Relevant bibliographies by topics / Boston. Girls' High School

Academic literature on the topic 'Boston. Girls' High School'

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Published: 27 July 2024
Last updated: 28 July 2024

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Journal articles on the topic "Boston. Girls' High School"

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Chapnick, Max L. "Girls’ High School and the “Wild Facts” of Race in Pauline Hopkins's Of One Blood." New England Quarterly 95, no. 2 (June 1, 2022): 192–228. http://dx.doi.org/10.1162/tneq_a_00941.

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Abstract This essay discusses Pauline Hopkins's Of One Blood in the context of Hopkins's education at Boston's Girls' High, William James's new psychology, and radical Black Boston, including W.E.B. Du Bois and William Monroe Trotter. Hopkins's novel intervenes in debates over scientific disciplinization and Black education.
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Kidd, Jeremy D., J. Lee White, and Renee M. Johnson. "Mental Health Service Contacts Among Sexual Minority and Heterosexual Girls in Boston Public High Schools." Journal of Gay & Lesbian Mental Health 16, no. 2 (April 2012): 111–23. http://dx.doi.org/10.1080/19359705.2012.653907.

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Fischlin, Daniel. "Adaptation as Rite of Passage: A Shakespeare Pageant." Canadian Theatre Review 111 (June 2002): 74–75. http://dx.doi.org/10.3138/ctr.111.013.

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A Shakespeare Pageant was written by Sister Mary Agnes, who was born Mary Ives in a well-to-do Boston family in 1861, and died in 1939. Sister M. Agnes, as she was known, taught English from 1909 to 1928 at St Mary’s Academy (founded in 1874), an all-girls private Catholic high school in Winnipeg. The work, subtitled “A Dialogue for Commencement Day” and first published by St. Mary’s Academy in 1915, was located as part of the “Canadian Adaptations of Shakespeare” research project funded by the Premier’s Research Excellence Awards (PREA) in Ontario. The project’s purpose is to recuperate the vast archive of “Canadian” theatrical practices associated with adaptations of Shakespeare. A significant unwritten history exists with regard to how Canadian society used theatre in a multitude of contexts. Here I refer to theatre in its broadest contexts, beyond mainstream, urban and high culture – including theatre produced and performed by marginalized communities, workers’ theatre, theatre performed in high schools and community centres and private homes, to list only a few. The “Canadian Adaptations of Shakespeare” project intends, through identification and study of the archive, to come to some clearer understanding of the myriad ways in which adaptations of Shakespeare address ideas of Canadian nationhood as it was reflected in various theatrical practices at different stages in Canadian history. To the long-troubled (and troubling) question of how to identify what it means to “be Canadian,” such an archive posits all sorts of theoretical and practical solutions that emerge from the very diversity of writing and performance practices associated with this particular archive. Adaptation here is a useful marker of the extent to which divergence from an iconic cultural referent and performance practice (like Shakespeare and Shakespearean theatre) also signals new cultural formations and thus new subjectivities as mediated (and produced) by the adaptive process.
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Wu, Alexander, Kate Ackerman, Michelle Barrack, and Adam Tenforde. "DESCRIPTIVE STUDY OF INJURIES IN MIDDLE SCHOOL CROSS COUNTRY RUNNERS." Orthopaedic Journal of Sports Medicine 8, no. 4_suppl3 (April 1, 2020): 2325967120S0024. http://dx.doi.org/10.1177/2325967120s00242.

