health Nutrition 16, no. 12 (January 24, 2013): 2162–68. http://dx.doi.org/10.1017/s1368980012005575.

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AbstractObjectiveTo examine students’ school food choice in relation to school food standards and entitlement to free school meals (FSM).DesignCross-sectional analysis of students’ school food choices.SettingTwo large secondary schools in Yorkshire, England.SubjectsStudents (n 2660) aged 11–18 years.ResultsSandwiches and pizza were the most popular main food items: 40·4 % and 31·2 %, respectively, in School A; 48·3 % and 27·3 %, respectively, in School B. More nutritionally valuable ‘dishes of the day’ accounted for 8·7 % and 8·3 % of main foods for School A and School B, respectively. FSM students were more likely (P < 0·0 0 1) to choose main foods (School A: FSM 87·04 %, non-FSM 70·28 %; School B: FSM 75·43 %, non-FSM 56·13 %). Dishes of the day were chosen on a significantly greater (P < 0·0 0 1) percentage of days by FSM v. non-FSM students (School A: FSM 15·67 %, non-FSM 7·11 %; School B: FSM 19·42 %, non-FSM 5·17 %).ConclusionsDespite the availability of nutritionally valuable dishes of the day, the most popular food items were sandwiches, pizza and desserts. FSM students were more likely to choose the more nutritionally valuable dish of the day. School food standards should be reassessed in light of students’ preferences.

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Pittinsky, Todd L. "Backtalk: Student school portraits don’t need filters." Phi Delta Kappan 104, no. 8 (May 2023): 66. http://dx.doi.org/10.1177/00317217231174719.

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Retouching of school photos is going beyond simply removing glare from students’ glasses to include teeth whitening, removing freckles, and other adjustments to students’ appearance. Todd Pittinsky argues that schools should not include these kinds of services as part of their photography options because they send a message to students that their actual appearance is not acceptable.

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Silva, Fabiany De Cássia Tavares, and Marcus Vinícius Medeiros Pereira. "The relationships between school, curriculum and music education: School culture as research category." Acta Scientiarum. Education 37, no. 2 (May 15, 2015): 211. http://dx.doi.org/10.4025/actascieduc.v37i2.22843.

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Roose, Hanna. " (Un)Doing School in der Konfirmandenarbeit." Zeitschrift für Pädagogik und Theologie 75, no. 2 (April 26, 2023): 212–22. http://dx.doi.org/10.1515/zpt-2023-2008.

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Abstract The reform process changing “confirmation instruction” to “confirmation work” has been characterized as a process of undoing school. At the same time, confirmation work adheres to a teaching intention – and therefore to doing school. So how do practices of undoing school and doing school manifest themselves? The article explores this question in terms of differential theory and addressing analysis on the basis of videotaped units from confirmation work and discussions with pastors. As a result, practices of (un)doing school show tendencies of formalization, imitation, and distancing as well as informalization and closure. In view of the weaker institutional framing, teaching parts of confirmation work are particularly dependent on practices of doing school and at the same time exposed to the pressure of expectations of an undoing school.

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Pon, Eugene W., Hexuan Ren, Harold Margolis, Zixian Zhao, Gary C. Schatz, and Arwin Diwan. "Hepatitis B Virus Infection in Honolulu Students." Pediatrics 92, no. 4 (October 1, 1993): 574–78. http://dx.doi.org/10.1542/peds.92.4.574.

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Objectives. To determine hepatitis B virus (HBV) carrier and infection rates and HBV epidemiology in Honolulu students. Design. Cross-sectional survey. Setting. Honolulu public elementary, intermediate, and high schools. Patients. A volunteer sample of 4936 students from 43 Honolulu schools. Main outcome measures. HBV carrier rate (presence of hepatitis B surface antigen) and infection rate (presence of either hepatitis B surface antigen, antibody to hepatitis B surface antigen, antibody to hepatitis B core antigen, or any combinations of these) by school grade, ethnicity, and place of birth. Results. Eighty-three (1.68%) students were identified as HBV carriers, and a total of 353 (7.15%) students had serologic evidence of infection. Infection rates increased from elementary school age to high school age, more so in Asian/Pacific Island-born students. The prevalence of infection was higher in Asian/Pacific Island-born students than in those born in the United States. The majority of infected Hawaiian-born students were first-generation Asian/Pacific Island Americans. Conclusions. Horizontal transmission of HBV occurs in Honolulu school-age children. HBV immunization of all infants in Hawaii, not just those born to carrier mothers, is necessary to reduce HBV transmission in Hawaii.

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Buckman, David G., Nathan W. J. Hand, and Arvin Johnson. "Improving High School Graduation Through School Climate." NASSP Bulletin 105, no. 1 (February 8, 2021): 5–24. http://dx.doi.org/10.1177/0192636521993212.

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The purpose of this study was to contribute to the body of literature regarding decisions school leaders make when developing strategic plans to improve student outcomes. This study investigated whether there is a significant relationship between school climate and graduation rates for public high schools in the state of Georgia when controlling for potential covariates. Using an ordinary least squares multiple regression procedure, this study found a positive school climate increased high school graduation rates ( b = .164, p ≤ .01).

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Sousa, Bárbara De Oliveira Prado, Ana Carina Stelko-Pereira, Érika De Cássia Lopes Chaves, Denis Da Silva Moreira, Manoel Antônio dos Santos, and Sandra Cristina Pillon. "Drug use and risk factors among school adolescents." Acta Scientiarum. Health Sciences 39, no. 2 (August 22, 2017): 233. http://dx.doi.org/10.4025/actascihealthsci.v39i2.32450.

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This study evaluated the association between risk factors and severity of problems related to drug use in secondary school adolescents. This study had the participation of 1192 students from 6th to 9th year of a city in the South of Minas Gerais, Brazil. Data collection occurred through a questionnaire containing: socio-demographic data and the Drug Use Screening Inventory. Drug use was prevalent in adolescents aged 14 and 15 years, atheist, with good family relationships, living with friends/institutions, attended parties once a month, one or two times a week and three and four times a week. There was main damage in the areas of psychiatric disorders, family system and social competence among those who made use of drugs (except alcohol and tobacco). The results point to the need for implementation of preventive strategies of drug use and health promotion in the school context, whereas consumption was associated with significant damage.

