Journal articles: 'High school students Victoria'

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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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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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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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Crawford, Renée. "Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students." International Journal of Music Education 35, no. 3 (July 21, 2016): 343–56. http://dx.doi.org/10.1177/0255761416659511.

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This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.

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Crawford, Renée. "Socially inclusive practices in the music classroom: The impact of music education used as a vehicle to engage refugee background students." Research Studies in Music Education 42, no. 2 (June 28, 2019): 248–69. http://dx.doi.org/10.1177/1321103x19843001.

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As schools become increasingly culturally diverse, globalisation and cross-cultural exchange challenge teachers in complex but exciting ways. This article reports on the impact of music education for students in a secondary school in Victoria, Australia. Socially inclusive practices were a focus of the study as the school has a high percentage of young people with a refugee background. A number of school-based musical experiences provided opportunities for cross-cultural exchange and negotiation, and diverse communications are described. Music education was used as a vehicle to engage young refugee background students, which was indicative of three primary themes: personal wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. Key findings from this case study research indicated that a music classroom which fostered socially inclusive practices resulted in a positive transcultural learning space. This research raises important questions about the critical role of music education and the arts in contemporary and culturally diverse school contexts.

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Protti, D. J. "Health Information Science at the University of Victoria: The First Ten Years." Methods of Information in Medicine 33, no. 03 (1994): 268–72. http://dx.doi.org/10.1055/s-0038-1635025.

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Abstract:The 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 40 courses and 4 CO-OP work terms over 4.3 years. The School admits 30 students each September of which 60% are normally female. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 42 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 5 full-time faculty, 3 professional staff and 4 part-time faculty. The majority of the faculty have health backgrounds, totalling 135 person-years of practising health care experience. As of November 1992, the School had 113 graduates; 75% are employed in British Columbia, 18% are in other parts of Canada and 7% outside the country. Forty-five percent of the graduates work in government departments including community health agencies; 29% work in hospitals; 26% work in management consulting firms, software houses, or computer hardware firms. They work as systems/project analysts, systems consultants, research assistants, planning analysts, system-support staff, trainers/developers and client account representatives. Some are already in senior management positions.

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Stevenson, Brian. "Collaborative practice re-energises bioscience teaching in schools." Microbiology Australia 31, no. 1 (2010): 27. http://dx.doi.org/10.1071/ma10027.

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This year marks the first decade of operations for the Gene Technology Access Centre (GTAC). The decade has seen a grassroots initiative by a small group of eminent research scientists and dedicated personnel from the University High School in Melbourne grow into a specialist education centre in cell and molecular biology that attracts over 6000 students and their teachers each year. GTAC has not only refocused student and teacher attention on the interdisciplinary nature of contemporary biology, but has also highlighted how a ?centre model for learning?, based upon collaboration and partnerships, can exist within ?the school system? and meet the needs of students and teachers from across Victoria and beyond.

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Fernandes, Venesser. "Exploring leadership influence within data-informed decision-making practices in Australian independent schools." Studia paedagogica 26, no. 4 (February 14, 2022): 139–59. http://dx.doi.org/10.5817/sp2021-4-7.

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There is increasingly strong pressure on schools to use data within their decision-making processes; the pressure comes not just from high-stakes testing but also from the subsequent comparative analysis conducted in the international, national, state, and local jurisdictions that represent the educational systems responsible for ensuring that students continue to receive quality education (Harris & Jones, 2017). There is paucity in empirical research within Australia on the practice of data use within schools; research is lacking on data interactions among school leaders in their workplace settings (Coburn & Turner, 2012). This study contributes toward this identified gap in Australian research literature on the practice of data-informed decision making (DIDM) in schools. Using a case-study approach at two K-12 independent schools in Victoria, Australia, the study sought to understand the "how" and "why" of DIDM systems that are currently in use within Australian independent schools in order to better understand what data-informed school improvement processes are being used in practice in this sector of Australian schooling. Based on the findings, we offer recommendations for developing improved system capabilities that make schools data literate and numerate and identify the important transformational role that senior and middle-level school leaders play in building up data-informed collaborative school cultures within their schools.

