Journal articles: 'High School (Arcanum, Ohio)'

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Landry, Elaine. "ALCOM High School project at Kent, Ohio." Liquid Crystals Today 1, no. 3 (November 1991): 7. http://dx.doi.org/10.1080/13583149108628584.

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Hunold, Rebecca L., and Mary F. Powers. "Role of Approved Ohio High School Training Programs in the Demand for Pharmacy Technicians." Journal of Pharmacy Technology 35, no. 2 (November 28, 2018): 64–68. http://dx.doi.org/10.1177/8755122518813706.

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Objective: To provide an overview of Ohio Administrative Code 4729 and to identify the potential role of newly approved Ohio high school training programs in preparation of registration-ready pharmacy technicians. Data Sources: Relevant sections of the Ohio Administrative Code and the Ohio public high school pharmacy technician training program application were identified through the Ohio Board of Pharmacy website. Resources on employee training and pharmacy technician demand were used from the Bureau of Labor Statistics, Forbes magazine, Association for Talent Development, and ExploreGate. Information pertaining to the approved high school training programs was identified from the program-specific websites. Related materials were searched for via PubMed and Google Scholar from 2000 to present. Study Selection and Data Extraction: Portions of the Ohio Administrative Code pertaining to pharmacy technician training and registration. Articles describing the cost of employer-based training and the growth of pharmacy technician demand. Data Synthesis: Training and registration requirements for pharmacy technicians have increased over the past decade. In Ohio, pharmacy technicians must now complete an approved training program and become either a registered or certified technician with the Board of Pharmacy. Technicians may complete either a nationally recognized, employer-based, or public high school training program prior to becoming a registered or certified pharmacy technician. Ohio public high school training programs must be Board approved and must prepare students for national certification. After completing a high school training program, pharmacy technicians are adequately prepared to enter the workforce with minimal training burden to potential employers. Conclusions: Newly approved Ohio high school training programs have the potential to fulfill the increased demand for pharmacy technicians at a decreased cost to both students and employers.

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Bandy, William D., and Donald K. Shaw. "Injury Profile of Northeastern Ohio High School Basketball Officials." Physician and Sportsmedicine 14, no. 1 (January 1986): 91–97. http://dx.doi.org/10.1080/00913847.1986.11708967.

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Lear, Aaron, Minh-Ha Hoang, and Stephen J. Zyzanski. "Preventing Sudden Cardiac Death: Automated External Defibrillators in Ohio High Schools." Journal of Athletic Training 50, no. 10 (October 1, 2015): 1054–58. http://dx.doi.org/10.4085/1062-6050-50.8.01.

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Context Ohio passed legislation in 2004 for optional public funding of automated external defibrillators (AEDs) in all Ohio high schools. Objective To report occurrences of sudden cardiac arrest in which AEDs were used in Ohio high schools and to evaluate the adherence of Ohio high schools with AEDs to state law and published guidelines on AEDs and emergency action plans (EAPs) in schools. Design Cross-sectional survey. Setting Web-based survey. Patients or Other Participants A total of 264 of 827 schools that were members of the Ohio High School Athletic Association. Main Outcome Measure(s) We surveyed schools on AED use, AED maintenance, and EAPs. Results Twenty-five episodes of AED deployment at 22 schools over an 11-year period were reported; 8 (32%) involved students and 17 (68%) involved adults. The reported survival rate was 60% (n = 15). Most events (n = 20, 80%) in both students and adults occurred at or near athletic facilities. The annual use rate of AEDs was 0.7%. Fifty-three percent (n = 140) of schools reported having an EAP in place for episodes of cardiac arrest. Of the schools with EAPs, 57% (n = 80) reported having rehearsed them. Conclusions Our data supported the placement of AEDs in high schools given the frequency of use for sudden cardiac arrest and the survival rate reported. They also suggested the need for increased awareness of recommendations for EAPs and the need to formulate and practice EAPs. School EAPs should emphasize planning for events in the vicinity of athletic facilities.

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Hedrick, Jason A., Greg Homan, and Jeff Dick. "Analysis of Workforce Skills in High School Graduates: Self Report of High School Seniors in Northwest Ohio." Journal of Youth Development 10, no. 1 (March 1, 2015): 119–31. http://dx.doi.org/10.5195/jyd.2015.424.

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Analysis of workforce competencies at the conclusion of high school graduation are discussed in this paper. Researchers sampled over 875 graduating seniors from 16 high schools within six counties throughout Northwestern Ohio. Results highlight future career and educational goals of these young people and a self-report of skills based on the SCANS competencies and basic foundation skills. When evaluating Foundation Skills of Personal Qualities, Basic Skills, and Thinking Skills, students indicated highest ratings in Personal Qualities and overall lowest ratings in Basic Skills. A series of five Workforce Competencies were also evaluated, including Using Resources, Using Information, Using Technology, Interpersonal Skills, and Working in Systems. Highest ratings for Competencies were reported in Interpersonal Skills and lowest in Using Resources.

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Forrest, Denise. "Projects: Young Scholars Program." Mathematics Teacher 93, no. 4 (April 2000): 357. http://dx.doi.org/10.5951/mt.93.4.0357.

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The Young Scholars Program in Ohio is a cooperative effort of nine urban school districts and several major institutions of higher education in Ohio. The program identifies minority youths with college potential who might drop out of school. The students are selected in the sixth grade by a committee of educators from their local school districts. Selection criteria include a written essay, grades, and a standardized test. Students are advised and mentored in various ways during their high school and college years. They must maintain a 3.0 gradepoint average in high school and take collegepreparatory classes to remain eligible for the program. Middle school students take mathematics classes on Saturday mornings, and high school students attend two-hour tutoring sessions twice weekly after school. The program's developers believe that it is very successful. Students who have been through the program can succeed in nearly all the academic disciplines at the college level. A notable exception to this rule is mathematics.

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Stock, Paul A., and William D. Rader. "Level of Economic Understanding for Senior High School Students in Ohio." Journal of Educational Research 91, no. 1 (September 1997): 60–63. http://dx.doi.org/10.1080/00220679709597521.

