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Journal articles on the topic 'High school environment Victoria'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (September 30, 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.

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Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.

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Bouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson, and C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program." Health Education Research 35, no. 4 (July 6, 2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.

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Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 children; 11 parents; 4 school staff) were included. Thematic analysis revealed that the program was well received by all groups. Children reported that the interactivity of the education sessions helped them to learn. Parents thought the program was interesting and important, and reported learning skills to reduce salt in the family diet. School staff supported the delivery of nutrition education in schools but indicated difficulties in sourcing well-packed nutrition resources aligned with the curriculum. It appears that there is support from parents and teachers in the delivery of innovative, engaging, nutrition education in schools, however such programs need to be of high quality, aligned with the school curriculum and readily available for incorporation within the school’s teaching program.

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Meiklejohn, Sarah, Tammie Choi, Anna Peeters, Lisa Ryan, and Claire Palermo. "Policymakers’ perspectives on designing school-based health initiatives for Victorian adolescents." Health Promotion International 35, no. 6 (March 10, 2020): 1462–73. http://dx.doi.org/10.1093/heapro/daaa020.

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Abstract Initiatives based on the Health Promoting Schools (HPS) framework have previously been successful in improving health and well-being yet there is little evidence of how these findings translate into policy. This study therefore aimed to analyse the political considerations that underpinned policymakers’ decisions for the design and implementation of a programme based on HPS in middle and high schools in Victoria, Australia. Interpretive policy analysis was undertaken using interviews with a purposive sample of government and non-government policy actors. Interviews explored factors influencing programme design and implementation and were analysed using thematic analysis. Ten in-depth interviews, including 11 participants, were conducted. The analysis revealed four themes. The Achievement Program was designed through (i) the establishment of strategic collaborations and good governance, involving people that made valuable and diverse contributions to the design process while acknowledging their (ii) positions of power, (iii) ensuring careful attention was paid to evidence-informed programme design and (iv) incorporation of real-time feedback from other settings. Policymakers believe this approach has the potential to improve policy adoption. There is a need to explore if this approach to policy development influences adherence and improves health outcomes.

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Bourke-Taylor, Helen, Aislinn Lalor, Louise Farnworth, Julie F. Pallant, Elizabeth Knightbridge, and Gayle McLelland. "Investigation of the self-reported health and health-related behaviours of Victorian mothers of school-aged children." Australian Journal of Primary Health 21, no. 1 (2015): 66. http://dx.doi.org/10.1071/py13056.

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Lifestyle may influence many health-related issues currently facing Australian women. The extent to which women with school-aged children attend to their own health is unknown and the associations between health behaviours and health status requires investigation. This study aimed to investigate the prevalence of health behaviours (alcohol consumption, health-promoting activities) and their impact on self-reported health (weight, sleep quality, mental health) among mothers of school-aged children in Victoria. Mail-out survey design (n = 263) including the Depression Anxiety Stress Scale (DASS) and Health Promoting Activities Scale was used to explore issues. The results indicated that substantial numbers of mothers reported moderate to extreme DASS scores: depression (n = 45, 17%); anxiety (n = 41, 15.6%); stress (n = 57, 21.7%). The majority participated in physical activity less often than daily. High rates of daily alcohol use (20%) and poor sleep quality were reported. Nearly one-half (n = 114, 46%) of the sample were overweight or obese and also reported poorer mental health than other women in the sample (P < 0.001). Significant associations were detected between maternal weight, mental health and participation in health-promoting activities. The findings indicate that there is a need for increased health education and services for women with school-aged children. Direct services and population-based health promotion strategies may be required to address healthy lifestyle issues and educate mothers about the possible health legacy of poor health behaviours.

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Munro, Lyle. "‘Go Boldly, Dream Large!’: The Challenges Confronting Non-Traditional Students at University." Australian Journal of Education 55, no. 2 (November 2011): 115–31. http://dx.doi.org/10.1177/000494411105500203.