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Gallegos-Sánchez, Jesús José, Francisco Ruiz-Juan, Mario Alberto Villarreal-Angeles, and Jorge Isabel Zamarripa Rivera. "Etapas de cambio en la práctica de actividad física de tiempo libre en estudiantes de secundaria de Victoria de Durango, México. (Change stages to practice of physical activity within free time in high school students of Victoria of Durango, Mexico)." Retos, no. 35 (September 13, 2018): 196–200. http://dx.doi.org/10.47197/retos.v0i35.66878.

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El propósito del estudio fue analizar las etapas de cambio ante la práctica de actividad física en el tiempo libre en estudiantes de educación secundaria de la Ciudad de Victoria de Durango, México. El marco teórico empleado fue el Modelo Transteórico. Se diseñó un estudio cuantitativo, observacional-descriptivo de corte transversal. La muestra fue 1112 estudiantes de secundaria, edades entre los 12 y 15 años (M= 13.52; ±.92); el 52.6% fueron chicas y 47.4% chicos; 37.2% de primer curso, 33.9% segundo, 28.9% de tercero; 69% de turno matutino y 31% vespertino; el 25.5% inscritos en de secundarias Generales Federales, 36.6% Técnicas Federales y 37.9% Estatales; 15.5% en secundarias con índice de marginación urbana alto, 29% medio, 12.2% bajo y 43.4% muy bajo. Se administró el cuestionario de etapas de cambio hacia la práctica del ejercicio físico. El análisis de datos fue realizado por medio de estadística descriptiva y prueba de Chi2. Los principales resultados advierten que la mayoría de los estudiantes(60.4%) están en etapas de cambio poco activas o inactivas (no ofrecen beneficios a la salud); los chicos son más activos (51.7%)que las chicas (29.1%); los estudiantes más activos son los de secundarias Federales Generales así como los de primer curso; cuando el índice de Marginación Urbana bajael porcentaje de estudiantes en etapas más activas o con beneficios para la salud aumenta. Concluyendo que es importante considerar las etapas de cambio de comportamiento para planificar estrategias de modelos educativos. The purpose of the study was to analyze the change stages to practice of physical activity within free time in high school students of the City of Victoria of Durango, México. The theoretical framework used was the trans-theoretical model. It was designed a quantitative, observational-descriptive cross-sectional study. The sample was 1112 high school students, with ages between 12 and 15 years (M = 13.52; ± .92), (52.6% girls and 47.4% boys, 37.2% first, 33.9% second and 28.9% of third deggre 69% morning shift and 31% evening shift, 25.5% Federal General High Schools, 36.6% Federal Techniques and 37.9% Local, 15.5% high urban marginalization index, 29% medium level, 12.2% low and 43.4% very low. The questionnaire of stages of change towards the practice of physical exercise was administered. The data analysis was performed by means of descriptive statistics and proof of Chi2. The main results the majority of students (60.4%) are established in non-active or inactive stages of change that do not offer any health benefits; boys are more active (51.7%) than girls (29.1%); the students of the Federal General High Schools are the most active, as well as those in the first year; In relation to the IMU, as it improves, the percentages of students increases with more active stages or with health benefits. Concluding It is important to consider the stages of behavior change to plan strategies for educational models.

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Thomas, Tony. "The Impending Special Education Qualifications Crisis in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 139–45. http://dx.doi.org/10.1017/s1030011200025677.

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Given concern about the decreasing numbers of staff with qualifications in special education in Victorian government specialist schools (schools for students with special educational needs), a survey was distributed to all 81 of these schools to gather information about teacher qualifications and age. A very high response rate of 94% was obtained. The results showed a very wide range of numbers of staff possessing a special education qualification in different schools. It is of concern that in 15 schools (almost 20% of respondent schools) fewer than half the staff had special education qualifications, while in a further 33 schools (43%) between 50% and 79% of the staff had special education qualifications. To add to this concern, there was a large proportion of older teachers in the schools, with 70% of principals and 40% of teachers likely to retire over the next five years. The implications of this for the staffing of the specialist schools are discussed, leading to suggestions for the future.