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Hunt, Hannah, Emily Collins, and Andrea Smith. "Are You Maximizing Your Classroom as a Space That Supports Literacy Learners?" Council Chronicle 27, no. 1 (September 1, 2017): 26–27. http://dx.doi.org/10.58680/cc201729253.

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Teachers from Chapman Elementary School in the Dublin City School District, Ohio, share how they use their classroom space to support literacy learners. Share your own ideas (and high-quality photos) by sending to chronicle@ncte.org!

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Langburt, Wayne, Bruce Cohen, Nadia Akhthar, Kelly O'Neill, and Jar-Chi Lee. "Incidence of Concussion in High School Football Players of Ohio and Pennsylvania." Journal Of Child Neurology 16, no. 02 (2001): 083. http://dx.doi.org/10.2310/7010.2001.6943.

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Langburt, Wayne, Bruce Cohen, Nadia Akhthar, Kelly O'Neill, and Jar-Chi Lee. "Incidence of Concussion in High School Football Players of Ohio and Pennsylvania." Journal of Child Neurology 16, no. 2 (February 2001): 83–85. http://dx.doi.org/10.1177/088307380101600203.

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Hornbeck, Dustin, Joel R. Malin, Julia C. Duncheon, and Jing Tan. "High School Principals’ Perceptions of Dual Enrollment Policy in Ohio and Texas." NASSP Bulletin 107, no. 1 (March 2023): 41–59. http://dx.doi.org/10.1177/01926365231158595.

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Dual enrollment policies and programs, where students earn both high school and college credits, have been scaled up across the United States in the last two decades. In this mixed methods study, we survey high school principals in Ohio and Texas, two states with robust dual enrollment policies. The study addressed one broad research question: What are principals’ perceptions of dual enrollment access, participation, and governance? Findings revealed three main themes: (1) economic/credential student motivations for dual enrollment; (2) mixed views about rigor; (3) issues surrounding the loss of principal autonomy.

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Green, Joseph P., Ashley M. Holtzapple, and Lauren McKinley. "Examining Gender Equity in Newspaper Coverage of West-Central Ohio High School Basketball Games." Ohio Journal of Science 116, no. 2 (August 1, 2016): 9. http://dx.doi.org/10.18061/ojs.v116i2.5136.

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Across eight high school basketball seasons between 2000 and 2010, we investigated the coverage of over 300 high school basketball games and compared the quantity of coverage allotted to boys’ and girls’ teams within two west-central Ohio newspapers. Unlike previous investigations on media coverage of high school sports, we restricted our sample to coverage of actual games and did not include feature articles about individual athletes, coaches, or booster clubs, and we determined article length by counting the number of words used in each article. We found that boys’ games received two to three times the length of coverage of girls’ games. Media coverage of girls’ games was also less likely to include a photograph and tended to begin lower on the sports page. We discuss the potential implications of ignoring girls’ high school athletics within community media.

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Underwood, Julie. "Under the Law." Phi Delta Kappan 99, no. 2 (September 25, 2017): 76–77. http://dx.doi.org/10.1177/0031721717734198.

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School personnel must often balance a student’s right to privacy with a school’s interest in protecting all students. A recent decision by the Ohio Supreme Court — Ohio vs. Polk (2017) — brings to light the complexity of these competing concerns and the high-stakes decisions that must be made in the fast pace of a public school. Does a student have a reasonable expectation of privacy when he leaves a backpack behind? Is the school behaving appropriately when personnel open an unattended backpack? In this case, the Ohio Supreme Court gave the benefit of the doubt to the school in concluding that the more thorough search of the first bag was reasonable. In doing so, they focused on the threat of violence in the schools and the incidents of school shootings in the U.S., stating that schools have a “compelling interest [to ensure] that unattended book bags do not contain dangerous items.” The author concludes that it seems reasonable to expect that bags that are left unattended will be opened not just to identify the owner but to determine if they represent a threat to the general safety. Extending that rationale to the schools which may experience many unattended bags throughout the day seems reasonable.

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Falck, Russel S., Harvey A. Siegal, Jichuan Wang, and Robert G. Carlson. "Differences in Drug Use among Rural and Suburban High School Students in Ohio." Substance Use & Misuse 34, no. 4-5 (January 1, 1999): 567–77. http://dx.doi.org/10.3109/10826089909037231.

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Fischer, Anastasia N., and Julie Young. "Ohio High School Athletic Association Preparticipation Physical Evaluation as a Screening Tool for Menstrual Dysfunction in High School–Aged Female Athletes." Athletic Training & Sports Health Care 6, no. 6 (October 8, 2014): 261–66. http://dx.doi.org/10.3928/19425864-20141008-01.

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Wiggan, Greg, and Marcia J. Watson-Vandiver. "Urban School Success: Lessons From a High-Achieving Urban School, and Students’ Reactions to Ferguson, Missouri." Education and Urban Society 51, no. 8 (January 20, 2018): 1074–105. http://dx.doi.org/10.1177/0013124517751721.

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Due to the recent racially motivated killings in Ferguson, Missouri (2014); Staten Island, New York (2014); Cleveland, Ohio (2014); Charleston, South Carolina (2015); Baton Rouge, Louisiana (2016); and Dallas, Texas (2016), racial and ethnic tensions have heightened across the United States. Whereas schools would seem like optimal spaces for racial inquiry and promoting understanding, most classroom lessons have been standardized to avoid critical race discussions. Thus, the transformative power of education is restricted when conversations about real issues in society are avoided. This qualitative case study examines Fannie Lou Hamer Academy (FLHA)—pseudonym, a high-performing urban school that utilizes critical antiracism education. The findings suggest that multicultural curriculum helps students develop “self-knowledge,” meaning a personal awareness of their race and identity. Participants describe how self-knowledge provides corrective history, a response to negative media portrayals of minorities, and helps students understand current events such as the racial unrest in Ferguson, Missouri. The implications of these findings reveal the central role of the curriculum in shaping positive student identities and helping to mediate social conflicts.