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This article examines the challenges facing non-traditional university students—and to a lesser extent their lecturers in ‘the stretched academy’—who are increasingly enrolling in university courses in Australia and elsewhere. The article looks at this issue from the perspective of non-traditional students at a regional campus in Victoria. These students include many from disadvantaged backgrounds and those who do not conform to the conventional idea of the Australian university student. Typically, for most of the postwar period, the traditional university student was a recent graduate from high school with good grades and enrolled full-time. Most importantly, such students came predominantly from high socio-economic backgrounds that equipped them with the kind of cultural capital that provides a head start in the academic environment. By contrast, non-traditional university students of the last two decades or so are a much more diverse cohort consisting of large numbers of full-fee-paying international students, older, mature-age students studying mainly on a part-time basis by distance education, and increasing numbers of domestic students who only in recent times have aspired to a university education. Many of these latter students are ostensibly full-time but in reality spend more time in paid part-time jobs than they do on campus. These ‘student-workers’ are the main focus of this article because it is the dual role of the undergraduate as worker and scholar that is of concern to university personnel especially in the context of the widening participation agenda of the federal government. Such students are compelled to support themselves in term-time employment, which inevitably affects their commitment to study and consequently their academic prospects. The article concludes with the suggestion that slogans such as those in the title are misleading if they are not accompanied by financial incentives and a more inclusive curriculum that acknowledges the study-work challenges facing non-traditional university students.

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Hameed, Fawad, Javeria Afzal, Ahmad Rafique, M. Khurram Jameel, Khurram Niaz, Humiara Alam, and Muhammad Shoaib. "The Importance of Clinical Data & Prevalence of Breast Tumors in South Punjab, Pakistan." Pakistan Journal of Medical and Health Sciences 16, no. 11 (December 1, 2022): 21–24. http://dx.doi.org/10.53350/pjmhs2022161121.

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Background: In Western countries, middle-aged women are more vulnerable to breast cancer. Globally, almost a million new cases were identified in 1998. One in 12 women in England and Wales will get the disease at some point.1 Even 5,000 years after it was first reported, the etiology of breast cancer is still unclear, and effective preventative measures are even further off. Aim: To characterize the varied ways in which breast cancer has presented itself among patients at Bahawal Victoria Hospital in Bahawalpur. Methods: This investigation employed a descriptive case series research design. This research was conducted at Bahawal Victoria Hospital's Surgery Department in Bahawalpur (Pakistan). From March 13th, 2020 through March 12th, 2021, the study was conducted (12 months). With their assent, 100 women with definite cases of breast cancer were enrolled in the study. Results: Cancer of the breast most commonly affected women between the ages of 31 and 50 (59%). Seventy-six patients arrived from the outlying rural areas of Bahawalpur and the neighboring districts. Only 18 patients had completed high school after 10 years and 5 patients were discovered to be college graduates. The single rate was 12%, with 12 patients. Eighty-one percent of patients reported having a breast lump. 56% of breast cancers involve the left breast, while 43% involve the right. One patient alone had breast cancer that had spread to both of her breasts. Illness duration varied from 1 month to 5 years. Stage III was the most prevalent presentation, with 46 instances, and Stage IV was the least common, with 16 patients. Practical implication Community based effective awareness and prompt screening programme will improve better outcomes in breast cancer management. Conclusion: Breast cancer is very common cancer in the females, and most commonly it presented as a lump in the breast, because of some social aspects, lack of awareness, poverty, no proper screening programs and above all the fear of diagnosis, females try to hide this problem and often it presented at late and more advance stage. Keywords: Breast, Nipple, Cancer, Lump, Surgery, Tumor

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Kaplan, Leslie S., and Michael W. Evans. "Changing School Environment: Restructuring One Virginia High School." NASSP Bulletin 81, no. 589 (May 1997): 1–9. http://dx.doi.org/10.1177/019263659708158902.

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Evans, Melissa, Leanne Lester, Richard Midford, Helen Walker Cahill, David Foxcroft, Robyn Waghorne, and Lynne Venning. "The impact of gender, socioeconomic status and locality on the development of student patterns of alcohol consumption and harm." Health Education 119, no. 4 (June 3, 2019): 309–18. http://dx.doi.org/10.1108/he-08-2018-0037.