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Kronborg, Leonie, and Claudia A. Cornejo-Araya. "Gifted Educational Provisions for Gifted and Highly Able Students in Victorian Schools, Australia." Universitas Psychologica 17, no. 5 (December 5, 2018): 1–14. http://dx.doi.org/10.11144/javeriana.upsy17-5.gepg.

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This article summarizes the main educational provisions developed and implemented for gifted and highly able students in Victoria, Australia. It emphasizes the strong influence that different governments have had on policies and guidelines providing for the education of these students. Among the options offered it is possible to differentiate those based on acceleration and high ability grouping. Accelerated learning options include early entry, grade skipping, subject acceleration, Higher Educational Studies program, and International Baccalaureate. High ability grouping includes Select Entry Accelerated Learning programs, select entry high schools, specialized high schools. The identification of students’ advanced intellectual and academic needs and the implementation of effective provisions for these students are strongly related to the level of knowledge and attitude that teachers have towards gifted and highly able students. The implications of the current educational provisions are discussed to reflect and promote better guidelines and more research in the field.

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Warren, Lisa J. "School-related stress and coping strategies in Victorian Year II students." Australian Educational and Developmental Psychologist 17, no. 2 (2000): 44–57. http://dx.doi.org/10.1017/s0816512200028145.

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AbstractAdolescents who are coping with their final years of secondary schooling may be stressed. The Victorian Certificate of Education (VCE) has been the subject of considerable anecdotal controversy, including concerns over the level of stress that it places upon students and its effect on students’overall well-being. The present study provides some initial empirical data to inform this debate. The Australian Adolescent Problems Inventory, the Adolescent Coping Inventory, and the General Health Questionnaire were used to examine the constructs of school-related stress, coping, and well-being in 118 Year II Victorian secondary school students. Students reported a range of school-related problems. They coped by positive avoidance or problem-focused methods that promoted independence. Students reported feeling high levels of global stress. Anticipation of the final year of schooling placed pressure on young people, but students found several ways to cope with the demands. Therefore, it could not be concluded that the Victorian Certificate of Education was significantly related to unhealthy levels of stress, worry, and poor coping.

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Ganim, Zoe, and Erica Frydenberg. "Attitudes to School, Coping,Wellbeing and Stress: An Examination of VCAL Students." Australian Educational and Developmental Psychologist 23, no. 1 (2006): 7–26. http://dx.doi.org/10.1017/s0816512200028844.

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AbstractOne hundred and fifty-seven students (aged 15 to 19 years) enrolled in the Victorian Certificate of Applied Learning (VCAL) program completed the Adolescent Coping Scale (ACS), and measures of school-related stress, attitudes to school and wellbeing. In general, VCAL students reported a positive attitude to school, high levels of wellbeing, low levels of school-related stress, and used a wide range of coping strategies. Gender differences and attitudinal differences were found in relation to coping strategies used, wellbeing, and stress. Discriminant analysis indicated that for females, low levels of school-related stress and frequent use of the ‘work hard’coping strategy significantly predicted a positive attitude to school, while for males high levels of wellbeing, and the frequent use of ‘work hard’, ‘focus on the positive’, and minimal use of ‘tension reduction’ predicted positive attitudes to school. The findings are discussed in light of current research and recommendations for interventions are proposed.

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Cainglet, Clare Marie B. "Intelligence Quotient (IQ) of High School Students of the University of Bohol - Victoriano D. Tirol Advanced Learning Center." University of Bohol Multidisciplinary Research Journal 1, no. 1 (December 7, 2013): 51–65. http://dx.doi.org/10.15631/ubmrj.v1i1.4.