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Background: High school athletes participating in cross-country sports are at increased risk of overuse injuries. Little is known in younger athletes including those participating in running during middle school regarding prevalence of injuries or related risk factors. The objective of this study was to assess the frequency of sports-related injuries in middle school cross-country runners. Methods: This was a retrospective online survey study of middle school cross-country runners. Middle school cross-country coaches from middle school teams in the Boston area sent letters of invitation via email to the parents of their athletes to participate in an optional, anonymous online survey administered in REDCap. Participants received a $5 gift card for their time. The online survey included demographic information, weight, height, training variables, daily dietary patterns, and injury history. We conducted univariate and bivariate analyses while stratifying for sex. Results: A total of 101 subjects completed the survey, 47% (n=48) were female. Mean age was 12.5 years [SD 0.94], and 24% (n=24) were in sixth grade, 39% (n=39) in seventh grade, and 38 % (n=38) in 8th grade. The mean BMI for girls was 17.9 kg/m2 and for boys 18.24 kg/m2. The self-reported race/ethnicity was white in 72% (n=72), Asian in 22% (n=22), Latino in 5% (n=5), and black in 1% (n=1). Mean weekly mileage during the cross-country season was 15.2 miles [SD 7.6]. Of female subjects, 17% (n=8) reported that they were diagnosed with a bone stress injury (BSI) due to running, compared to 2% (n=1) of male subjects, p=0.009. The injured bones in females included the tibia (n=1), fibula (n=1), navicular (n=1) and metatarsal bones (n=6). The injured bone in the male was a sacral fracture. Compared to those without injury, runners with BSIs did not have observed differences in calcium or vitamin D intake; no differences were observed related to ball sport or other forms of strengthening exercises. A total of 63 non-fracture injuries occurred from running, with females (18%) more likely to have sprained ankles than males (6%, p=0.47). Conclusions/Significance: Running-related injuries are relatively common in middle school cross-country runners. In middle school, female runners are more likely to sustain running related BSIs than male runners. Efforts to prevent overuse stress injuries in middle school runners should be considered. [Table: see text]
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McLain, Larry G., and Scott Reynolds. "Sports Injuries in a High School." Pediatrics 84, no. 3 (September 1, 1989): 446–50. http://dx.doi.org/10.1542/peds.84.3.446.

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A 1-year study was undertaken investigating all sports injuries at a large high school. A total of 1283 student athletes participated in sports and suffered 280 injuries for an overall injury rate of 22%. The largest injury rate was in football (61%) followed by girls and boys gymnastics, wrestling, and boys basketball. Five sports had no injuries—boys' tennis, golf, boys' and girls' swimming, and girls' water polo. Severity of injury was measured by number of days lost per injury. Girls' track had the greatest number of days lost per injury (320) followed by girls' basketball, girls' cross country, boys' track, and boys' wrestling. Sprains and strains accounted for 57% of all injuries. Of the injured athletes, 87 were seen by a physician and only 5 athletes required surgery. The small number of serious injuries requiring surgery suggests that a motivated and competent pediatrician can play an integral role as a team physician.
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Pike, Kathleen M. "Bulimic Symptomatology in High School Girls." Psychology of Women Quarterly 19, no. 3 (September 1995): 373–96. http://dx.doi.org/10.1111/j.1471-6402.1995.tb00081.x.

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This study tests the explanatory power of an integrated sociocultural and personality model in predicting bulimic symptomatology. Family, peer, and personality factors were assessed at three levels of analysis. The first level of the model measured the general functioning of the family system and friendship network. The second level assessed the extent to which the family system and friendship network were concerned with issues of weight and dieting, as well as the rate of eating disorders among members in these groups. The third level investigated the relationship of certain personality variables to bulimic symptoms. Based on self-report data from approximately 400 high school girls, correlates of bulimic symptomatology at each of the three levels of analysis were identified. An integrated model, in which the three levels of analysis were considered in unison, demonstrated that risk factors at each level of analysis cumulatively contribute to an increase in bulimic symptoms.
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Gau, Justin, Ruth Arlow, and Will Adam. "Singh v Aberdare Girls' High School." Ecclesiastical Law Journal 11, no. 1 (December 10, 2008): 126–27. http://dx.doi.org/10.1017/s0956618x09001872.

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Klein, Thomas. ""Facing History" at South Boston High School." English Journal 82, no. 2 (February 1993): 14. http://dx.doi.org/10.2307/819697.

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Klein, Thomas. "Facing History at South Boston High School." English Journal 82, no. 2 (February 1, 1993): 14–20. http://dx.doi.org/10.58680/ej19937904.

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Powell, John W., and Kim D. Barber-Foss. "Sex-Related Injury Patterns among Selected High School Sports." American Journal of Sports Medicine 28, no. 3 (May 2000): 385–91. http://dx.doi.org/10.1177/03635465000280031801.