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Rubin, Richard, and Lois Buttlar. "A Study of the Organizational Commitment of High School Library Media Specialists in Ohio." Library Quarterly 62, no. 3 (July 1992): 306–24. http://dx.doi.org/10.1086/602472.

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Vars, Gordon F. "Graduate Programs for Junior High/Middle School Teachers: Four Models from Universities in Ohio." Middle School Journal 16, no. 2 (February 1985): 16–18. http://dx.doi.org/10.1080/00940771.1985.11495684.

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A. Alidrees, Humaid. "Community Partnerships in American Education System and how to Apply them in Saudi Education System (Analytical Study of a Northeast Ohio High School)." International Journal of Research and Studies Publishing 3, no. 36 (October 20, 2022): 213–36. http://dx.doi.org/10.52133/ijrsp.v3.36.8.

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Community partnership in education is one of the educational concepts applied by the successful educational systems in modern world. However, this concept is still absent from the full practical application in Saudi educational system. This study aimed to examine the American experience in community partnerships in education and how Saudi educational system can benefit from this experience. The researcher studied the experience of community partnerships in one of Northeast Ohio High Schools, which the researcher visited in the year 2017-2018, and specifically at Stow-Munroe Falls High School. In order to achieve study objectives, descriptive approach was used to form its body, and accordingly designed two study tools, one of which was an interview with the Northeast Ohio High School faculty members; the other tool is a questionnaire that was distributed to an objective sample of Saudi educational experts. One of the main findings of this study was explaining how Saudi educational system benefits from US High School experience in community partnerships; this aim was achieved at four levels: At the level of Saudi Ministry of Education, At the level of general directorates of education in Saudi regions, At the level of education offices, At the level of schools.

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Shaw, Brian P. "Music Education Opportunities in Ohio K–12 Public and Charter Schools." Journal of Research in Music Education 69, no. 3 (February 8, 2021): 303–20. http://dx.doi.org/10.1177/0022429420986123.

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The purpose of this study was to examine which Ohio schools offered curricular music courses and the rates at which students participated in those courses. The analysis involved descriptive statistics, analysis of variance, logistic regression, and partially nested multilevel modeling using data from the Ohio Department of Education ( N = 3,222 schools). The investigation revealed that charter schools offered music courses far less often than public schools. However, in charter schools that did offer music, students participated at higher rates than those in public schools. Nearly all public schools featured music classes. The exception was high schools in the highest poverty urban neighborhoods, 31% of which had no curricular music. Students identified as Black, Hispanic, or indigenous were more likely to attend schools without music programs. Elementary students enrolled in an average of 1.00 music classes per year, whereas middle and high school students enrolled in 0.67 and 0.35 music classes per year, respectively. Suburban districts saw the greatest decline in music participation as students progressed to high school. Urban schools with greater percentages of white, non-Hispanic students had higher music enrollment rates.

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Rudolph, Heidi. "Mathematical Lens: Making a Pitch for Slope." Mathematics Teacher 103, no. 8 (April 2010): 557–61. http://dx.doi.org/10.5951/mt.103.8.0557.

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Heidi Rudolph teaches mathematics at Orange High School in Pepper Pike, Ohio, located across the street from the Orange City School District administration buildings (see photograph 1). The buildings' rooflines inspired her to develop questions related to the slopes of the roofs and to consider ways in which dynamic geometry software such as The Geometer's Sketchpad® (GSP) could be used to make measurements that would help answer her questions.

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Rudolph, Heidi. "Mathematical Lens: Making a Pitch for Slope." Mathematics Teacher 103, no. 8 (April 2010): 557–61. http://dx.doi.org/10.5951/mt.103.8.0557.

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Heidi Rudolph teaches mathematics at Orange High School in Pepper Pike, Ohio, located across the street from the Orange City School District administration buildings (see photograph 1). The buildings' rooflines inspired her to develop questions related to the slopes of the roofs and to consider ways in which dynamic geometry software such as The Geometer's Sketchpad® (GSP) could be used to make measurements that would help answer her questions.

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Whitman, D. "Paid Summer Work Experience for Rural Blind Youth." Journal of Visual Impairment & Blindness 84, no. 2 (February 1990): 77–78. http://dx.doi.org/10.1177/0145482x9008400205.

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The Ohio Bureau of Services for the Visually Impaired office provided a paid summer work experience program for high school students in a three-county area of Southern Ohio. The program consisted of two weeks of work evaluation/adjustment and eight weeks of paid work experience in which job coaches were used. Funding was through the Job Training and Partnership Act. The mean score on a pretest of the “knowledge of the world of work,” as devised by a certified vocational evaluator, was 76 percent correct; the mean score on the posttest was 93 percent correct.

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Evans, Judith Petersen, and Michael L. Allen. "Middle School — Where the Action Is!" American String Teacher 44, no. 2 (May 1994): 65–67. http://dx.doi.org/10.1177/000313139404400225.

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Judith Petersen Evans received her BME at Baldwin Wallace College, her ME at Florida Atlantic University, and a Specialist Degree in Educational Leadership from Nova University. She has taught for 25 years, first in Ohio and then in Florida. She is currently orchestra director at Pine Ridge Middle School and Barron Collier High School in Naples, Florida. She has appeared as guest conductor or orchestra festivals in a number of states and is a freqwuent adjudicator and consultant to public school orchestra programs. Evans has been active in the music education field as president of the Florida chapters of ASTA and NSOA and of the Florida Orchestra Association. She has recently been elected national secretary of ASTA and is publications editor for NSOA.

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Fabio, Annamaria Di, and Letizia Palazzeschi. "EMOTIONAL INTELLIGENCE AND SELF-EFFICACY IN A SAMPLE OF ITALIAN HIGH SCHOOL TEACHERS." Social Behavior and Personality: an international journal 36, no. 3 (January 1, 2008): 315–26. http://dx.doi.org/10.2224/sbp.2008.36.3.315.