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The intelligence Quotient indicates the progress of learning by dividing the achievement age by the mental age. This study identified the IQ of high school students of the UB- VD ALC and its relevance to the teaching-learning process. The researcher used OLSAT designed to measure verbal and non-verbal skills. The study utilized qualitative-quantitative descriptive research involving 177 students drawn by universal sampling. Results showed that the Second Year level has the most number of students whose IQ is Below Average, 5 comprising 10% of the population. In addition, most Second Year students had an Average IQ and had a total frequency of 37 (71%) compared to the rest of the year levels. The Fourth Year level embraced the highest number of Above Average students, 47% with a frequency of 17. In general, 7% or 13 students out of 177 total high school population had Below Average IQ levels while 110 students (62%) were on Average, and finally, 54 of them (31%) were Above Average. The classification of IQ among the students at all levels will be provided to the curriculum developers to enhance the teaching-learning experience of the students.

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Korir, EC, PJ Tuitoek, and D. Marais. "Food insecurity, a perceived barrier to healthy eating in the lake Victoria region, Kenya: findings from a qualitative study." African Journal of Food, Agriculture, Nutrition and Development 22, no. 4 (June 15, 2022): 20231–45. http://dx.doi.org/10.18697/ajfand.109.21895.

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Consumption of poor-quality diets was noted as prevalent in the Lake Victoria Region, Kenya. As a strategy to communicate desirable change and promote healthy eating in the region, a 30-member panel of policymakers and implementers developed and proposed 12 food-based dietary guidelines (FBDGs) in 2017-2018. The objective of this study was to assess barriers in adopting the proposed FBDGs amongst community members in the lowlands of Kisumu and Homa Bay counties. Qualitative, descriptive cross-sectional design was used to collect data from 72 focus-group discussions (FGD). The FGD was conducted among 216 school going children (10-13y), 216 high school students (15-18y), 207 adult males (26-74y) and 211 females (18-71y). The participants were asked to state whether the proposed FBDGs reflected their daily dietary practices? If the answer was no, the FGD participants were asked to elaborate on the perceived barriers. Each FGD consisted of 8-12 participants. The demographics of FGD participants were collected before the start of FGD sessions. All FGD proceedings were audio-recorded and transcribed verbatim. Demographic information of participants was analyzed and presented using descriptive statistics. The FGD responses were coded and analyzed based on the main code, the barriers. Barriers to healthy eating in the study area were mainly linked to low production of food, food unavailability and inaccessibility. Specific factors which contributed to the food insecurity situation included; dry and sunny weather, seasonality in food availability, limited resources to secure potential farmland with fences, gender influence on land use, high cost of food, lack of money to purchase food, low income, sale of farm produce with resultant inadequate quantities of food consumed and inappropriate meal composition. Food insecurity was a perceived barrier to healthy eating in the lowlands of the Lake Victoria region. This research suggests the need to address food systems and economic structures to improve food production, distribution, accessibility and consumption in the region. Coding was done with the aid of NVivo8 (QSR International Pty Ltd Version 8, 2008). This study was registered with the Kenyan National Commission for Science Technology and Innovation (NACOSTI/P/18/12634/22291). Key words: Healthy eating, Lake Victoria, barriers, food insecurity, food unavailability, food inaccessibility

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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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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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Iacono, Teresa, Carol McKinstry, Elena Wilson, Kerryn Bagley, and Amanda Kenny. "Designing and Rating Options for Special School Expertise to Support Mainstream Educational Inclusion." Australasian Journal of Special and Inclusive Education 44, no. 1 (December 16, 2019): 15–27. http://dx.doi.org/10.1017/jsi.2019.16.