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Purpose The consequences of problematic alcohol consumption fall heavily on Australian adolescents, with this population at increased risk of death, serious injury and other harm. Research regarding whether gender, socioeconomic status (SES) or locality play a role in young people’s alcohol consumption and related harm is limited in Australia. The purpose of this paper is to determine whether Victorian students’ patterns of alcohol uptake, consumption and related harm differed between gender, SES and locality. Design/methodology/approach The study involved secondary analysis of student data from the Drug Education in Victorian Schools harm minimisation drug education programme, undertaken in 21 Victorian government schools over three years The initial cohort of 1,752 students was followed during Years 8, 9 and 10, when their average age would have, respectively, been 13, 14 and 15 years. Findings There were no gender differences in drinking uptake, consumption or harm. Students with low SES were more likely to have consumed a full drink of alcohol and also experienced more alcohol-related harm. Students living in a regional/rural area were more likely to have engaged in high alcohol consumption. Originality/value The findings of this study highlighted that different student demographics have an impact on patterns of alcohol consumption, vulnerability and harm. Students with low SES, living in a regional/rural area, are more at risk than students with higher SES living in a fringe metro/major regional or metro area. Future school harm minimisation drug education programmes should consider the needs of students with demographics that make them more susceptible to higher consumption and harm.

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Untari, Novita Putri, Sudarwati Sudarwati, and Ida Aryani Diyah Purnomo Wulan. "ANALISIS ATTITUDE, KNOWLEDGE DAN SKILL TERHADAP KINERJA DI HOTEL ( Studi Tentang Kinerja Alumni Victoria Hotel School )." Jurnal Manajemen dan Keuangan 7, no. 1 (May 30, 2018): 25–31. http://dx.doi.org/10.33059/jmk.v7i1.701.

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This analysis is to know the influence of attitude, knowledge and skill on the performance of Victoria Hotel School alumni at the hotel. The method in this research is quantitative method using multiple linear regression as its analysis tool. a questionnaire was given to several HRD hotels to assess the 80 alumni of Victoria Hotel School who had worked. The result of this research attitude, Knowledge and skill influence simultaneously and partially to the performance at Hotel. for the influence of variable independent attitude, Knowledge and skill have percentage equal to 51,3% while the rest 48,7% influenced by other free variable like motivation, leadership style, work environment and job satisfaction .

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Colton, Janice A., and Mary Alice White. "High school student satisfaction and perceptions of the school environment." Contemporary Educational Psychology 10, no. 3 (July 1985): 235–48. http://dx.doi.org/10.1016/0361-476x(85)90020-7.

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Alston, Laura, Nicholas Crooks, Claudia Strugnell, Liliana Orellana, Steven Allender, Claire Rennie, and Melanie Nichols. "Associations between School Food Environments, Body Mass Index and Dietary Intakes among Regional School Students in Victoria, Australia: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 16, no. 16 (August 14, 2019): 2916. http://dx.doi.org/10.3390/ijerph16162916.

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(1) Background: Childhood overweight and obesity is a significant and preventable problem worldwide. School environments have been suggested to be plausible targets for interventions seeking to improve the quality of children’s dietary intake. The objective of this study was to determine the extent to which the current characteristics of the school food environment were associated with primary school students’ dietary intake and Body Mass Index (BMI) z scores in a representative sample in regional Victoria. (2) Methods: This study included 53 schools, comprising a sample of 3,496 students in year levels two (aged 7–8 years), four (9–10 years) and six (11–12 years). Year four and six students completed dietary questionnaires. Principals from each school completed a survey on school food environment characteristics. Mixed-effects logistic regression was used to assess the relationship between students’ dietary intake and school food environment scores, controlling for confounders such as socio-economic status, school size and sex. Food environment scores were also analysed against the odds of being healthy weight (defined as normal BMI z score). (3) Results: Mixed associations were found for the relationship between students’ dietary intake and food environment scores. Meeting the guidelines for vegetable intake was not associated with food environment scores, but students were more likely (OR: 1.68 95% CI 1.26, 2.24) to meet the guidelines if they attended a large school (>300 enrolments) and were female (OR: 1.28 95% CI: 1.02, 1.59). Healthy weight was not associated with school food environment scores, but being a healthy weight was significantly associated with less disadvantage (OR: 1.24 95% CI 1.05, 1.45). Conclusion: In this study, the measured characteristics of school food environments did not have strong associations with dietary intakes or BMI among students.