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This cohort observational study was undertaken to test the hypothesis that the incidence of injuries for girls participating in high school sports is greater than that for boys. From 1995 through 1997, players were included in our study if they were listed on the school's varsity team roster for boys’ or girls’ basketball, boys’ or girls’ soccer, boys’ baseball, or girls’ softball. Injuries and opportunities for injury were recorded daily. Certified athletic trainers reported injury and exposure data. Based on 39,032 player-seasons and 8988 reported injuries, the injury rates per 100 players for softball (16.7) and for girls’ soccer (26.7) were higher than for baseball (13.2) and boys’ soccer (23.4). The knee injury rates per 100 players for girls’ basketball (4.5) and girls’ soccer (5.2) were higher than for their male counterparts. Major injuries occurred more often in girls’ basketball (12.4%) and soccer (12.1%) than in boys’ basketball (9.9%) and soccer (10.4%). Baseball players (12.5%) had more major injuries than softball players (7.8%). There was a higher number of surgeries, particularly knee and anterior cruciate ligament surgeries, for female basketball and soccer players than for boys or girls in other sports.
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Dissertations / Theses on the topic "Boston. Girls' High School"

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Byrne, Gregory A. "High school dropouts in Boston." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/71403.

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Archer-Banks, Diane Alice Marie. "Voices of high-performing African American high school girls." [Gainesville, Fla.] : University of Florida, 2007. http://purl.fcla.edu/fcla/etd/UFE0020760.

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Long, Christina G. "Riverfront Girls Making the Transition to High School." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/69686.

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Educational Administration
Ed.D.
The purpose of this one-year ethnographic study was to explore and make meaning of the "lived reality" of white working-class girls from Riverfront who are at risk for dropping out as they make the transition from eighth grade to ninth. The focus on white working-class girls from Riverfront, a deindustrialized neighborhood in the Northeast, reflects the fact that they are one of the many subgroups vulnerable to dropping out. While large quantitative studies are providing us with information abut who drops out, when they drop out, and the "official" reason based on school codes, the voices and views of students are glaringly absent. This study provides an in-depth account of seven girls as they make the transition to high school, employing the methodology and analytic techniques of ethnography. Situated in the context of class, the study explored how these girls and their families made decisions, and investigated their beliefs, feelings and behaviors during this critical year. The study found that the girls' lives and educational experiences sharply diverged after they left their neighborhood elementary school and spread out to various high schools. The girls who attended magnet and other selective schools increased their chances to realize their potential as these schools were far superior in terms of offering students curricular, pedagogical and environmental advantages that would prepare them for higher education and well-paying jobs. In contrast, the girls who went to neighborhood schools further increased the likelihood that their economic position would remain stagnant, as the schools they attended were poorer in every respect from teacher quality to curriculum and classroom environment. While the neighborhood negatively impacted the education of these working-class girls, the influence of their families varied. Families that had social and cultural capital transmitted many advantages to their daughters, while the poorest and most socially excluded families unwittingly perpetuated poorer life outcomes for their daughters.
Temple University--Theses
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Leonard, John Ellyson. "History of a high school community: 1950-2000." Thesis, Boston University, 2002. https://hdl.handle.net/2144/33505.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
A high school administrator writes a history of a Boston urban high school of 1000 students. The educational history looks back through 50 years of neighborhood changes, civil rights, school desegregation, busing, bilingual and special education legislation, standards-based reform, and school restructuring. In 1950, Dilmotte High School was an acceptable secondary school; in 2000, the school was on the critical list with the Department ofEducation with low MCAS scores (the state-wide exit test) and the highest dropout rate of any large comprehensive high school in the Commonwealth. The history is reconstructed from document and record searches, alumni surveys, and interviews; the author was a participant-observer in the school for the last 5 years. The history traces six major themes: 1. School demography - changes in enrollments of various racial and ethnic groups, bilingual and special education students, and the struggle for equal education. 2. Buildings and budgets- facilities conditions, improvements, 3. Teaching and learning - including teaching, curriculum, tracking, ability grouping, mainstreaming and inclusion, vocational education, standards, dropout rates, and graduation rates 4. Leadership- changes in educational administration, leadership style, responsibilities and size of the administrative team; professional development, impact of central administration, superintendent, school committee, and state department of education. 5. Partnerships - the evolving nature of partnerships; how partnerships shaped the agenda of the school; government school relationships; parent school relationships. 6. School Culture- changes in school climate, character, ethos, and culture. Analysis is based in part on the conceptual frameworks of Michael Fullan, Karen Seashore Louis and Matthew Miles, and Frederick Hess. Conclusions address the paucity of educational history, the failure to learn from history, changes in educational administration at the secondary school level, the growing engagement of school partners, the value of teamwork and teacher leadership, policy chum, conflicting educational objectives, and the failure of professional development. Effects on school climate and culture are addressed; Dilmotte never reached a culture of achievement. The failure to define core values in education is targeted as a fundamental problem.
2031-01-01
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Miller, Jennifer A. (Jennifer Ann). "Spatial interpretation and statistical modeling of Boston high school dropouts." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/68736.