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AbstractThe Victorian Government, Australia, committed to deliver recommendations from a review of the Program for Students with Disabilities. We report on the implementation of Recommendation 7: to explore options for how special schools could become ‘centres of expertise’ to support inclusion in mainstream schools. Informed by evidence reviews of inclusive education practices and interviews of special and mainstream staff and parents, stakeholders were engaged in a forum to develop a range of options. A larger sample of stakeholders then completed a survey to evaluate them. Forum attendees were parents, education staff, and allied health professionals from special and mainstream schools. They worked in small groups to develop options, which were later grouped into 5 categories. These options were entered into an online survey for distribution to a wider group of stakeholders. Survey respondents were 142 stakeholders from special (71%) and mainstream primary and secondary schools (parents, education staff, and allied health professionals). They rated each option, such that 8 with high ratings for feasibility and acceptability were recommended to support inclusive mainstream education through utilisation of special school expertise. The final list of options focused on collaboration, development, and coordination of networks of special and mainstream schools, and building capacity and leadership to support mainstream schools to meet diverse student need.

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Newton, Nicola C., Jennifer Debenham, Tim Slade, Anna Smout, Lucinda Grummitt, Matthew Sunderland, Emma L. Barrett, et al. "Effect of Selective Personality-Targeted Alcohol Use Prevention on 7-Year Alcohol-Related Outcomes Among High-risk Adolescents." JAMA Network Open 5, no. 11 (November 17, 2022): e2242544. http://dx.doi.org/10.1001/jamanetworkopen.2022.42544.

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ImportanceAlcohol consumption is one of the leading preventable causes of burden of disease worldwide. Selective prevention of alcohol use can be effective in delaying the uptake and reducing harmful use of alcohol during the school years; however, little is known about the durability of these effects across the significant transition from early adolescence into late adolescence and early adulthood.ObjectiveTo examine the sustained effects of a selective personality-targeted alcohol use prevention program on alcohol outcomes among adolescents who report high levels of 1 of 4 personality traits associated with substance use.Design, Setting, and ParticipantsA cluster randomized clinical trial was conducted to assess the effectiveness of the selective personality-targeted PreVenture program on reducing the growth of risky alcohol use and related harms from early to late adolescence and early adulthood. Participants included grade 8 students attending 14 secondary schools across New South Wales and Victoria, Australia, in 2012 who screened as having high levels of anxiety sensitivity, negative thinking, impulsivity, and/or sensation seeking. Schools were block randomized to either the PreVenture group (7 schools) or the control group (7 schools). The primary end point of the original trial was 2 years post baseline; the present study extends the follow-up period from July 1, 2017, to December 1, 2019, 7 years post baseline. Data were analyzed from July 22, 2021, to August 2, 2022.InterventionsThe PreVenture program is a 2-session, personality-targeted intervention designed to upskill adolescents to better cope with their emotions and behaviors.Main Outcomes and MeasuresSelf-reported monthly binge drinking, alcohol-related harms, and hazardous alcohol use measured by the Alcohol Use Disorders Identification Test–Concise consumption screener.ResultsOf 438 participants (249 male [56.8%]; mean [SD] age, 13.4 [0.5] years) from 14 schools, 377 (86.2%) provided follow-up data on at least 2 occasions, and among those eligible, 216 (54.0%) participated in the long-term follow-up. Compared with the control condition, the PreVenture intervention was associated with reduced odds of any alcohol-related harm (odds ratio [OR], 0.81 [95% CI, 0.70-0.94]) and a greater mean reduction in the frequency of alcohol-related harms (β = −0.22 [95% CI, −0.44 to −0.003]) at the 7.0-year follow-up. There were no differences in the odds of monthly binge drinking (OR, 0.80 [95% CI, 0.56-1.13]) or hazardous alcohol use (OR, 0.87 [95% CI, 0.59-1.27]) at the 7.0-year follow-up. Exploratory analyses at the 5.5-year follow-up showed that compared with the control condition, the PreVenture intervention was also associated with reduced odds of monthly binge drinking (OR, 0.87, [95% CI, 0.77-0.99]) and hazardous alcohol use (OR, 0.91 [95% CI, 0.84-0.99]), but this was not sustained.Conclusions and RelevanceThis study demonstrated that a brief selective personality-targeted alcohol use prevention intervention delivered in the middle school years can have sustained effects into early adulthood.Trial Registrationanzctr.org.au Identifier: ACTRN12612000026820

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A Conversation with victoria James, Imani Marrero, and Darleen Underwood. "Branching Out and Coming Back Together: Exploring the Undergraduate Experiences of Young Black Women." Harvard Educational Review 80, no. 1 (April 1, 2010): 61–74. http://dx.doi.org/10.17763/haer.80.1.j71j1882133582p7.