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Alfano, Christopher J. "Intergenerational learning in a high school environment." International Journal of Community Music 1, no. 2 (May 1, 2008): 253–66. http://dx.doi.org/10.1386/ijcm.1.2.253_1.

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Osman, imen. "High school students metaphorical perceptions of environment." Educational Research and Reviews 9, no. 11 (June 10, 2014): 340–45. http://dx.doi.org/10.5897/err2014.1731.

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A. Luévanos, Elisabeth, J. Anthony Luévanos, and Jean Madsen. "Latinx High School Students' Perceptions About Their High School Experiences." NASSP Bulletin 106, no. 3 (September 2022): 181–208. http://dx.doi.org/10.1177/01926365221123924.

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Does student voice matter? This study examined how Latinx students used their voice to share their experiences about how they were perceived and treated at their schools. Data collection included focus groups with Latinx students. Students’ responses indicated they did not feel safe nor did their school create a caring environment. Students’ also noted their concerns about not getting access to school counselors or post-secondary schooling. Findings indicated that listening to students is an important factor in keeping schools accountable for how they serve underrepresented students.

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Lye, Jenny, and Joe Hirschberg. "Secondary school fee inflation: an analysis of private high schools in Victoria, Australia." Education Economics 25, no. 5 (March 12, 2017): 482–500. http://dx.doi.org/10.1080/09645292.2017.1295024.

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Amin Basri, Melyani Sari Sitepu, and Imam Rinaldi. "Junior High School Education System in Islamic Boarding School Environment Area." EDUKASI : Jurnal Pendidikan Islam (e-Journal) 10, no. 2 (September 30, 2022): 208–18. http://dx.doi.org/10.54956/edukasi.v10i2.340.

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Islamic boarding schools in Indonesia have played an essential role as institutions to spread Islam and make changes in society for the better. It can be viewed from the education system to advance the quality of education in Islamic educational institutions such as Islamic boarding schools. This study aims to analyze the education system in the Galih Agung Private Junior High School Darularafah Raya Islamic Boarding School. This study uses qualitative research with a naturalistic qualitative approach. This study's data collection was done using observation, interview, and documentation techniques. Informants in this study were Ustadz and Ustadzah, who served at the Darularafah Raya Islamic Boarding School and several students and dyah. Data analysis techniques include data reduction, data presentation, and conclusion. The study results indicate that: 1) The education system at Galih Agung Private Junior High School consists of educational objectives, conditions of educators and students, curriculum, and facilities/ infrastructure. The supporting factors are as follows: Competent educators, wise caregivers, adequate facilities and infrastructure, a comfortable boarding school environment, and improving the quality of extracurricular activities, while the inhibiting factors are: Lack of awareness of students as a student, not accustomed to discipline and independence, and students feel lazy.

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Keynton, Janice. "Classroom learners of Chinese in senior secondary school." Australian Review of Applied Linguistics 41, no. 3 (December 31, 2018): 280–306. http://dx.doi.org/10.1075/aral.17087.key.

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Abstract This study looks at the Chinese-learning experiences of six classroom learners who continued to the end of secondary school in Victoria, Australia, through in-depth interviews. Various systemic deterrents to continued Chinese language study are identified by the participants, including: (1) the schooling journey, including transition between primary and high school and disruption from uninterested students in compulsory classes; (2) the curriculum and the learning demands dictated by the form of assessment; (3) the risk of poor assessment results prejudicing post-school study options, in particular because the cohort includes large numbers of home speaker learners. In Victoria, Australia, a large part of what schools provide is dictated by the metasystem of education and the assessments at which it aims. Thus the structural deterrents to Chinese classroom learner continuation identified are within the power of government agencies to change, in order to enable more of these students to continue.

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Mateu–Gelabert, Pedro, and Howard Lune. "Street Codes in High School: School as an Educational Deterrent." City & Community 6, no. 3 (September 2007): 173–91. http://dx.doi.org/10.1111/j.1540-6040.2007.00212.x.