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The aim in this study was to further analyze the construct of emotional intelligence and its relation to occupational self-efficacy in a sample of Italian teachers. The Italian version of the Bar-On Emotional Quotient Inventory: Short (Bar-On, 2002) and the Ohio State Teacher Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001) were administered to 169 participants. Significant differences in emotional intelligence emerged with respect to age. In comparison to females, males obtained higher scores in the intrapersonal dimension, while women scored higher on the interpersonal dimension. Teacher self-efficacy was best explained by the intrapersonal dimension. The study indicates both a need for further analysis of the emotional intelligence of teachers and new areas of possible research.

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Dieffenbach, Robert M. "Applications: Digraphs, Matrices, and Football-Team Ratings." Mathematics Teacher 80, no. 8 (November 1987): 660–81. http://dx.doi.org/10.5951/mt.80.8.0660.

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In Ohio a statewide rating system known as the Harbin Football-Team Rating System determines the high school football teams that are eligible to compete in postseason playoffs. Each team earns points for games it wins and for games that a defeated opponent wins. The teams with the most points “go to state.”

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Paxton, Victora, Carly Dickerson, and Brian D. Joseph. "The Columbus Linguistics in High School experience: Fits and starts as a prelude to success." Proceedings of the Linguistic Society of America 6, no. 3 (December 1, 2021): 5141. http://dx.doi.org/10.3765/plsa.v6i3.5141.

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We report here on our efforts to incorporate linguistics into the high school curriculum in a large midwestern metropolitan area through a university-based initiative — Linguistics in High School (LxHS) — spearheaded by the Department of Linguistics at The Ohio State University. We offer a brief history of the project, and explain our strategy of targeting non-public schools and the practical nature of the reasoning behind this decision. We chronicle the ups and downs of our efforts, ultimately reporting on our success with implementing a linguistics course and a linguistics club at a small local STEM-oriented high school. This partnership between the school and the Linguistics Department has allowed, among other things, for on-site visits by the students to phonetics and sociolinguistics labs. By presenting our challenges, strategies, failures, and successes, we hope that others may be encouraged to evaluate how they can make a difference in their locale and with the resources they have.

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Pascale, Pietro J., and William J. Evans. "Gender Differences and Similarities in Patterns of Drug Use and Attitudes of High School Students." Journal of Drug Education 23, no. 1 (March 1993): 105–16. http://dx.doi.org/10.2190/6rcg-pv89-w810-8j01.

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The purpose of this research was to study the results of a large scale drug survey of high school students in the context of the baseline data provided by four previous surveys. These surveys were conducted at three-year intervals beginning in 1977. The most recent survey contained self report data from 2,000 students representing fifteen schools in northeast Ohio. The instrument yields information on fourteen categories of drugs. Gender differences in drug use, perceived harmfulness of drugs, and age of first experimentation are reported. No gender differences were found in the reasons students give for turning to drugs. Baseline data from the four previous surveys comprised approximately 8,000 respondents.

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Hahn, Ellen J., Craig Wilmhoff, Mary Kay Rayens, Nicholas B. Conley, Emily Morris, Angela Larck, Trista Allen, and Susan M. Pinney. "High School Students as Citizen Scientists to Decrease Radon Exposure." International Journal of Environmental Research and Public Health 17, no. 24 (December 8, 2020): 9178. http://dx.doi.org/10.3390/ijerph17249178.

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Residents in rural Kentucky (KY) and suburban Ohio (OH) expressed concerns about radon exposure and lung cancer. Although 85% of lung cancer cases are caused by tobacco smoke, radon exposure accounts for 10–15% of lung cancer cases. Academic and community members from the University of KY and the University of Cincinnati developed and pilot-tested a family-centered, youth-engaged home radon testing toolkit. The radon toolkit included radon information, and how to test, interpret, and report back findings. We educated youth as citizen scientists and their teachers in human subjects protection and home radon testing using the toolkit in the classroom. Youth citizen scientists explained the study to their parents and obtained informed consent. One hundred students were trained in human subjects protection, 27 had parental permission to be citizen scientists, and 18 homeowners completed surveys. Radon values ranged from < 14.8 Bq/m3 to 277.5 Bq/m3. Youth were interested and engaged in citizen science and this family-centered, school-based project provided a unique opportunity to further the healthy housing and quality education components of the Sustainable Development Goals for 2030. Further research is needed to test the impact of student-led, family-centered citizen science projects in environmental health as part of school curricula.

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Zimmer, Ron, Brian Gill, Jonathon Attridge, and Kaitlin Obenauf. "Charter School Authorizers and Student Achievement." Education Finance and Policy 9, no. 1 (January 2014): 59–85. http://dx.doi.org/10.1162/edfp_a_00120.

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In the academic and policy debates over the merits of charter schools, two things are clear: First, they are here to stay and, second, their quality varies widely. Policy makers therefore need to understand how to design charter laws that promote the creation of high-performing schools. Crucial to this discussion is the charter authorizing process, which varies across the nation. In some states, authorizing power is held exclusively by local school districts, whereas other states allow a range of authorizers that may include not only local districts, but also nonprofit organizations, counties, higher educational institutions, or a state agency. In this paper we use individual student-level data from Ohio, which permits a wide range of organizations to authorize charter schools, to examine the relationship between type of authorizer and charter-school effectiveness as measured by students’ achievement trajectories.

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Hyder, Ayaz, Anne Trinh, Pranav Padmanabhan, John Marschhausen, Alexander Wu, Alexander Evans, Radhika Iyer, and Alexandria Jones. "COVID-19 Surveillance for Local Decision Making." Public Health Reports 136, no. 4 (May 12, 2021): 403–12. http://dx.doi.org/10.1177/00333549211018203.