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Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.

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Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
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Meel, A. "Teenage pregnancy among high school girls in Mthatha, South Africa." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006969.

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Teenage pregnancy is an important health and social problem in South Africa. Despite declining trends of fertility rates in last two decades, the pregnancy among school girls remains steadily high in South Africa. Teenage pregnancy had negative impacts on various aspects of socio-economic well being of school girls. Aim: To determine the proportion of teenage pregnancy among high school girls and to identify the possible factors that influence teenage pregnancy in Mthatha region during the year 2009. Materials & Methods: This is an observational cross sectional, analytic study of teenage pregnancy conducted among high school teenage girls in the Mthatha region of South Africa. Result: A total of 1150 teenage girls from 15 to 19 years of ages responded from seven high schools in the Mthatha region of South Africa. In total 113 (10%) of teenage high school girls were currently mothers or had previously been pregnant. The proportions of those who had ever been pregnant increased significantly with age. The risk of falling pregnant among public high school teenage girls had two times higher compared to private high school teenage girls. Condoms were the most common method of contraception whereas the oral pills were the least common in practice. About half of teenage girls who had ever been pregnant had an abortion and of this one-third had had a backstreet/illegal abortion. The frequency of substance use was significantly higher among teenage girls who had ever been pregnant. A significant correlation was found between low socio-economic status, public schools and teenage pregnancy in this study. Conclusion: Teenage pregnancy is common among high school girls from 15 to 19 years of age in the Mthatha Region, South Africa. Poor socio-economic family conditions, lack of contraceptive use, early sexual maturation, risky behaviour, lack of knowledge about sexuality and reproductive health, multiple sexual partners and substance use were the common contributing factors of teenage pregnancy.
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Whittle, Lindsay. "Exploring Achievement Motivation of African American Girls in High School." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1371221048.

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Parsons, Elizabeth M. "Sports participation, self-objectification, and instumentatlity among high school girls /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488202171198422.

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O'Loughlin, Anne, and n/a. "A Freirean perspective on a Catholic girls' school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060822.144217.

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This study examines values in the curriculum of one specific Catholic girls' high school. It reports on a school-based curriculum evaluation which took place at the school and explores how the methodology used imposed limitations on the explication of values. The implications of these limitations on the development of an appropriate curriculum for such a specific schoolbody are examined in the light of the writings of Paulo Freire and the outlines of an alternative method for curriculum evaluation is developed and applied. Major elements of this alternative model include an historical analysis of the school community, the critical appraisal of its place in society, and the development of a praxis. This three-step approach is repeated three times; firstly in relation to the Catholic identity of the school, secondly in consideration of gender issues for a school for girls, and thirdly in respect to the school itself, operating in Canberra in the 1980s.
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Books on the topic "Boston. Girls' High School"

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1979-, Gorges Florent, ed. High school girls. Toulon: Soleil, 2007.

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1979-, Gorges Florent, ed. High school girls. Toulon: Soleil, 2007.

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Zulkarnain, Alex Leo. High School Girls. [Phila. PA]: the author, 2004.

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Great Britain. Department for Education. Her Majesty's Inspectorate. Dr Challoner's High School for Girls, Amersham. London: DFE, 1992.

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Sadoru, Chiba, and Harvey Leighann translator, eds. School-live!,n2. New York, NY: Orbit, 2015.

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Tessier, Greg. Chloe: The queen of high school. New York: Papercutz, 2017.

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Becker, Laurel. Pretoria High School for Girls: A picture portfolio. [Pretoria: Pretoria High School for Girls], 2002.

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Sadoru, Chiba, and Harvey Leighann translator, eds. School-live! New York, NY: Orbit, 2016.

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Pascal, Francine. Three girls and a guy. New York: Bantam Books, 2000.

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Dayton, Anne. Miracle Girls. New York: Faith Words, 2008.

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Book chapters on the topic "Boston. Girls' High School"

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Pimenta, Ricardo. "High school girls’ basketball." In Positive Pedagogy for Sport Coaching, 107–11. New York : Routledge, 2019. | "[First edition published by Routledge 2017]"--T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429266300-13.