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De Fraine, Bieke, Jan Van Damme, and Patrick Onghena. "Accountability of Schools and Teachers: What Should Be Taken into Account?" European Educational Research Journal 1, no. 3 (September 2002): 403–28. http://dx.doi.org/10.2304/eerj.2002.1.3.2.

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The domain of school effectiveness relates to the question of accountability of schools. It is commonly agreed that a correction should be made for student background in order to achieve fair comparisons between schools. But even then, a fair estimation of the schools' value added is not achieved. The composition of the group of students has arguably an effect over and above individual student characteristics. This study addresses the effects of group composition in secondary schools and classes on achievement and well-being. Compositional effects are discussed with reference to type A and type B effects. Type A effects are school effectiveness indices, controlling for student background. Type B school effects are controlled for both student background and school context.

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PARK, J. H., H. S. JEONG, J. S. LEE, S. W. LEE, Y. H. CHOI, S. J. CHOI, I. S. JOO, Y. R. KIM, Y. K. PARK, and S. K. YOUN. "First norovirus outbreaks associated with consumption of green seaweed (Enteromorpha spp.) in South Korea." Epidemiology and Infection 143, no. 3 (May 27, 2014): 515–21. http://dx.doi.org/10.1017/s0950268814001332.

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SUMMARYIn February 2012, an outbreak of gastroenteritis was reported in school A; a successive outbreak was reported at school B. A retrospective cohort study conducted in school A showed that seasoned green seaweed with radishes (relative risk 7·9, 95% confidence interval 1·1–56·2) was significantly associated with illness. Similarly, a case-control study of students at school B showed that cases were 5·1 (95% confidence interval 1·1–24·8) times more likely to have eaten seasoned green seaweed with pears. Multiple norovirus genotypes were detected in samples from students in schools A and B. Norovirus GII.6 isolated from schools A and B were phylogenetically indistinguishable. Green seaweed was supplied by company X, and norovirus GII.4 was isolated from samples of green seaweed. Green seaweed was assumed to be linked to these outbreaks. To our knowledge, this is the first reported norovirus outbreak associated with green seaweed.

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Keppens, Gil, and Bram Spruyt. "The School as a Socialization Context." Youth & Society 51, no. 8 (July 24, 2017): 1145–66. http://dx.doi.org/10.1177/0044118x17722305.

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This study contributes to the literature on school-based strategies to prevent and reduce truancy by investigating the relationship between an authoritative school climate and class skipping. We use data from The Programme for International Student Assessment with 15-year-old pupils ( N = 2,539) in secondary education in Flanders, the Dutch-speaking part of Belgium, to answer three research questions: (a) Is there a relationship between an authoritative school climate and class skipping? (b) Is this relationship mediated by individual school bonding? (c) Does school bonding moderate the relationship between an authoritative school climate and class skipping? In line with the authoritative school climate model, our results indicate that class skipping occurs less frequently in authoritative schools, irrespective of a pupil’s personal background or the school composition. In addition, this study demonstrates that (a) the influence of authoritative socialization at least partly acts through the enhancement of school bonding and (b) the link between school bonding and class skipping is stronger in authoritative schools. In the discussion, we elaborate on the implications of our findings.

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Gaspar, Erriz S. "Correlates Transformational Management Styles and School-Based Management (SBM) Practices of School Heads." American Journal of Interdisciplinary Research and Innovation 1, no. 1 (August 15, 2022): 86–97. http://dx.doi.org/10.54536/ajiri.v1i1.474.

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Transformational Management Style is a leadership style that School Heads may use to lead and manage the school. Whereas, School-Based Management, also known as SBM, is a hot topic among public schools nowadays. The study aimed to determine the correlations between transformational management styles and school-based management (SBM) practices of school heads in Congressional District I-B of the Schools Division of Nueva Ecija. The 174 school heads were selected using total enumeration sampling, while 318 teachers were selected using a stratified sampling design. The descriptive correlational research design was utilized in satisfaction with the objectives of the study. On the school-based management practices of school heads in Congressional, District I-B have the same point of view and were strongly agreed that School Heads were evidently practiced and performed well in the school operations and management. Furthermore, the school heads’ number of training and seminars attended in national, regional, division, district, and schools found a positive correlation between transformational management styles in all areas-individual considerations, intellectual stimulation, inspirational motivation, and idealized influence. Moreover, the highest educational attainment found a positive correlation between school-based management and the management of resources. Trainings and seminars attended by the School Heads in regional, division and district level have a significant relationship to their SBM ratings. Furthermore, School Heads’ Intellectual Stimulation and Idealized Influence have significant relationship to their SBM ratings. School heads’ and teachers' assessments found a low level of significance based on the assessments of school heads' transformational management styles and school-based management practices.

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Fadillah, Nuke Siti, Nuryani Rustaman, and Diah Kusumawaty. "Analisis kemampuan scientific literacy siswa SMA dalam soal PISA pada materi virus dan bakteri." Assimilation: Indonesian Journal of Biology Education 4, no. 2 (September 30, 2021): 83–88. http://dx.doi.org/10.17509/aijbe.v4i2.41485.

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This study aims to analyze the scientific literacy skills of high school students on PISA released items reading and science questions based on the PISA framework on the "Process Aspects" in terms of scientific literacy and reading literacy on the biological content of the material "Viruses and Bacteria". This research is a descriptive study with a quantitative approach. The instruments used were PISA questions in 2000, 2006, and 2015 which have been released (main instrument) as well as school curriculum biology questions (comparative instruments), questionnaires, and interviews. The research began to be carried out in February 2020 and began with conducting research trials conducted in schools (A). The subjects in this study were students in SMA (B) and (C) grades 10, 11, and 12 with different school curriculum characteristics, school (B) with the 2013 curriculum and school (C) with the Cambridge curriculum. Sampling was carried out using convenience sampling method. The results showed that the scientific literacy skills of school B students resulted in: 80% (grade 10), 81% (grade 11) and 75% (grade 12) in the "High" category, school C resulted in: 47% (grade 10), 51% (grade 11) and 55% (grade 12) in the "Very Low" category. The students' results in the 2013 school curriculum biology questions (B) were included in the "Very High" category, while schools (C) that used the Cambridge curriculum were included in the "Low" category. Acquisition of scientific literacy skills which is included in the "High" category is in line with the experience of students in learning in schools which as a whole uses the PBL (Problem Based Learning) method, while the acquisition of scientific literacy skills which is included in the "Low" category turns out to be less in line with students' experiences in learning. in schools that as a whole use the PjBL (Project Based Learning) method.