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Objective Data-informed decision making is valued among school districts, but challenges remain for local health departments to provide data, especially during a pandemic. We describe the rapid planning and deployment of a school-based COVID-19 surveillance system in a metropolitan US county. Methods In 2020, we used several data sources to construct disease- and school-based indicators for COVID-19 surveillance in Franklin County, an urban county in central Ohio. We collected, processed, analyzed, and visualized data in the COVID-19 Analytics and Targeted Surveillance System for Schools (CATS). CATS included web-based applications (public and secure versions), automated alerts, and weekly reports for the general public and decision makers, including school administrators, school boards, and local health departments. Results We deployed a pilot version of CATS in less than 2 months (August–September 2020) and added 21 school districts in central Ohio (15 in Franklin County and 6 outside the county) into CATS during the subsequent months. Public-facing web-based applications provided parents and students with local information for data-informed decision making. We created an algorithm to enable local health departments to precisely identify school districts and school buildings at high risk of an outbreak and active SARS-CoV-2 transmission in school settings. Practice Implications Piloting a surveillance system with diverse school districts helps scale up to other districts. Leveraging past relationships and identifying emerging partner needs were critical to rapid and sustainable collaboration. Valuing diverse skill sets is key to rapid deployment of proactive and innovative public health practices during a global pandemic.

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Denecker, Christine. "Feature: Closing the Gap? A Study into the Professional Development of Concurrent Enrollment Writing Instructors in Ohio." Teaching English in the Two-Year College 48, no. 1 (September 1, 2020): 66–87. http://dx.doi.org/10.58680/tetyc202030880.

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Over 1.4 million high school students enroll in college-credit-bearing courses yearly, and 80% of that instruction occurs on secondary campuses under the tutelage of high school teachers (US Dept. of Education). Since First-Year Writing remains a common choice among enrollees, Concurrent Enrollment (CE) classrooms present a unique space for inquiry and collaboration into the quality and rigor of CE writing instruction. This study investigates CE writing instructors’ definitions of “rigor” in the college writing classroom and explores the training and support provided to CE writing instructors representing two- and four-year higher education institutions in Ohio. Findings suggest that on-going discipline-specific professional development can lead to definitions of rigor in high school writing spaces that align to postsecondary standards. This study also demonstrates that disparity exists in instructor preparation and support, especially in regard to discipline-specific training that could help close gaps in writing instruction.

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Okeke, Raymond I., Sara J. Paton, Linda J. Smith, and Naila Khalil. "Association of Maternal Demographic Characteristics With Breastfeeding of Low Birth Weight Infants in Ohio in 2012." Clinical Lactation 8, no. 1 (2017): 22–27. http://dx.doi.org/10.1891/2158-0782.8.1.22.

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Background:Breastfeeding is the biologic norm for infant feeding and vitally important for newborns especially the low birth weight (LBW) infant population who have higher morbidity and mortality. For LBW infants in Ohio, prevalence of breastfeeding with maternal sociodemographic factors is not fully known.Methods:The 2012 Ohio Vital Statistics Birth data including 10,571 LBW infants compiled by the Ohio Department of Health were analyzed (8.5% of the total Ohio births in 2012). Descriptive sociodemographic characteristics were summarized by breastfeeding status. Association of breastfeeding in LBW infants was computed using univariate and multivariate logistic regression (LR) analyses.Results:Among the LBW infants, 60% were breastfed. Breastfeeding was significantly higher in LBW infants with increasing maternal age and mothers with more prenatal visits. Within all three race categories (White, African American, others), more mothers breastfed LBW babies. However, among LBW babies being breastfed, the highest proportion was in White families. Mother’s education greater than high school, being married, not on Medicaid, and being nonsmoker were associated with higher rates of breastfeeding. In multivariate LR, increased prenatal visits (OR = 1.03, 95% CI [1.02, 1.04], p < .001) were associated with a higher breastfeeding percentage compared to mothers of African American race, LBW babies of “other race” had 71% significantly higher breastfeeding percentage (OR = 1.71, 95% CI [1.39, 2.11], p < .001). Having a high school or higher education (OR = 1.52, 95% CI [1.37, 1.69], p < .001), married (OR = 1.69, 95% CI [1.52, 1.87], p < .001), not on Medicaid (OR = 1.59, 95% CI [1.44, 1.75], p < .001), and not smoking (OR = 2.04, 95% CI [1.84, 2.26], p < .001) were associated with higher breastfeeding percentage.Conclusion:The prevalence of breastfeeding initiation in LBW infants is lower than normal-weight infants. Mothers’ sociodemographic characteristics affect breastfeeding in LBW infants in the same way they affect mothers with normal-weight infants. Targeted efforts during antenatal care to promote breastfeeding would help LBW infants.

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Nothnagle, Emily. "Looking Back to Move Forward." Sport Social Work Journal 4, no. 1 (October 13, 2023): 57–61. http://dx.doi.org/10.33043/sswj.4.1.57-61.

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This book review provides an overview of Roll Red Roll: Rape, Power, and Football in the American Heartland by Nancy Schwartzman and Nora Zelevansky (2022) and describes how this book can inform sport social work practice, education, research, and policy. Roll Red Roll describes the rape culture that existed in Steubenville, Ohio, and on the Steubenville High School football team that contributed to the assault of Jane Doe in 2012 by high school football players. Through power theory and feminist perspectives, sport social workers can examine the mechanisms that contribute to rape culture in sport contexts. With a greater understanding of the construction of rape culture, sport social work practice and interventions can aim to dismantle toxic masculinity and support victims of sexual violence.

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Pascale, Pietro J., and Joseph Sylvester. "Trend Analyses of Four Large-Scale Surveys of High School Drug Use 1977–1986." Journal of Drug Education 18, no. 3 (September 1988): 221–33. http://dx.doi.org/10.2190/25xg-vve3-jw77-25cx.