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Pomerantz, Shauna. "“Where It’s At”: Rhetorical Performances of East Side High." In Girls, Style, and School Identities, 65–90. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612501_3.

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Mosatche, Harriet S., Elizabeth K. Lawner, and Susan Matloff-Nieves. "Preparing Girls for Engagement in STEM After High School." In Breaking Through!, 183–93. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233374-20.

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Mygind, Erik. "Udeskole—Pupils’ Physical Activity and Gender Perspectives." In High-Quality Outdoor Learning, 135–52. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_7.

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AbstractIn a Danish context regular (weekly or biweekly) education outside the classroom (EOtC), school-based outdoor learning or learning outside the classroom (LOtC) is called udeskole and aims to enhance both health and education. The purpose of this chapter is to present two Danish research projects; the Søndermark School and TEACHOUT studies. It highlights the impact and potentials of physical activity (PA) in primary school based on results from pupils (grade 3–6 grade—year 9–12), taught weekly outside the classroom and school buildings. The chapter summarises how teaching in nature, green areas or using cultural institutions like museums, factories, cemeteries etc. has an impact on PA levels. The Søndermark School study in Copenhagen investigated whether udeskole in urban nature or cultural institutions helps to increase children’s PA in four classes. 44 girls and 40 boys (grade 4–6) participated in this study, where the PA was measured for seven consecutive days. For all 84 pupils, the average PA was significantly higher on udeskole days compared to traditional school days without PE lessons. The average PA levels among boys were significantly higher than among girls in all mentioned settings, except on days with PE lessons, where both sexes’ PA levels were equal. As part of the TEACHOUT research project, PA of 663 children was measured 24 h a day for 9–10 consecutive days. Udeskole classes were compared with control classes, i.e. their parallel classes, from 12 schools located in different parts of Denmark, in a quasi-experimental design. A gender comparison was made on a weekly basis, i.e. days with more than 150 min of udeskole were compared with traditional school days and days with physical education (PE) classes. Measured over a whole week, boys having udeskole were more physically active than boys in control classes and girls in both settings. No difference was found between girls in udeskole and the comparison classes during a week, but girls on udeskole days were associated with a greater proportion of PA at light intensity than on traditional school days and days with PE lessons. In general, the children were far less sedentary during udeskole compared to traditional classroom teaching.
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Cosme, Pommelien Da Silva. "Preserving local cultural heritage through capacity building for girls in the Moroccan High Atlas." In Agrobiodiversity, School Gardens and Healthy Diets, 185–92. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429053788-14.

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Elliot, Diane L., and Linn Goldberg. "Athletes Targeting Healthy Exercise and Nutrition Alternatives: Harm Reduction/Health Promotion Program for Female High School Athletes." In Handbook of Prevention and Intervention Programs for Adolescent Girls, 206–39. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269848.ch7.

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Pedersen, Mette. "The Questions to Be Investigated." In Normal Development of Voice, 1–2. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-42391-8_1.

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Seneviratne, Oshani. "Making Computer Science Attractive to High School Girls with Computational Thinking Approaches: A Case Study." In Emerging Research, Practice, and Policy on Computational Thinking, 21–32. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52691-1_2.

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Catarci, Tiziana, Barbara Polidori, Daniel Raffini, and Paola Velardi. "A Greed(y) Training Strategy to Attract High School Girls to Undertake Studies in ICT." In Lecture Notes in Computer Science, 223–33. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-35897-5_17.

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Baxter, Judith. "‘Do We Have to Agree with Her?’ How High School Girls Negotiate Leadership in Public Contexts." In Speaking Out, 159–78. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230522435_9.

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Conference papers on the topic "Boston. Girls' High School"

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Sperling, Jenny. "Continuation High School Girls Disrupt the Deficit Discourse." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583001.

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Gutica, Mirela. "Motivating High School Girls to Study Computer Science." In ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325589.

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Rodger, Susan H., and Ellen L. Walker. "Activities to attract high school girls to computer science." In the twenty-seventh SIGCSE technical symposium. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/236452.236583.

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Jee, Young-Ju, and Kyoung-Nam Kim. "Factors affecting the problem behaviors of high school girls." In 10th International Workshop Series Convergence Works. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.9.09.