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Conger, Dylan. "Within-School Segregation in an Urban School District." Educational Evaluation and Policy Analysis 27, no. 3 (September 2005): 225–44. http://dx.doi.org/10.3102/01623737027003225.

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This article examines ethnic segregation, defined as segregation among racial groups as well as between native-born and immigrant students, across elementary school classrooms in New York City. Specifically, the study compares patterns in within-school segregation across ethnic groups, grades, boroughs, and years. Current levels of within-school segregation are also compared to levels of across-school segregation and to levels of segregation that result from three simulations where students are assigned to their classrooms: (a) randomly, (b) to achieve complete ethnic segregation, and (c) according to their prior year test scores. Results indicate that racial segregation across schools is far greater than racial segregation within schools, however the segregation of immigrants within-schools is equal to the segregation of immigrants across schools. Within-school segregation cannot be entirely attributed to random processes or to the use of ability grouping practices, particularly in the case of black and Hispanic segregation. Finally, segregation within-schools varies considerably across the five boroughs and declined during the second half of the 1990s.

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Lo, Steven Ka Ho, Billy Yin Sing O, and Jimmy Chun Yu Louie. "Food and beverage advertising in Hong Kong mass transit railway stations." Public Health Nutrition 23, no. 14 (June 11, 2020): 2563–70. http://dx.doi.org/10.1017/s136898002000083x.

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AbstractObjectives:To examine the extent and characteristics of food and beverage (F&B) promotion in Hong Kong mass transit railway (MTR) stations in districts with different socioeconomic statuses (SES) and school density.Design:All advertisements located in the eight selected MTR stations were recorded by photographs or videos, and classified into F&B and non-F&B. The percentage of F&B advertisements and unhealthy F&B being promoted, and common persuasive marketing strategies used in F&B advertisements were compared between low v. high SES districts and school zones v. non-school zones.Setting:MTR stations in Hong Kong.Participants:Not applicable.Results:Of the 8064 advertisements documented, 861 (10·7 %) were F&B advertisements, promoting 1860 F&B items. More than half of the these were unhealthy foods. Stations in high SES districts or school zones tend to advertise more unhealthy items (high v. low SES: 55·8 v. 50·8 %, P = 0·049; school v. non-school: 60·8 v. 49·3 %, P < 0·001). More than one-third of the F&B advertisements recorded did not utilise any of those persuasive marketing techniques that were examined, and using models (13·9 %) or providing discounts (8·8 %) were the two most frequently used non-festival-related persuasive marketing strategies.Conclusions:Unhealthy F&B advertising in MTR stations is prevalent regardless of SES and school density, and persuasive marketing strategies were infrequently used. These suggest that a ban on unhealthy F&B advertising around schools or the use of persuasive marketing strategies alone would be ineffective in Hong Kong. To align with the recommendation from WHO, a universal ban of junk food advertising should be enacted.

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Irawati, Yoan Dea, Zulfa Nabila Putri, Shafira Hanum Febriana, Ikhda Niami Fauziyatunnisa, Much Fuad Saifuddin, and Etika Dyah Puspitasari. "MAINTENANCE - EQUIPMENT ANALYSIS OF BIOLOGICAL LABORATORY FACILITIES AND INFRASTRUCTURE AT SENIOR HIGH SCHOOL IN YOGYAKARTA." JURNAL ATRIUM PENDIDIKAN BIOLOGI 7, no. 3 (September 30, 2022): 223. http://dx.doi.org/10.24036/apb.v7i3.13325.

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Practicum activities can be carried out properly if laboratory facilities and infrastructure are available. The completeness of laboratory infrastructure can support achieving optimal activities. This study aim to determine completeness and maintenance of biology laboratory facilities and infrastructure in Yogyakarta. The type of research descriptive quantitative. This research was conducted at Senior High School in Yogyakarta, consisting 3 schools. Those schools were selected by random sampling. Respondents in this study included both head of the laboratory and laboratory assistant, data collection through observation and interview. The data were analyzed descriptively. The results show that School A 78% (very complete), School B 60% (complete) and School C 66% (complete). Maintenance of facilities and infrastructure in the laboratory of School A is well-maintained. In contrast, maintenance of laboratory biology facilities and infrastructure in School B and C are unkempt.

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Quinlan-Davidson, Meaghen, Ligia Kiss, Delan Devakumar, Mario Cortina-Borja, Manuel Eisner, and Maria Fernanda Tourinho Peres. "The role of social support in reducing the impact of violence on adolescents’ mental health in São Paulo, Brazil." PLOS ONE 16, no. 10 (October 6, 2021): e0258036. http://dx.doi.org/10.1371/journal.pone.0258036.

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Objectives We investigated whether perceived social support among adolescent students moderated the association between violence exposure and internalising symptoms in São Paulo city, Brazil. Methods We tested the stress-buffering model using data from the cross-sectional school-based, survey São Paulo Project on the Social Development of Children and Adolescents. Internalising symptoms were measured using an adapted version of the Social Behaviour Questionnaire; serious victimisation, being bullied once/week, school violence and community violence, friend and teacher support were scales adapted by the research team; the Alabama Parenting Questionnaire measured parenting style. Linear mixed-effects models were used to quantify moderation effects of (i) social support between violence exposure and internalising symptoms and (ii) gender between violence exposure and internalising symptoms across schools. Results Across schools, being bullied once/week, school violence, and community violence were associated with a significant (p<0.001) increase in internalising symptoms (e.g., bullied b = 5.76, 95% CI 2.26, 9.26; school violence b = 0.48, 95% CI 0.30, 0.67; community violence b = 0.36; 95% CI 0.22, 0.50). Males exposed to all types of violence had significantly lower (p<0.01) internalising symptoms compared to females (e.g., serious victimisation: b = -1.45; 95% CI -2.60, -0.29; school violence b = -0.27; 95% CI -0.30, -0.24; community violence b = -0.23; 95% CI -0.25, -0.20). As a main effect, social support was associated with a significant (p<0.01) decrease in internalising symptoms across schools (e.g., positive parenting b = -2.42; 95% CI -3.12, -1.72; parent involvement b = -2.75; 95% CI -3.32, -2.17; friend support b = -1.05; 95% CI -1.74, -0.34; teacher support b = -0.90; 95% CI -1.58, -0.22). Social support did not moderate the association between violence exposure and internalising symptoms. Conclusions Adolescent students in São Paulo exposed to violence have a higher likelihood of internalising symptoms, compared to those who are not. Support from parents, friends, and teachers, independent of violence, appear to be protective against internalising symptoms, pointing to potential programmes that could improve adolescent mental health.