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Elsewhere we have documented how conflict between adolescents in the streets shapes conflict in the schools. Here we consider the impact of street codes on the culture and environment of the schools themselves, and the effect of this culture and on the students’ commitment and determination to participate in their own education. We present the high school experiences of first–generation immigrants and African American students, distinguishing between belief in education and commitment to school. In an environment characterized by ineffective control and nonengaging classes, often students are not socialized around academic values and goals. Students need to develop strategies to remain committed to education while surviving day to day in an unsafe, academically limited school environment. These processes are sometimes seen as minority “resistance” to educational norms. Instead, our data suggest that the nature of the schools in which minority students find themselves has a greater influence on sustaining or dissuading students’ commitment to education than do their immigration status or cultural backgrounds.

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Kurdadze, I. "Formation of Innovation Educational Environment at High School." Bulletin of Science and Practice 5, no. 4 (April 15, 2019): 405–9. http://dx.doi.org/10.33619/2414-2948/41/58.

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The author, based on the achievements of phycological–pedagogical science, researches in the sphere of pedagogy at high school and pedagogical innovations, makes discussions on the theoretical–methodological and practical issues the of formation of innovative educational environment. The emphasis is made on the conditions promoting to formation of effective educational environment, the mechanisms required for its formation, need on planning and implementing the creative projects and a requirement on didactical system with two-level content of training discipline.

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Susanti, Try, Damris Damris, Maison Maison, and Tanti Tanti. "Learning Environment and Motivation in Junior High School." Universal Journal of Educational Research 8, no. 5 (May 2020): 2047–56. http://dx.doi.org/10.13189/ujer.2020.080542.

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Manor, Hava. "The Effects of Environment on High School Success." Journal of Educational Research 80, no. 3 (January 1987): 184–88. http://dx.doi.org/10.1080/00220671.1987.10885748.

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Khalidova, Liza Magomedovna, Lubov Ivanovna Gubareva, and Rosa Said-Ahmedovna Zahkieva. "Mechanisms of adaptation to environment of high school." International Journal of Psychophysiology 94, no. 2 (November 2014): 233–34. http://dx.doi.org/10.1016/j.ijpsycho.2014.08.908.

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Baer, J. "Adolescent Development and the Junior High School Environment." Children & Schools 21, no. 4 (October 1, 1999): 238–48. http://dx.doi.org/10.1093/cs/21.4.238.

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N.Subramanian, N. Subramanian, and Dr A. Veliappan Dr.A.Veliappan. "Influence of Location and Type of School on School Environment of High School Students." International Journal of Scientific Research 2, no. 12 (June 1, 2012): 136–38. http://dx.doi.org/10.15373/22778179/dec2013/45.

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Kouzma, Nadya M., and Gerard A. Kennedy. "Homework, Stress, and Mood Disturbance in Senior High School Students." Psychological Reports 91, no. 1 (August 2002): 193–98. http://dx.doi.org/10.2466/pr0.2002.91.1.193.

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This study aimed at investigating the relationship between hours of homework, stress, and mood disturbance in senior high school students, 141 boys and 228 girls, recruited from high schools across Victoria, Australia. Participants' ages ranged from 16 to 18 years ( M = 16.6, SD = .6). A 1-wk. homework diary, a Self-reported Stress scale, and the Profile of Mood States were administered to students. Analysis showed that the number of hours spent completing homework ranged from 10 to 65 hours per week ( M = 37.0, SD = 12.2). Independent samples t-test analyses showed significant sex differences, with female students scoring higher on hours of homework, stress, and mood disturbance compared to male students. Pearson product-moment correlations were significant and positive for hours of homework with stress and for hours of homework with mood disturbance.

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Oh, Sinyoung, Miyoung Yang, Yeongseon Hong, Seongmin Kim, Kyoung Jin, Yongbum Kim, and Aeree Sohn. "Social Environment and School Location Effect on Drinking among High School Students." Journal of Korean Alcohol Science 17, no. 2 (December 31, 2016): 93–103. http://dx.doi.org/10.15524/ksas.2016.17.2.093.

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Oh, Sinyoung, Miyoung Yang, Yeongseon Hong, Seongmin Kim, Kyoung Jin, Yongbum Kim, and Aeree Sohn. "Social Environment and School Location Effect on Drinking among High School Students." Journal of Korean Alcohol Science 17, no. 2 (December 31, 2016): 93–103. http://dx.doi.org/10.15524/ksas.2016.17.2.93.