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The purpose of this study was to analyze the trends for almost a decade of self report drug survey data collected from high school students. Four large-scale surveys were conducted at three-year intervals beginning in 1977. The four cohort samples consisted of eleventh grade students from area high schools in Northeast Ohio. Frequency of usage, reason for taking drugs, and perceived harmfulness of fourteen categories of drugs are presented. Sex differences in drug use and perceived harmfulness are reported. The most recent survey questionnaire in 1986 also included several questions about smokeless tobacco use. It is important for researchers to be continuously vigilant in the assessment of the drug abuse problem since intervention and prevention strategies follow closely the sociodynamics of age, sex, knowledge of health risk factors, type of drug being used, and reason for taking drugs. The collection of trend data is essential in providing “benchmark” guides for the interpretation of single survey results [1]. Wolford and Swisher have indicated that knowledge of trends is useful in planning and developing drug programs [2].

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Ohlson, Matthew A., Shane C. Shope, and Jerry D. Johnson. "The Rural RISE (Rural Initiatives Supporting Excellence)." Rural Educator 41, no. 1 (April 8, 2020): 27–39. http://dx.doi.org/10.35608/ruraled.v41i1.551.

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Faculty from two universities in Florida and Ohio designed, developed and implemented programs to work with youth from their respective service regions to support college and career readiness initiatives. Both programs were directed by university faculty and utilized university resources to support K-12 students’ career development skills. In this paper, we examine the programs’ design, implementation, and results, including feedback from students, school personnel and local stakeholders. Attentive to results and the relevant literature, we hope to ignite a long-term discussion on how universities can create effective outreach programs that help support transitions from high school to college or directly into a career.

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Bogel, Gayle. "School Libraries Play an Active, Transformational Role in Student Learning and Achievement." Evidence Based Library and Information Practice 1, no. 4 (December 8, 2006): 49. http://dx.doi.org/10.18438/b8hs3g.

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A review of: Todd, Ross J. “Student Learning Through Ohio School Libraries: A Summary of the Ohio Research Study.” Ohio Educational Library Media Association 15 Dec. 2003. Ohio Educational Library Media Association (OELMA), 2004. 15 Nov. 2006 http://www.oelma.org/StudentLearning/documents/OELMAResearchStudy8page.pdf. Objective – This study explored links between school libraries and student learning outcomes that were defined in a multidimensional context, using data provided by the students themselves. The researchers examined learning outcomes that reached beyond the existing correlations of school library services and standardized test scores. Insight was provided into the interactions between students and school libraries that affect student learning. An overarching goal of the study was to establish ongoing dialogue to focus on evidence based practices that may lead to continuous improvement in school library services and to provide the basis for further research. Design – Web based survey. Subjects – Participants were 13,123 students in grades 3-12 and 879 faculty at 39 schools across the state. Setting – Ohio Public school libraries. Methods – Thirty-nine effective school libraries, staffed by credentialed school librarians, were chosen through a judgment sampling process, using criteria based on Ohio Guidelines for Effective School Library Media Programs. The guidelines are aligned to academic content standards, assessments, resources, and professional development. Two web based surveys were used to collect quantitative and qualitative data from students and faculty: The Impacts on Learning Survey, composed of Likert scale responses to 48 statements and an open-ended critical incident question for students. The Perceptions of Learning Impacts Survey was a similar survey for faculty. Survey questions were based on Dervin’s theory of information seeking that advances the idea of ‘helps’ as the constructive process of bridging gaps in information use that lead to new knowledge or making sense (sense-making) in relation to a perceived information need (Todd and Kuhlthau). The term ‘helps’ includes both inputs (help that the school library provides in engaging students in learning) and outputs (learning outcomes of academic achievement and active agency in the learning process). The survey statements included a combination of conclusions based on selections from school library research studies, and the Information Literacy Standards for Student Learning from the American Association of School Librarians’ Information Power: Building Partnerships for Learning. The two surveys were used to triangulate multiple sources of data to illustrate the “helps” provided by the school library to student learning. Students were also given the opportunity to describe “helps” in their own words in an open-ended critical incident question. Main results – The data showed that the selected effective school libraries were perceived as providing ‘helps’ in dynamic ways that appeared to have a transformative effect on student learning. School libraries and librarians were viewed as having an active role in the learning process. Of the students surveyed, 99.4 % believed that school libraries helped them become better learners. The results were grouped into seven blocks of ‘help’ concepts that frame the contributions of the school library and the school librarian to student learning (Table 1). The study noted that perceptions of the effect of school libraries are strongest for elementary students, and perceptions of the effect decrease as students move through middle and high school. Comments from students indicate that mastery of information skills that lead to independent learning may contribute to the perception that the library is not as strong a ‘help’ in later school years. In ranking the mean scores of the block concepts, the effective school library ranked strongest as a resource agent and technical agent, to support student research and projects with both print and non-print resources. The qualitative data further clarified student perceptions that the library contributed to individualized learning, knowledge construction, and academic achievement. Instructional interventions that benefited from contributions by the librarian included conducting research effectively; identifying key ideas; analyzing, synthesizing, and evaluating information; and developing personal conclusions. In comparing student and faculty data, there was consistency in the perception of value in the top three conceptual groups of “helps”: libraries as resource agents, as agents for information literacy development, and as agents for knowledge construction. Conclusion – The data analysis illustrated that school libraries were actively involved in student learning and were perceived as important factors in student learning and achievement by both students and faculty. Consistency throughout the sample showed perceptions of multiple effects of school libraries in facilitating student learning for building knowledge. Student comments and survey results showed that students perceived the library as providing strong support for reading for curriculum and informational needs and as less helpful with regard to individual reading for pleasure or personal pursuits. The study speculates that perhaps the emphasis on academics and test-oriented schooling may leave students little time to pursue independent reading interests during school hours. The study identified factors for effective school libraries: informational, transformational, and formational elements. These factors may be used as building blocks for shaping practices that help effective school libraries bring about student achievement. Informational: Resources, technological infrastructure, and reading resources. Transformational: Information literacy, technological literacy, and reading engagement. Formational: Knowledge creation, use, production, dissemination, values, and reading literacy. The visual model of the factors for effective practice and their relationship to student outcomes will be of particular help to practitioners. (Todd and Kuhlthau 23)

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Nogay, Kathleen, and Robert J. Beebe. "Gender and Perceptions: Females as Secondary Principals." Journal of School Leadership 18, no. 6 (November 2008): 583–602. http://dx.doi.org/10.1177/105268460801800602.