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Sawitri, Sawitri, Nuryani Tri Rahayu, Endang Fatmawati, Mohamad Zaelani, Elihami Elihami, and Muchamad Arif. "Implementation of Java cultural education in elementary school in Yogyakarta." Linguistics and Culture Review 5, S3 (December 1, 2021): 1285–98. http://dx.doi.org/10.21744/lingcure.v5ns3.1905.

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The purpose of the study was to describe the implementation of Javanese cultural education in elementary schools in Yogyakarta. The research method is a qualitative descriptive approach. Data collection techniques used field observation techniques, in-depth interviews, and documentation studies. Analysis of the data that has been collected is reduced and presented. Conclusions on the implementation of Javanese education and culture are as follows: (1). Implementation of the school's vision, mission and goals (2). Curriculum development in Javanese cultural education (3). Javanese cultural education learning (4). Habituation in Javanese cultural educators. Supporting factors are (a) good school background (b). Local government regulations support (c). Complete facilities and infrastructure (d) support from all school components (e). Good school management 6). Students come from Javanese society. Inhibiting factor (a). There are no expert instructors (b). There are no standard guidelines (c). Student interest is changing, (d). Lack of teachers in developing Javanese cultural education (e). Not maximal in utilizing learning media.

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Haller, Emil J., David H. Monk, Alyce Spotted Bear, Julie Griffith, and Pamela Moss. "School Size and Program Comprehensiveness: Evidence From High School and Beyond." Educational Evaluation and Policy Analysis 12, no. 2 (June 1990): 109–20. http://dx.doi.org/10.3102/01623737012002109.

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The demand for school improvement has increased concern over the ability of small high schools to offer comprehensive programs and has raised anew the pressure for consolidation. However, although large schools clearly offer more courses than do small ones, it is less clear that they offer more comprehensive programs. In this study we use the High School and Beyond data to address three questions, (a) Are the math, science, and foreign language programs of large schools more comprehensive than those of small ones? (b) For any given school size, are these programs equally comprehensive? (c) Is there some point on the school size continuum beyond which comprehensiveness shows little change? We find that although large schools offer more comprehensive programs than do small ones, there is substantial variation in comprehensiveness among the three programs at any given school size, and there is no common point where the programs of smaller schools approximate the comprehensiveness of larger ones.

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Keedy, John L., and Jan M. Allen. "Examining District Norms from a Rural School's Site-Based Improvement Perspective: Complementary or Obstructive?" Journal of School Leadership 8, no. 2 (March 1998): 187–210. http://dx.doi.org/10.1177/105268469800800207.

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Schools with at-risk students can improve when district norms support school-based improvement efforts. The authors (a) studied a district's norms from a rural school leader's perspective and (b) examined the impact of these norms upon the school's revitalization goals. Data were collected through interview, observation, mining of documents, and the Group Development Assessment instrument. The five district norms (lack of district vision/focus, board and central office control orientation and lack of trust, blaming others/defensiveness, constant personnel turnover, and poor communication) were obstructive to achieving school goals. Despite progress made by school leaders in improving both the parent-teacher relationships and teacher work climate, the prognosis for achieving the crucial goal, redesigning instruction as more meaningful and engaging for high-risk students, seemed doubtful. Improving schools for at-risk students needs a normative environment engineered by a change-and-empowerment model binding the district to school improvement efforts.

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Dominic, Elizabeth, Vijay Victor, Robert Jeyakumar Nathan, and Swetha Loganathan. "Procedural Justice, Perceived Organisational Support, and Organisational Citizenship Behaviour in Business School." Organizacija 54, no. 3 (August 1, 2021): 193–209. http://dx.doi.org/10.2478/orga-2021-0013.

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Abstract Background/Purpose: The effectiveness of a Business School depends on the extra role behaviours or Organ-isational Citizenship Behaviour (OCB) of its committed academics. The social exchange theory postulates that employees tend to display OCB when they know how their organisation would treat them. As B-School academics’ inclination towards OCB is less understood, this study examines the interaction between Procedural Justice (PJ), Perceived Organisational Support (POS) and Organisational Citizenship Behaviour (OCB) among B-School academics. Methods: A survey was carried out to collect data from B-School academics, 378 responses were collected from B-Schools from the state of Kerala, India. Data validity and reliability analyses, and direct and indirect effects of research variables were tested using Partial Least Square (PLS) path modelling. Results: The results indicate PJ positively influences POS as well as dimensions of the OCB for B-School academics. Contrary to previous OCB studies, this study finds that POS do not significantly relate to Courtesy. The findings also show that POS fully mediates PJ’s relationship with Altruism, Conscientiousness and Civic Virtues of B-School academics. Conclusion: This research explains the dynamics of PJ and POS towards OCB in a B-School setting. The academic setting of this study provides more insight into the relationships and provides insights into enhancing the organisational citizenship behaviour of academics in enhancing educational outcomes. Further, it also adds to existing understanding of organisational behaviour theory.

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Pps, Jurnalpps, and Mustika ÔÇÄ. "STRATEGI MEMBANGUN SCHOOL BRANDING DALAM MENINGKATKAN DAYA SAING SEKOLAH DI SMK DR. SOETOMO SURABAYA." Jurnal Manajerial Bisnis 4, no. 1 (September 2, 2020): 11–19. http://dx.doi.org/10.37504/jmb.v4i1.278.