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Fisher, P., and D. Protti. "Health Informatics at the University of Victoria." Yearbook of Medical Informatics 05, no. 01 (August 1996): 135–39. http://dx.doi.org/10.1055/s-0038-1638056.

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AbstractThe University of Victoria has the only program in Canada offering a Bachelor of Science degree in Health Information Science. To meet the requirements of the degree, students must complete 60 units of course work (normally 40 courses) and 4 CO-OP work terms over 4.3 years. The School admits approximately 30 students each year. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 50 years with the average age being 26 years. In addition to recent high school graduates, over 40% have previous degrees or diplomas, and 65% have over 5 years of work experience. The School’s teaching team consists of 4 full-time faculty, 2 professional staff, 2 clerical staff, 7 adjunct faculty and a variable number of sessional teaching staff. The majority of the faculty have health backgrounds, totalling 150 person-years of health care experience. As of November 1995, the School had 168 graduates 75% of whom are employed in British Columbia, 17% in other parts of Canada and 8% outside the country. Sixty-five percent of the graduates work in government departments including community health agencies; 10% work in hospitals, 20% work for management consulting firms, software houses, or computer hardware firms, and 5% are otherwise employed. Almost 100% of the graduates are gainfully employed in professional positions in which their health information science degree is valued. They work as systems analysts, system designers/developers, consultants, research assistants, health-care planners, information system-support staff/trainers and client-account representatives. Some are already in senior management positions.

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Fillomena, Remelyn E., and Ma Wilma M. Maravilla. "School Adjustment Problems and Coping Strategies of Senior High School Students of a Catholic School." Philippine Social Science Journal 3, no. 2 (November 16, 2020): 121–22. http://dx.doi.org/10.52006/main.v3i2.236.

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School adjustment and coping strategies are vital elements of students' lives because they help them adapt and function well to their environment, thereby preventing countless mental health problems. However, despite the robust information about the importance and benefits of adaptability or adjusting well to one's environment, many students still encounter school adjustment problems. Luckily, students often resort to various coping strategies in order to deal with their problems effectively. Hence, the paper determined the degree of school adjustment problems and the extent of coping strategies of senior high school students of a Diocesan Catholic school in Antique during the School Year 2019-2020. Likewise, it determines the correlation between school adjustment problems and students' coping strategies and whether good coping strategies predict school adjustment problems.

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Rajesh Kanthe et al.,, Rajesh Kanthe et al ,. "A Study on Reading Environment of High School Libraries." International Journal of Library Science and Research 8, no. 1 (2018): 1–4. http://dx.doi.org/10.24247/ijlsrfeb20181.

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Kim, Yun-Ji. "High School Students' Mental Model about the Global Environment." Journal of the Korean society of earth science education 8, no. 1 (April 30, 2015): 25–34. http://dx.doi.org/10.15523/jksese.2015.8.1.25.

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Wheeler, CSCS, Randy. "Developing Mobility and Stability in the High School Environment." Strength and Conditioning Journal 31, no. 1 (February 2009): 23–26. http://dx.doi.org/10.1519/ssc.0b013e31817f9eb3.

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Kim, Kyung Hee, and Michael F. Hull. "Creative Personality and Anticreative Environment for High School Dropouts." Creativity Research Journal 24, no. 2-3 (April 2012): 169–76. http://dx.doi.org/10.1080/10400419.2012.677318.

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Booth, Margaret Zoller, and Jean M. Gerard. "Adolescents’ Stage-Environment Fit in Middle and High School." Youth & Society 46, no. 6 (June 19, 2012): 735–55. http://dx.doi.org/10.1177/0044118x12451276.

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Asan, Idrizi, Srbinovski Mile, and Jonuzi Ibraim. "Attitudes of Macedonian High School Students towards the Environment." Procedia - Social and Behavioral Sciences 159 (December 2014): 636–42. http://dx.doi.org/10.1016/j.sbspro.2014.12.439.

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Nolen, Susan Bobbitt. "Learning environment, motivation, and achievement in high school science." Journal of Research in Science Teaching 40, no. 4 (March 18, 2003): 347–68. http://dx.doi.org/10.1002/tea.10080.