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The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the positions of high school principal and school district superintendent, positions which continue to be particularly resistant to the advancement of females. Random selected school districts in Ohio were involved in this investigation, the participants of which completed a copy of Philip Hallinger's Principal Instructional Management Rating Scale (PIMRS), a scale which afforded the opportunity to compare the perceptions of superordinates, principals, and subordinates. The results indicated significant differences between principal gender and the responses of others on most of the subscales of the PIMRS. The mean subscale results were much higher for female principals than for male principals as well. The conclusions of this study indicate that there is significant difference in perceptions of principal leadership behavior regarding gender. Principals also judge their own leadership behavior significantly different based on gender.

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Nogay, Kathleen, and Robert J. Beebe. "Gender and Perceptions: Females as Secondary Principals." Journal of School Leadership 7, no. 3 (May 1997): 246–65. http://dx.doi.org/10.1177/105268469700700302.

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The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the positions of high school principal and school district superintendent, positions which continue to be particularly resistant to the advancement of females. Random selected school districts in Ohio were involved in this investigation, the participants of which completed a copy of Philip Hallinger's Principal Instructional Management Rating Scale (PIMRS), a scale which afforded the opportunity to compare the perceptions of superordinates, principals, and subordinates. The results indicated significant differences between principal gender and the responses of others on most of the subscales of the PIMRS. The mean subscale results were much higher for female principals than for male principals as well. The conclusions of this study indicate that there is significant difference in perceptions of principal leadership behavior regarding gender. Principals also judge their own leadership behavior significantly different based on gender.

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Al-Zubidi, Haitham Kamil, and Noor Hassan Radhi. "Spirituality in Mary Oliver’s Poetry." Al-Adab Journal 2, no. 137 (June 15, 2021): 19–28. http://dx.doi.org/10.31973/aj.v2i137.1626.

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Mary Oliver is an American poet who has been so much fascinated by the natural world since her childhood. Natural world occupies a very large space in her poetry, if not her entire poetic work. She was born in Ohio 1935, and she spent her childhood there surrounded by Nature. She graduated from high school and went to Vassar college and Ohio State University, yet she could not get a degree. She moved to New York where she met the sister of Edna St. Vincent Millay, the famous American poet and playwright. She got a closer look to Edna’s works by organizing her papers for almost seven years. As for career, she held the position at Bennington College by being the Catherine Osgood Foster Chair for Distinguished Teaching. Later on she settled in Provincetown, Massachusetts for almost forty years inspired by the natural scenes there which are conveyed in her collections.

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Czekanski, W. Andrew, Amanda Siegrist, and Thomas Aicher. "Getting to the Heart of It All: An Analysis of Due Process in Interscholastic Athletics." Journal of Legal Aspects of Sport 29, no. 2 (August 21, 2019): 152–70. http://dx.doi.org/10.18060/22311.

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Based on authority of the Fourteenth Amendment to the Constitution, a person is entitled to procedural due process protections by the state prior to the deprivation of any life, liberty, or property interest to ensure a just outcome. While many people assert interscholastic athletics are an important part of a student’s overall education, courts have been reluctant to accept this argument. The purpose of this article is to examine how past legal precedent applies to the current structure and purpose of interscholastic sport. To achieve this, a single state athletic association (i.e., the Ohio High School Athletic Association) was examined as well as the state’s accompanying school districts. Mission statements, structure, and modes of operation were examined in-depth through surveying high schools and performing content analysis of state bylaws. Results revealed the use of pay-to-play, affording student-athletes academic credit for participation, and current mission statements and bylaws may be increasing the liability of school districts.

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Terebuh, Pauline D., Jeffrey M. Albert, Jacqueline W. Curtis, Kurt C. Stange, Suzanne Hrusch, Kevin Brennan, Jill E. Miracle, et al. "Association of School Instructional Mode with Community COVID-19 Incidence during August–December 2020 in Cuyahoga County, Ohio." International Journal of Environmental Research and Public Health 21, no. 5 (April 29, 2024): 569. http://dx.doi.org/10.3390/ijerph21050569.

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Remote and hybrid modes of instruction were employed as alternatives to in-person instruction as part of early mitigation efforts in response to the COVID-19 pandemic. We investigated the impact of a public school district’s instructional mode on cumulative incidence and transmission in the surrounding community by employing a generalized estimating equations approach to estimate the association with weekly COVID-19 case counts by zip code in Cuyahoga County, Ohio, from August to December 2020. Remote instruction only (RI) was employed by 7 of 20 school districts; 13 used some non-remote instruction (NRI) (2–15 weeks). Weekly incidence increased in all zip codes from August to peak in late fall before declining. The zip code cumulative incidence within NRI school districts was higher than in those offering only RI (risk ratio = 1.12, p = 0.01; risk difference = 519 per 100,000, 95% confidence interval (123–519)). The mean effect for NRI on emergent cases 2 weeks after mode exposure, controlling for Social Vulnerability Index (SVI), was significant only for high SVI zip codes 1.30, p < 0.001. NRI may be associated with increased community COVID-19 incidence, particularly in communities with high SVI. Vulnerable communities may need more resources to open schools safely.

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Sumbilla, Cristie S., Lurry Clare S. Trogo, and Merlita C. Luntao. "Collaborative Learning Action Cell (CLAC) mentoring program to self-efficacy of the out-of-field senior high school teachers." Indonesian Journal of Social Sciences 14, no. 2 (July 25, 2022): 73–78. http://dx.doi.org/10.20473/ijss.v14i2.34886.