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The purpose of this study was to analyze the strategic steps in building school branding. In addition, to see and analyze the supporting and inhibiting factors and their impact on increasing school competitiveness. The research method uses a qualitative approach, with data interviews and documentation studies. The results showed the strategic steps taken by schools in building school branding in increasing competitiveness, including: a) accreditation of expertise programs, b) ISO 9001: 2008, c) positive student behavior, d) student achievement both academically and non-academics, e) quality of graduates, f) superior expertise program. Supporting factors in building school branding in increasing competitiveness include a) the quality of teachers, b) the length of teaching teachers, c) teaching according to competence, d) good school promotion. While the inhibiting factors in building school branding in increasing competitiveness, include: a) motivation of students to increase competence according to expertise program, b) appearance of school buildings, c) lack of cleanliness, and d) location of the school in the middle of the campong. Keywords: strategy, school branding, competitiveness

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Schermbeck, Rebecca M., Julien Leider, Elizabeth Piekarz-Porter, and Jamie F. Chriqui. "Artificial sweeteners in food and beverage products at school." Public Health Nutrition 22, no. 11 (September 10, 2018): 1941–50. http://dx.doi.org/10.1017/s136898001800143x.

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AbstractObjectiveExperts recommend that products containing artificial sweeteners are not marketed to children or sold at schools. The present study aimed to provide a baseline assessment of the extent to which state laws and local school district wellness policies (LWP) address restrictions on the use of artificial sweeteners in competitive foods and beverages (CF&B) sold at schools.DesignA descriptive, cross-sectional study of policies in place for the 2014–15 school year.SettingData were collected on laws in all fifty states and Washington, DC. LWP were compiled for 496/518 school food authorities (SFA) for which data were collected as part of the US Department of Agriculture’s School Nutrition and Meal Cost Study.SubjectsState laws and LWP respectively were coded on a 0–3 ordinal scale for the strength of their restrictions on artificial sweeteners in CF&B sold in each of five CF&B venues, separately by grade level. Prevalence of state laws and LWP for SFA nationwide was computed.ResultsThirteen states addressed the use of artificial sweeteners. Six states addressed the use of artificial sweeteners in both CF&B. District-level artificial sweetener policies were most frequently addressed for beverages in elementary schools’ vending machines. District policies also were more likely to address artificial sweeteners in states with laws addressing artificial sweeteners.ConclusionsMost state laws and LWP do not address artificial sweeteners in CF&B. This is not surprising given the Food and Drug Administration has approved eight artificial sweeteners for consumption and the Smart Snacks regulation does not limit artificial sweeteners for CF&B.

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Azambuja, Ana Paula De Oliveira, Edna Regina Netto-Oliveira, Amauri Aparecido Bássoli de Oliveira, Maximiliano Dos Anjos Azambuja, and Wilson Rinaldi. " Relationship between anthropometric and hemodynamic indexes in school children." Acta Scientiarum. Health Science 36, no. 1 (March 6, 2014): 59. http://dx.doi.org/10.4025/actascihealthsci.v36i1.16741.

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Asiah, Nur, Amirul Hazmi Hamdan, and Mohamad Saripudin. "Religious diversity at school: educating for new pluralistic contexts." International Journal of Children's Spirituality 27, no. 1 (January 2, 2022): 76–78. http://dx.doi.org/10.1080/1364436x.2022.2047432.

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Newmann, Fred, M. Bruce King, and Mark Rigdon. "Accountability and School Performance: Implications from Restructuring Schools." Harvard Educational Review 67, no. 1 (January 1, 1997): 41–75. http://dx.doi.org/10.17763/haer.67.1.14141916116656q6.

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Many politicians and policymakers today link school accountability and school performance. Drawing on evidence from the corporate world, they assume that strong external accountability will impel schools to improve student achievement. In this article, however, Fred Newmann, M. Bruce King, and Mark Rigdon argue that three issues keep this popular theory from working in practice: a) implementation controversies around standards, incentives, and constituencies; b) insufficient efforts to organize the human, technical, and social resources of a school into an effective collective enterprise — what the authors term "organizational capacity" — and c) failure to recognize the importance of internal school accountability. In a study of twenty-four restructuring schools, the authors found that strong accountability was rare; that organizational capacity was not related to accountability; that schools with strong external accountability tended to have low organizational capacity; and the strong internal accountability tended to reinforce a school's organizational capacity. Although the implications of this study for both accountability policy and, more broadly, school restructuring efforts may appear disconcerting, the authors conclude with several practical guidelines to stimulate the kind of internal accountability that they found to be related to enhanced school performance.

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Murakami, Ko, Kenta Sakai, Daisuke Nakamura, Haruno Ishikawa, Sayana Tsushima, and Shin-ichi Tanabe. "A Field Survey on Indoor Air Pollution in School Classrooms with Different Ventilation Methods." E3S Web of Conferences 111 (2019): 01020. http://dx.doi.org/10.1051/e3sconf/201911101020.

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The purpose of this study was to investigate the actual indoor air quality within two elementary schools with different types of ventilation methods, and to obtain data pertaining to the emission of bioeffluents within the schools. Field surveys on indoor air quality were conducted at two public elementary schools in Tokyo, both equipped with air-conditioning systems. School-A was also equipped with a heat-exchange ventilation system, while School-B did not have a ventilation system. Results of the study revealed that the target ventilation volume for the heat-exchange ventilation system in School-A was not achieved, indoor air quality in School-B was better in relatively cool conditions than School-A because of the habit of opening windows attached, there was a positive correlation between nonanal and decanal and CO2 concentration in summer, and the concentration of bioeffluents nonanal and decanal may be higher at high temperatures even under the same level of ventilation.

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Bauch, Patricia A., and Ellen B. Goldring. "Parent Involvement and School Responsiveness: Facilitating the Home–School Connection in Schools of Choice." Educational Evaluation and Policy Analysis 17, no. 1 (March 1995): 1–21. http://dx.doi.org/10.3102/01623737017001001.

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School choice advocates maintain that parents who choose their schools will be involved. This study asks: (a) What are the characteristics of families who prefer different types of choice arrangements and what are their reasons for choosing? (b) How are parents involved in their children’s education under different types of choice arrangements? (c) How do schools respond to parents under different types of choice arrangements? Findings reveal that religion, income, and ethnicity are important in understanding parents’ reasons for school choice and that school type is a major factor in understanding the relationships between parent involvement and school responsiveness.

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Salmela-Aro, Katariina, Noona Kiuru, Esko Leskinen, and Jari-Erik Nurmi. "School Burnout Inventory (SBI)." European Journal of Psychological Assessment 25, no. 1 (January 2009): 48–57. http://dx.doi.org/10.1027/1015-5759.25.1.48.