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Jee, Young-Ju, and Kyungwon Jeon. "Factors Influencing the Eating Attitudes of High School Girls." In 10th International Workshop Series Convergence Works. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.9.10.

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Park, Youngah. "Korean Physical Society’s Physics Camp for High School Girls." In WOMEN IN PHYSICS: 2nd IUPAP International Conference on Women in Physics. AIP, 2005. http://dx.doi.org/10.1063/1.2128385.

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Gannod, Gerald C., Janet E. Burge, Victoria McIe, Maureen Doyle, and Karen C. Davis. "Increasing awareness of computer science in high school girls." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044456.

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Zohar, Doron, Ela Zur, and Tamar Benaya. "ENCOURAGING GIRLS TO STUDY COMPUTER SCIENCE IN HIGH SCHOOL." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2406.

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Wang, Chaoyi, Srikanth Vemula, and Michael Frye. "Out-of-school Time STEM: Teach Programming Using Python for High School Girls." In 2020 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2020. http://dx.doi.org/10.1109/isec49744.2020.9397812.

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Vartanova, Irina. "Motivation And Responsibility Of Boys And Girls High School Age." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.22.

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Reports on the topic "Boston. Girls' High School"

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Busso, Matías, and Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003247.

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This study examines the gendered effects of early and sustained exposure to high-performing peers on female educational trajectories. Exploiting random allocation to classrooms within middle schools, we measure the effect of male and female high performers on girls' high school placement outcomes. We disentangle two channels through which peers of either sex can play a role: academic performance and school preferences. We also focus on the effects of peers along the distribution of baseline academic performance. Exposure to good peers of either sex reduces the degree to which high-achieving girls seek placement in more-selective schools. High-achieving boys have particularly strong, negative effects on high-performing girls' admission scores and preferences for more-selective schools. By contrast, high-achieving girls improve low-performing girls' placement outcomes, but exclusively through a positive effect on exam scores.
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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/ids.2021.053.

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A high proportion of out-of-school children across the world live in conflict-affected contexts. To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra-curricular activities to support social relationships.
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Busso, Matías, and Verónica Frisancho. Research Insights: Can Good Peers Hurt?: The Effect of Top Students on Girls' Educational Outcomes. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003565.

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Exposure to good peers of either sex during middle school reduces the probability that top-performing girls are placed in one of their preferred high schools. High-achieving boys have a detrimental effect on the selectiveness of the schools in which top female students are placed. These placement effects are driven by both lower admission scores and weakened preferences for selective and academic schools. Exposure to high-achieving girls improves the admission exam scores of poor-performing girls. This protective effect on scores translates into an average increase in the selectivity of the high schools in which low-performing girls are placed.
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Frisancho, Verónica, Alejandro Herrera, and Eduardo Nakasone. Does Gender and Sexual Diversity Lead to Greater Conflict in the School? Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004609.

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Diversity in gender identity and sexual orientation challenges traditional institutions, social norms, and gendered stereotypes. This may translate into greater levels of conflict in society. Using data from 95 middle and high schools in Uruguay, we exploit plausibly exogenous variation in the share of LGBT students across classrooms and estimate its impact on the prevalence of psychological, physical, and sexual violence in the school. On average, we do not find support for a strong link between the share of LGBT students in the classroom and the prevalence of violence, yet we show that there are gendered effects of greater diversity: a larger share of LGBT students in the classroom is associated with greater levels of psychological and physical violence among LGBT girls.
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Cristia, Julian P., Nicolas L. Bottan, and Paulo Bastos. Access to Preprimary Education and Progression in Primary School: Evidence from Rural Guatemala. Inter-American Development Bank, December 2012. http://dx.doi.org/10.18235/0011437.

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Evidence on the impacts of a large-scale expansion in public preprimary education is limited and mostly circumscribed to high and middle-income countries. This paper estimates the effects of such an expansion on progression in primary school in rural communities of Guatemala. Combining administrative and population census data in a difference-in-difference framework, the paper examines a large-scale construction program that increased the number of preprimaries from around 5,300 to 11,500 between 1998 and 2005. The results indicate that the program increased by 2. 1 percentage points the fraction of students that progress adequately and attend sixth grade by age 12. These positive effects are heavily concentrated among girls.
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Lloyd, Cynthia B., Cem Mete, and Monica J. Grant. The implications of changing educational and family circumstances for children's grade progression in rural Pakistan: 1997-2004. Population Council, 2006. http://dx.doi.org/10.31899/pgy2.1030.