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Teachers teaching not their field of specialization is unavoidable; thus, structural support must be in place so that the school supports these teachers. Considering this prevalence, the study aimed to determine the effects of the collaborative learning action cell (CLAC) mentoring program on the self-efficacy of the out-of-field Senior High School (SHS) teachers of New Lucena National Comprehensive High School during the second semester of the academic year 2018-2019. This action research utilized an experimental method specifically, the one-group pretest-posttest design. The participants of this study were the purposively selected 12 out-of-field SHS teachers. The research instrument adopted was the Ohio State teacher efficacy scale (OSTES) to capture a broad range of capabilities necessary for good teaching. The results of the study revealed that the level of self-efficacy of the out-of-field SHS teachers is "low" prior to the intervention and "high" level after exposure. Furthermore, the teachers' self-efficacy level significantly increased after exposure to the program. Thus, the CLAC mentoring program is an alternative program to increase the level of self-efficacy of the out-of-field SHS teachers. The research study calls for the importance of formulating a school-initiated intervention that will guide efforts to assist out-of-field teachers.

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Piazza, Luann, William R. Ragland, Katie E. G. Thorp, and Marc C. Martin. "The Scanning Electron Microscopy Educators Program - A Unique Educational Outreach Program at Wright-Patterson Air Force Base, Ohio." Microscopy and Microanalysis 6, S2 (August 2000): 1154–55. http://dx.doi.org/10.1017/s1431927600038265.

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Wright-Patterson Air Force Base (near Dayton, OH) continues to offer a unique educational outreach program, Scanning Electron Microscopy EDucatorS (SEMEDS; pronounced sem-eds). This ten year old motivational science program provides an opportunity for students and educators to visit the Materials and Manufacturing Directorate's research laboratories, where scanning electron microscopes (SEMs) are used by scientists and engineers working in diverse areas of materials research.As a favorite motivational science program, SEMEDS serves surrounding communities by bringing students and educators on-site to Wright-Patterson Air Force Base's Air Force Research Laboratory (AFRL) to operate state-of-the-art SEMs in a real life research laboratory setting. The special features of this program include: exposure to a world-class facility, introductions to the elite researchers who work there, and an opportunity for students to operate the same equipment used by the facility researchers.SEMEDS is an after school program intended for middle school and high school students.

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Rhodus, Tim. "Horticultural Teaching Resources on the Internet." HortScience 32, no. 3 (June 1997): 528A—528. http://dx.doi.org/10.21273/hortsci.32.3.528a.

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Horticulture Teaching Resources is a web site at The Ohio State Univ. designed to provide high school and higher education horticulture educators free-access to curriculum resource materials. The information has been structured to facilitate the instruction of basic concepts in plant biology, propagation, nutrition, and plant materials. A searchable database interface is used to access color photos, lab exercises, and test questions. Users of the system can also provide URL addresses to their own resources for inclusion in the database. (http://hortwww-2.ag.ohio-state.edu/hvp/htr/htr.html)

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RESH, VINCENT H. "OBITUARY: Eric Paul McElravy, November 28, 1946-August 27, 2014." Zoosymposia 14, no. 1 (July 15, 2019): 300–302. http://dx.doi.org/10.11646/zoosymposia.14.1.32.

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Eric P. McElravy, an active researcher in Trichoptera and other groups of aquatic insects for 4 decades, died in San Leandro, California, on August 27, 2014. He was born on November 28, 1946, and raised in Ohio. He completed a Bachelor of Science and a Master of Science degree at Kent State University, and then spent 10 years as a high school science teacher before earning a Doctor of Philosophy degree in Entomology from the University of California, Berkeley. Following this, Eric worked as an environmental consultant on various projects throughout California.

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Marino, John, and Barbara Schultz-Jones. "Student Learning through Swedish School Libraries: Analysis, Findings and Recommendations." Libri 70, no. 1 (March 26, 2020): 17–31. http://dx.doi.org/10.1515/libri-2019-0005.

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AbstractThis exploratory study examines the application of methods used in the United States to evaluate the impact of school library programs and services on student learning to a setting in Uppsala, Sweden. The Student Learning through Ohio School Libraries study of Todd and Kuhlthau served as the model for data collection in Uppsala middle and high schools and subsequent analysis. Modifications to the original study and details of the data collection and analysis are provided. Findings suggest that many students do perceive that the library program provides different categories of help in their learning processes, that students may benefit from direct instruction in all stages of the information problem-solving process, and that the application of methods to school library settings worldwide may enable meaningful comparisons of practice in school libraries. Findings are limited by the amount of time between data collection and analysis, and modifications to the methodology applied in the original study. Still, this effort marks a critical benchmark in international efforts to demonstrate the impact of the school library on student achievement.

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Pascale, Pietro J., Fred E. Trucksis, and Joseph Sylvester. "Regional Trends and Sex Differences of Drug Use and Attitudes of High School Students in Northeast OHIO 1977–1983." Journal of Drug Education 15, no. 3 (September 1985): 241–51. http://dx.doi.org/10.2190/nce6-rha9-n5dj-uk58.

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Gresser, Brian M., and James A. Hewitt. "Preparing for the Future: The Development of a High School Utilities Intern Program for the City of Akron, Ohio." Proceedings of the Water Environment Federation 2008, no. 2 (January 1, 2008): 56–63. http://dx.doi.org/10.2175/193864708788805611.

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Sabornie, Edward J., and James M. Kauffman. "Social Acceptance of Learning Disabled Adolescents." Learning Disability Quarterly 9, no. 1 (February 1986): 55–60. http://dx.doi.org/10.2307/1510401.

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The regular classroom sociometric status of learning disabled (LD) and nonhandicapped (NH) high-school students was examined. Forty-six LD students who attended regular classes for portions of the school day were matched with an equal number of NH students in 6 schools. A sociometric rating scale, the Ohio Social Acceptance Scale (OSAS), was administered in 32 physical education classes enrolling LD students. LD and NH students were found not to differ significantly in regular classroom sociometric status. In addition, LD pupils were as well known as their matched peers and rated fellow LD students in the same classes higher than did NH raters. The findings are inconsistent with those of previous studies involving younger students by suggesting that regular classrooms can be socially rewarding for LD adolescents.

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Journal articles on the topic 'High School (Arcanum, Ohio)'

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