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This study introduces a measure for school burnout and examines its validity and reliability among students in upper secondary high schools and vocational schools by using confirmatory factor analysis. School-related burnout comprises three dimensions: (a) exhaustion at school, (b) cynicism toward the meaning of school, and (c) sense of inadequacy at school. A total of 1418 (709 girls, 709 boys) adolescents from 13 postcomprehensive schools (6 upper secondary high schools, 7 vocational schools) filled in a questionnaire concerning their school burnout and background variables. The results showed that the three-factor solution, compared to one- or two-factor solutions, fit the data best and also gave the best reliability indices. The three theoretically-derived dimensions of school burnout were closely related but separate constructs. Finally, concurrent validity for the School-Burnout Inventory (SBI) was found when the correlations of depressive symptoms, school engagement, and academic achievement with each of the three dimensions of school burnout were examined: The more depressive symptoms adolescents suffered, the more exhaustion, cynicism, and inadequacy they reported; and the lower their academic achievement and school engagement, the more cynicism and inadequacy they reported.

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Herwan, Herwan, Aswandi Aswandi, and M. Chiar. "The Role of School Committee in Supporting The Fulfillment of Education Facilities and Infrastructure." JETL (Journal Of Education, Teaching and Learning) 3, no. 2 (September 1, 2018): 282. http://dx.doi.org/10.26737/jetl.v3i2.763.

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<p>This study aims to determine the role of school committees in supporting the fulfillment of educational infrastructure facilities at State Vocational High School 1 Teluk Keramat (SMKN 1 Teluk Keramat) by identifying and describing the role and involvement and form of support provided and the factors that influence it. This research uses qualitative descriptive approach. the results of the research that has been done are 1) School Committee SMKN 1 Teluk Keramat has performed its role as an advisory agency, as a supporter agency, as a controlling agency, and as mediator agency; 2) Supporting factors for the school committee include a) Good collaboration of schools; b) Authority granted by the school to the school committee in carrying out its duties; c) Compulsory responsibility of completing the compulsory education of 12 years of learners; d) To carry out the mandate of the Law on National Education System Number 20 of 2003 and Permendikbud Number 75 concerning School Committees; 3) Inhibiting factors for school committees are a) Lack of coordination between schools and school committees; b) Be more concerned with personal matters than school committee duties; c) lack of awards earned as school committees; d) Ineffective committee managers due to the distance from schools; 4) Not all school committee members are actively involved.</p>

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Illøkken, Kristine E., Nina Cecilie Øverby, Berit Johannessen, and Frøydis Nordgård Vik. "Possible Effects of a Free School Meal on School Environment: The School Meal Intervention in Norway." Journal of the International Society for Teacher Education 25, no. 1 (July 9, 2021): 8–20. http://dx.doi.org/10.26522/jiste.v25i1.3660.

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Evidence suggests that a free school meal can improve children and adolescent diet, social environment, concentration, and school performance. This study aimed to investigate possible effects of a free, healthy school meal among students that usually eat packed meals on behavioral issues, inactiveness, self-efficacy, school enjoyment and classroom environment. A school meal according to the dietary guidelines was served to students in the intervention group (n=55) for one year. A control group consumed packed meals as usual (n=109). Students (10-12 years) responded to a questionnaire at baseline and after one year. We used linear regression analyses and did not find significant effects of a free school meal on behavioral issues (B= 0.01, p 0.86), inactiveness (B= -0.05, p 0.51), self - efficacy (B= -0.04, p 0.52), school enjoyment (B= 0.11, p 0.19) or classroom environment (B= -0.07, p 0.26). Methodological limitations might explain our lack of findings.

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&NA;. "School-based hepatitis B immunisation programmes effective." Inpharma Weekly &NA;, no. 1151 (August 1998): 5. http://dx.doi.org/10.2165/00128413-199811510-00007.

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Maheswaran, S., and R. K. Jena. "Recruiters’ Preferences for B-School Campus Placement." International Journal of Asian Business and Information Management 3, no. 1 (January 2012): 21–28. http://dx.doi.org/10.4018/jabim.2012010103.

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Placement has been a vital factor for future existence of b-schools in India. B-schools are trying their best to prepare their students for getting best placements available. This study explores the preference by recruiters in the campus recruitment process in India. Again, this study will useful to both recruiters and B-schools to enhance industry-institution interface.

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Gust, Ian D. "Hepatitis B in urban Australian school children." Medical Journal of Australia 160, no. 11 (June 1994): 735. http://dx.doi.org/10.5694/j.1326-5377.1994.tb125932.x.

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Burgess, Margaret A. "Hepatitis B in urban Australian school children." Medical Journal of Australia 160, no. 11 (June 1994): 735. http://dx.doi.org/10.5694/j.1326-5377.1994.tb125933.x.

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Gauntlett, R., and M. Bailey. "Hepatitis B and admission to medical school." BMJ 308, no. 6937 (April 30, 1994): 1161. http://dx.doi.org/10.1136/bmj.308.6937.1161.

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Gilson, R. J. C. "Hepatitis B and admission to medical school." BMJ 313, no. 7061 (October 5, 1996): 830–31. http://dx.doi.org/10.1136/bmj.313.7061.830.

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Mering, Aloysius. "the Study on the Functionalization Role of Student Parents in Education Activities." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 309. http://dx.doi.org/10.26737/jetl.v4i2.1698.

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This study aims to examine and describe the school's efforts to function the role of students parents in the education process at school. Descriptive research methods are used to achieve the research objectives. The study sample was parents and teachers who were purposively determined on the basis of considering the status of school accreditation. The schools selected as samples were Santun Untan Senior High School (accredited B) and Gembala Baik Senior High School (accreditation A). The research data was collected by interview instruments, questionnaires, and documentation. Data analysis was carried out by descriptive statistical studies to describe the optimal functioning of parents by schools. From the research data obtained the fact that the perceptions of parents of students and teachers in Santun Untan Senior High School and Gembala Baik Senior High School toward the relationship between parents and teachers are "good." In playing the functions of parents in school, both parents and teachers state "no difficulties." Aspects that are considered "important" to "very important" in fostering parent and teacher relationships include not giving up children's affairs to schools, assuming parents as school partners, parents controlling children's education, parents always following the development of the school , and care about children's education. With this perception, it is possible to "ideal conditions" in building optimal cooperation in student education in the two sample schools.