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This Population Council working paper assesses the effects of primary school characteristics, household characteristics, and recent household economic and demographic shocks on school dropout rates during the first eight grades in rural Punjab and North West Frontier Province, Pakistan. While grade retention has improved over the past six years, dropout rates for girls remain fairly high, particularly at the end of primary school (grade five). The results of this study show clearly the complementary nature of supply and demand factors in determining grade progression in rural Pakistan, particularly for girls. The results suggest that substantial improvement in the schooling environment in rural Pakistan is required if universal primary completion is to be achieved. These improvements alone, however, will not ensure success as long as households remain poor and continue to face substantial economic and demographic risks.
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Beuermann, Diether, Andrea Ramos Bonilla, and Marco Stampini. Interactions between Conditional Cash Transfers and Preferred Secondary Schools in Jamaica. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003862.

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We explore whether the academic benefit from attending a preferred secondary school differs between beneficiaries and non-beneficiaries of the Jamaican Conditional Cash Transfer Program, Programme of Advancement through Health and Education (PATH). The academic outcomes assessed include end of secondary and post-secondary high-stakes examinations independently administered by the Caribbean Examinations Council. Among girls, receiving PATH benefits before secondary school enrollment does not influence the academic gains from attending a more selective school. However, boys who received PATH benefits prior to secondary school enrollment benefit significantly less from subsequently attending a more selective school with respect to comparable peers who did not receive PATH benefits. These results suggest negative dynamic interactions between PATH and selective secondary schools among boys.
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El Hamamsy, Laila. Early Marriage and Reproduction in Two Egyptian Villages. Population Council, 1994. http://dx.doi.org/10.31899/pgy1994.1009.

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As noted in this monograph, marriage forms a central element of social life for Egyptians. Marriage in Egypt is nearly universal, and parents invest heavily to establish their children in married life. Once married, couples are faced with social pressures to begin childbearing immediately, a reflection of the high value placed on parenthood and children. But not all marriages begin with the same prospects for stability and satisfaction. This study draws attention to the problems faced by women who marry at very early ages in parts of rural Egypt. Despite a legal minimum age of 16, significant numbers of young girls marry below that age, and many experience social, emotional, and health-related difficulties. This study tells why these young women married early and how that decision affected their later life. The study points to areas where the aspirations of these girls have been clearly thwarted—to go to school, delay marriage, and postpone childbearing until they feel physically and psychologically ready. A related picture emerges of the social and economic forces that propel rural girls into marriage at very young ages. Each of these problems suggest areas for policy attention.
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Muñoz, Juan Sebastián. Re-estimating the Gender Gap in Colombian Academic Performance. Inter-American Development Bank, January 2014. http://dx.doi.org/10.18235/0011529.

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This paper presents evidence of the relationship between the disparity in the academic performance of boys and girls in Colombia and the country's excessively high school dropout rates. By using the OLS and trimming for bounds techniques, and based on data derived from the PISA 2009 database, the presented findings show that the vast majority of this gender-related performance gap is explained by selection problems in the group of low-skilled and poor male students. In particular, the high dropout rate overestimates male performance means, creating a selection bias in the regular OLS estimation. In order to overcome this issue, unobservable male students are simulated and bounding procedures used. The results of this analysis suggest that low-income men are vulnerable to dropping out of school in the country, which leads to overestimating the actual performance levels of Colombian men.
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Bustelo, Monserrat, Verónica Frisancho, and Mariana Viollaz. What Are the Gaps in Health and Education That Women Face Throughout Their Lives? Inter-American Development Bank, December 2023. http://dx.doi.org/10.18235/0005344.

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In recent years, significant progress has been made toward implementing policies and programs to support gender equity in Latin America and the Caribbean. However, large disparities continue to exist between men and women in educational and health outcomes. In the region, girls perform better than boys in soft skills and language at an early age and the school attendance gaps favor women at all levels. However, once in school, male students tend to perform better in mathematics in standardized tests compared to their female peers at age 15, with important implications for womens decisions on their future educational and career paths. At the same time, a large proportion of women in the region still lack access to reproductive technology. The maternal mortality rate remains high and tends to correlate with both low income levels and lack of prenatal care. Also, the rate of teen motherhood (1519 years old) is very high.
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