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Roswita, Wan. "Adiwiyata-program-based school management model can create environment-oriented school." Journal of Management Development 39, no. 2 (March 5, 2020): 181–95. http://dx.doi.org/10.1108/jmd-01-2019-0005.

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PurposeTo analyze and find a model design of Adiwiyata environment-based management for schools built on wetlands.Design/methodology/approachThe research approach used is qualitative descriptive research, which provides complex details about a phenomenon or situation that has not been expressed through direct observation. The research was conducted at State Senior High School in Dumai city, which has participated in Adiwiyata program. Objects in the study are school communities including educators, education personnel, learners, cleaning personnel, and canteen management. Sampling was done randomly (simple random sampling). Students sample taken were from X, XI, and XII grades for both schools. Number of the population in SMA Negeri 2 (Public Senior High School 2) were 1,006 people. SMA Negeri Binaan Khusus (Binaan Khusus Public Senior High School) were 594 people. The number of samples eligible in the study was 30–500 people. Data collection techniques were conducted by using observation, interview, questionnaire, and documentation performed in both schools. Data analysis used qualitative and quantitative descriptive analysis with a simple statistical approach in the form percentage.FindingsPublic Senior High School 2 and Binaan Khusus Public Senior High School have school plans on activities related to environment-oriented education school management. Planning is outlined in school programs and school development planning programs by fulfilling infrastructure facilities supporting school activities with environmental insight. Programs are made by both schools, some are carried out in accordance with the plan. Nevertheless, some of the programs are not yet realized. For example, Public Senior High School 2 planning in building a greenhouse. Binaan Khusus Public Senior High School's fishpond plan was abandoned.Originality/valueThe originality of this research appears in the novelty of the use of built models that involve all school communities to be able to change and instill caring behavior and attitudes toward the environment in order to realize Adiwiyata-program-based environment-oriented education school management. But, there is no Adiwiyata program implementation model; therefore, the model in this study does not include the components of Environment–Based Curriculum Implementation

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Riffkin, P. A., P. M. Evans, J. F. Chin, and G. A. Kearney. "Early-maturing spring wheat outperforms late-maturing winter wheat in the high rainfall environment of south-western Victoria." Australian Journal of Agricultural Research 54, no. 2 (2003): 193. http://dx.doi.org/10.1071/ar02081.

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The aim of this experiment was to identify suitable cultivars and sowing times for winter and spring wheat types in the high rainfall environment of south-western Victoria. Spring and winter wheat cultivars with a range of flowering times were sown at 3 (April–June) and 6 (April–September) sowing times in 1997 and 1999, respectively, at Hamilton. Strong cultivar × sowing time interactions occurred. Grain yields ranged from 0.3 t/ha for a winter wheat (cv. Declic) sown in September to 8 t/ha for a spring wheat (cv. Silverstar) sown in June. The early-maturing spring wheat cultivar Silverstar, initially bred for the lower rainfall Mallee environment, produced the highest yields in both years from all sowing times except April. Our data indicate that higher yields are achieved from crops that flower earlier than is currently recommended. The optimum flowering period in south-western Victoria needs to be redefined, especially since many crops are now sown on raised beds.

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Fuxa, Andrew J., and Jayne A. Fulkerson. "Adolescent Obesity and School Performance and Perceptions of the School Environment Among Minnesota High School Students." School Mental Health 3, no. 2 (March 19, 2011): 102–10. http://dx.doi.org/10.1007/s12310-011-9050-0.

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Saputra, Muhammad Ari. "Classroom Management in DC Public School: Coolidge Senior High School." SALEE: Study of Applied Linguistics and English Education 2, no. 2 (July 29, 2021): 163–72. http://dx.doi.org/10.35961/salee.v2i02.237.

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Teaching a language is a scientific process to give knowledge of language to the students in order that the students enable to communicate through in written and spoken form with one another. The students are able to communicate in spoken and written English accurately, fluently and in good manners. Managing a class full of students is one of the biggest challenges faced by teachers. If teachers do not have an effective plan in place, there will not be much opportunity for students to engage in meaningful learning experiences. Thus, teachers will find themselves refereeing instead of teaching. Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. Classroom management means teachers’ strategies to create and maintain an orderly learning environment and discipline means teachers’ responses to students’ misbehavior. The goal of classroom management is to create and maintain a positive, productive learning environment, to support and foster a safe classroom community, to assist students to keep task focused, to reduce distraction from learning, to organize and facilitate the flow of learning activities and to help the students to manage them. This is part want to analysis the video taken from YouTube; focus on native or first language in English language teaching on senior high school level. The video coming to DC Public School: Coolidge Senior High School.