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Goldring, Ellen B., and Rina Shapira. "Choice, Empowerment, and Involvement: What Satisfies Parents?" Educational Evaluation and Policy Analysis 15, no. 4 (December 1993): 396–409. http://dx.doi.org/10.3102/01623737015004396.

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School choice advocates maintain that parents who choose their schools will be satisfied with those schools. This study examines the nature of the interrelationships between parents’ satisfaction with public schools of choice and (a) parents’ empowerment, (b) parental involvement, and (c) the congruence between what parents expected of the school when deciding to enroll their child and the actual school program. Findings from a study of school choice in Israel reveal that socioeconomic status is a major factor in understanding the relationships between parent satisfaction and choice.

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Wiecha, John M. "Differences in Knowledge of Hepatitis B Among Vietnamese, African- American, Hispanic, and White Adolescents in Worcester, Massachusetts." Pediatrics 104, Supplement_6 (November 1, 1999): 1212–16. http://dx.doi.org/10.1542/peds.104.s6.1212.

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Objective. To assess the level of knowledge about hepatitis B of Vietnamese adolescents, a group at high risk for hepatitis B, and compare it to the knowledge of adolescents of other races and ethnicities. Methods. A sample of 2816 adolescents was surveyed in 1993 in 2 middle schools and 2 high schools in Worcester, Massachusetts, using a self-administered multilingual questionnaire. Results. Knowledge of hepatitis B was low overall. Vietnamese respondents were more likely than were other students to know that hepatitis B affects the liver (35.6% vs 22.6%). However, they were much less likely than were other students to correctly identify sex with an infected person as a risk factor for infection (13.7% vs 32.8%). Independent predictors of this knowledge were: white race; older age; attending high school versus middle school; having been taught about hepatitis B in school; knowing the definition of hepatitis B; reporting better grades; having a family member with hepatitis B; and being more highly acculturated. Conclusions. Adolescent knowledge about risk of infection was low in this study. Attention should be directed at providing health education on hepatitis B to adolescents, particularly to Vietnamese. Health care providers, community health educators, and others engaged in the effort to control and eradicate hepatitis B should be sensitive to the unique educational and cultural needs of high-risk southeast Asian adolescent populations.

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Etim, James Sunday, Alice Etim, and Zachary Blizard. "Economically Disadvantaged, Incoming Readiness and School Achievement: Implications for Building High-Performing and Effective Schools." Education Sciences 12, no. 8 (August 16, 2022): 558. http://dx.doi.org/10.3390/educsci12080558.

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As a result of the 2002 No Child Left Behind Act, North Carolina, like many other states, has created standards and yearly student assessments for K-12 students. Student and school yearly assessments are reported via the North Carolina School Report Cards. Based on the North Carolina School Report Cards, there are several low-performing and failing schools at all levels; schools designated by the State of North Carolina as D or F in the Report Card. This study centered on two research questions: (a) Is there a relationship between incoming readiness and school performance in NC public middle schools? (b) Is there a relationship between economically disadvantaged students and school performance in NC public middle schools? Data was collected from the North Carolina School Report Cards (SRC) datasets (NCDPI, 2019). SRCs are offered for each public school in NC. NC public schools get a report card with their individual school performance score, in addition to other pertinent information, such as teacher and student characteristics. The analysis sample contains two years of data, namely for 2018 and 2017. The dataset includes 850 observations for 425 middle schools. The analysis and results are presented as follows: First, the frequencies of particular performance grades earned by NC middle schools are presented. Second, descriptive statistics are provided and data visuals for the variables associated with the specific research questions a and b, followed by the hypotheses. Third, the hypotheses are tested with the results from the linear regression and ordered logit. Analysis showed evidence of a relationship between incoming student readiness and school performance in NC public middle schools. Larger shares of incoming students considered ready significantly predicts school performance. It is possible to find evidence of a relationship between economically disadvantaged students and school performance in NC public middle schools. Having larger shares of economically disadvantaged students significantly predicts school performance. Based on these findings, a recommendation would be that teachers and schools work to get students ready for middle school in order to improve student performance.

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Yuserizal Bustami and Eka Putra. "An Analysis of School Principal’s Managerial Competencies on Accreditation Ranking." Jurnal Educatio FKIP UNMA 9, no. 2 (June 1, 2023): 744–52. http://dx.doi.org/10.31949/educatio.v9i2.4757.

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Principals are educational institution leaders responsible for the management and growth of their schools. Principals with solid managerial skills can motivate school staff to work effectively and efficiently, thereby enhancing the performance of teachers and support staff. This study's objective was to identify variances in the managerial competence of school principals based on their accreditation ratings. This research employed a cross-sectional survey methodology. One hundred sixteen school principals participated in the survey. For data collection, researchers utilized the school managerial competence research scale. Developed hypotheses are evaluated using the ANOVA technique. The study results indicate that the managerial competency achievements of A-rated school principals are in the very high category, while those of B- and C-rated schools are in the high category. ANOVA analysis demonstrates differences in the managerial skills of school principals based on their accreditation ratings. This finding proves that the managerial competence of principals in accredited A schools is better than those leading schools that are accredited B and C. The ability of the principal to apply leadership principles will have a positive impact on the management of educational institutions. School principals need to increase their managerial competence through training, competency evaluation, and a greater understanding of the curriculum and education programs. In addition, it is necessary to recruit school principals objectively.

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Hugues, Yazmín, Rolando G. Díaz-Zavala, Trinidad Quizán-Plata, Camila Corvalán, and Michelle M. Haby. "Poor compliance with school food environment guidelines in elementary schools in Northwest Mexico: A cross-sectional study." PLOS ONE 16, no. 11 (November 11, 2021): e0259720. http://dx.doi.org/10.1371/journal.pone.0259720.

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Background In Mexico, 35.5% of school-age children were overweight or obese in 2018. The school food environment is important because children spend a significant part of their time at school and consume one-third to one-half of their daily meals there. In 2014, a Federal Government guideline for the sale and distribution of food and beverages in Mexican schools was published (the AGREEMENT) but the extent of its implementation is not known. Methods Descriptive cross-sectional study in a representative, random sample of elementary schools, using the tools of the INFORMAS network. Data collection included: a) an interview with a school authority; b) a checklist of items available in the school canteen; c) a checklist of the school breakfast menu; and d) an evaluation of the physical environment. The main indicators were: percentage of implementation (self-report) of the AGREEMENT and percentage of compliance (researcher verified) with the AGREEMENT (based on tools b and c). Results 119 schools participated (response rate 87.5%), with 15.1% (95%CI 9.2–22.8) of the schools reporting having fully implemented the AGREEMENT. However, only 1% (95%CI 0–5.3) of the school canteens and 71.4% (95%CI 57.8–82.7) of the school breakfast menus fully complied with the AGREEMENT. A variety of sugar-sweetened beverages and energy-dense, nutrient poor products were found in the school canteens. Further, only 43.7% of the water fountains in schools were functional and 23.4% were clean. In only 24.4% of schools had the school authorities received formal training related to the AGREEMENT and in 28.6% of schools had the parents received information about the AGREEMENT. Conclusion The AGREEMENT has been poorly implemented in elementary schools in Mexico. Actions are needed to encourage and support its full implementation to improve the food environment in Mexican schools.

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Suhartono, Suhartono, Tri Saptuti Susiani, and Ratna Hidayah. "PARTNERSHIP OF SCHOOL-FAMILY-COMMUNITIES AND ITS EFFECT ON STUDENT LEARNING OUTCOMES IN ELEMENTARY SCHOOL KEBUMEN." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 438. http://dx.doi.org/10.20961/shes.v1i2.26798.

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<em>This study aims to find out the partnerships implementation among school, family, and communities and its effect on student learning outcomes in elementary school kebumen. This research includes quantitative descriptive research. The subjects in this study was consisted of five elementary schools. The research instruments were questionnaires and interview sheets. Data analysis was carried out using descriptive analysis with a quantitative approach. The results showed that: 1) the implementation of partnerships in elementary schools in Kebumen indicates a good category (B) with a percentage of 82.50%; 2) the partnerships of school-family-comunities in elementary schools have a significant influence on student learning outcomes.</em>

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Goodman-Scott, Emily, and Tim Grothaus. "School Counselors' Roles in RAMP and PBIS a Phenomenological Investigation (Part Two)." Professional School Counseling 21, no. 1 (January 2017): 1096–2409. http://dx.doi.org/10.5330/1096-2409-21.1.130.

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Researchers conducted a qualitative, phenomenological investigation of the lived experiences of a sample of 10 school counselors in current or recent RAMP (Recognized ASCA [American School Counselor Association] Model Program) schools that also implemented positive behavioral interventions and supports (PBIS) with high fidelity. Researchers found two themes and related subthemes regarding school counselor roles. The first theme was school counselors' roles and responsibilities, with subthemes (a) makes sense with their role and (b) roles across tiers. The second theme was ASCA National Model themes in action. Subthemes were (a) advocacy and systemic change, (b) leadership, and (c) collaboration. The authors discuss findings, limitations, implications, and future research related to this study.

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Saklani, Alok. "Nurturing B-School Excellence in India: The Way Forward." Journal of Management & Public Policy 14, no. 1 (December 31, 2022): 4–9. http://dx.doi.org/10.47914/jmpp.2022.v14i1.001.

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This article is based on an interview with Dr Alok Saklani, an accomplished academician having over 40 years of rich experience of leading the departments of management studies in a central university and a private university as Dean besides steering a standalone B-school of repute as Director. Currently, he is associated with Swamy Rama Himalayan University pro bono. He has been deeply interested in improvising educational outcomes, quality assurance, and academia-industry interface. Dr Saklani’s views on nurturing B-school excellence provides a holistic perspective on augmenting effectiveness of the institutions of higher learning towards meeting and exceeding the expectations of all the stakeholders viz. students, faculty and staff, recruiters, among others. In this interview-based article, Dr Saklani has also shared his views on National Education Policy 2020 vis-à-vis tryst of Indian B-schools for excellence.

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Lowe, Nicola M., Pamela Qualter, Jonathan K. Sinclair, Swarnim Gupta, and Mukhtiar Zaman. "School Feeding to Improve Cognitive Performance in Disadvantaged Children: A 3-Arm Parallel Controlled Trial in Northwest Pakistan." Nutrients 15, no. 7 (April 4, 2023): 1768. http://dx.doi.org/10.3390/nu15071768.

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Malnutrition is associated with reduced learning aptitude and growth during childhood. We examined the impact of providing two school lunch variants, a standard school meal (school feeding, n = 70), or the standard meal with additional micronutrients (school feeding + micronutrient powder (MNP), n = 70), in children attending two schools in northwest Pakistan. A third local government school, where no lunch was provided (no school feeding, n = 70), served as the control. The primary outcome, cognitive function, was assessed using the Raven’s Coloured Progressive Matrices (RCPM) test, alongside haemoglobin, at three-time points: T1 (baseline, before the initiation of the school lunch programme), T2 and T3 (5 and 12 months, respectively, after the introduction of the school lunch). Data were analysed using linear mixed-effects models to contrast between trial groups, the changes from T1 to T2 and T3. Adjusted for T1 and other co-variates, improvements in the RCPM scores were significantly greater in the school feeding group at T2 (b = 1.61, (95% CI = 0.71–2.52), t = 3.52, p = 0.001) and T3 (b = 1.28, (95% CI = 0.22–2.35), t = 2.38, p = 0.019) compared with no school feeding. In addition, at T2 (b = 1.63, (95% CI = −0.10–3.37), t = 1.86, p = 0.065), there were no significant differences between school feeding + MNP and no school feeding groups. However, improvements in the RCPM scores were significantly greater in the school feeding + MNP group at T3 (b = 2.35, (95% CI = 0.51–4.20), t = 2.53, p = 0.013) compared with no school feeding. The findings indicate an improvement in cognitive performance in children who received a school meal with and without MNP, over a 12-month period. Currently there is no operational school feeding programme at the national or provincial level in Pakistan. Our findings, therefore, highlight the need for school feeding programmes to improve learning opportunities for children from underprivileged communities.

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Journal articles on the topic 'B-SCHOOL'

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