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Goad, Philip. "Designing Woodleigh School: educator and architects in context." History of Education Review 43, no. 2 (September 30, 2014): 190–206. http://dx.doi.org/10.1108/her-03-2014-0014.

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Purpose – The purpose of this paper is to examine the professional context of the educator and architects who designed and conceived Woodleigh School in Baxter, Victoria, Australia (1974-1979) and to identify common design threads in a series of schools designed by Daryl Jackson and Evan Walker in the 1970s. Design/methodology/approach – The research was derived from academic and professional publications, film footage, interviews, archival searches and site visits. Standard analytical methods in architectural research are employed, including formal, planning and morphological analysis, to read building designs for meaning and intent. Books, people and buildings were examined to piece together the design “biography” of Woodleigh School, the identification of which forms the basis of the paper's argument. Findings – Themes of loose fit, indeterminate planning, coupled with concepts of classroom as house, and school as town, and engagement with a landscape environment are drawn together under principal Michael Norman's favoured phrase that adolescents might experience “a slice of life”, preparing them for broader engagement with a world and a community outside school. The themes reflect changing aspirations for teenage education in the 1970s, indicating a free and experimental approach to the design of the school environment. Originality/value – The paper considers, for the first time, the interconnected role of educator and architect as key protagonists in envisioning connections between space and pedagogy in the 1970s alternative school.

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Beverly, Weldon A. "Schools Within a School: The Restructured Learning Environment of an Effective Urban High School." Journal of Negro Education 57, no. 3 (1988): 362. http://dx.doi.org/10.2307/2295430.

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Ward, D., R. Saunders, G. Felton, E. Williams, J. Epping, and R. Pate. "Implementation of a school environment intervention to increase physical activity in high school girls." Health Education Research 21, no. 6 (December 1, 2006): 896–910. http://dx.doi.org/10.1093/her/cyl134.

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Brown, S. M., L. Landry-Meyer, R. Pobocik, and S. Horowitz. "A FAMILY ECOLOGICAL APPROACH TO HIGH SCHOOL STUDENTS' FOOD CHOICES IN THE SCHOOL ENVIRONMENT." Journal of the American Dietetic Association 103 (September 2003): 109. http://dx.doi.org/10.1016/s0002-8223(08)70175-5.

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Jung, Jae-hun. "A Study on Educational Environment Affecting High School Competition Rate." Journal of Korea Real Estate Analysists Association 27, no. 1 (March 31, 2021): 111. http://dx.doi.org/10.19172/kreaa.27.1.8.

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Kalugina, T. A. "Social Adaptation of Nonresident Students to the High School Environment." Izvestia of Saratov University. New Series. Series: Sociology. Politology 18, no. 3 (2018): 279–89. http://dx.doi.org/10.18500/1818-9601-2018-18-3-279-286.

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Bilgen, Nurettin. "A study on high school students perceptions of geographical environment." Educational Research and Reviews 10, no. 7 (April 10, 2015): 1009–14. http://dx.doi.org/10.5897/err2014.1890.

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Hansen, David T. "The moral environment in an inner-city boys’ high school." Teaching and Teacher Education 18, no. 2 (February 2002): 183–204. http://dx.doi.org/10.1016/s0742-051x(01)00063-4.

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Nahadi, NFN, Wiwi Siswaningsih, and Farida Sarimaya. "Profiles Junior high School West Java in Education Learning Environment." Journal of Education and Learning (EduLearn) 8, no. 1 (February 1, 2014): 65. http://dx.doi.org/10.11591/edulearn.v8i1.206.

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Kovalenko, V. I., E. V. Kovalenko, and N. I. Isaeva. "Culture educational environment of high school: genesis of the concept." Alma mater. Vestnik Vysshey Shkoly, no. 7 (July 2018): 20–23. http://dx.doi.org/10.20339/am.07-18.020.

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