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In January of 2010, Harvard Educational Review editor Chantal Francois sat down at a Manhattan diner with three young black women, two of whom were her former students at a New York City high school. Chantal invited the women to come together and share their experiences as freshmen at predominantly white institutions along the East Coast. While each of these young women drew largely from her own experiences transitioning into different college settings, each highlights themes from both Fordham's and Kynard's research—including the emotional stress that being confined by labels can cause and the importance of finding a cipher from which to draw strength. In this conversation, the women shed the layers they typically don in white educational settings, instead creating a space where they can be real, find comfort,and speak from the core. What's more, their stories echo the themes of talking black, talking back, fictive kinship, and complicity, which Iris Carter Ford's commentary describes as central to conversations about black women in America today. From Victoria, Imani, and Darleen, we hear firsthand accounts of the commitment to struggle and the communal strength that continue to exist in the sacred spaces carved out by young black women in American educational institutions.

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Mohylna, Y. "The state of professional orientation of schoolchildren in the modern Ukrainian school." New Collegium 1, no. 103 (March 30, 2021): 67–70. http://dx.doi.org/10.30837/nc.2021.1.67.

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The article analyzes the state of the identified problem. It was found that vocational guidance in modern schools of Ukraine is conducted at a low level, is ineffective and uses a narrow range of methods. Ways to implement career guidance are mostly theoretical and do not provide sufficient knowledge for a conscious choice of profession. Lack of implementation of practical ways deprives high school students of a deep understanding of the chosen profession, the ability to conduct self-analysis and compare personal abilities and skills with the requirements for the specialty. For the most part, career guidance is reduced to the propaganda work of higher education institutions. Student visits by students and other activities organized by universities are mostly aimed at acquainting students with the peculiarities of studying in a particular university, its advantages over other educational institutions. However, such measures cannot be considered career guidance, as they do not provide sufficient information about professions, but only acquaint future entrants with the specifics of training and provide general information about the relevant professions. In addition, in Ukraine there is no relationship between the State Employment Center and the vocational guidance of schoolchildren. This leads to an imbalance between supply and demand in the labor market, which in turn negatively affects the economic situation of the country due to higher unemployment. It also has a negative impact on social development, because a person who has not been able to realize himself cannot be a socially active and life-satisfied citizen who loves his country. Due to professional uncertainty and misunderstanding by young people of the answer to the question "Who am I?" loss of flair and abilities, the development of which could bring the country advantages, victories, economic independence. Analysis of career guidance work in schools abroad shows that career guidance in schools in Ukraine is at a low level, lacks a number of important components and does not have a positive impact on the social and economic life of the country.

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Olena, Kostenko. "HISTORY AND MODERNITY OF THE CIMBALOM CLASS IN I. P. KOTLYAREVSKY KHNUA. TO THE 30TH ANNIVERSARY OF ITS FOUNDATION." Aspects of Historical Musicology 22, no. 22 (March 2, 2021): 86–98. http://dx.doi.org/10.34064/khnum2-22.05.

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Introduction. The prerequisites and the first steps towards the development of cimbalom performance in Kharkiv universities are shown in the historical aspect. The necessity of training the qualified specialists for teaching high-level musicians is revealed and the direction of development of the pedagogical process is justified. Objectives is to highlight the role of the class of cymbals KhNUА in the context of the formation and development of the Kharkiv cimbalom school since the last third of XX – early XXI centuries. Results and Discussion. Different sides of the development of the cymbal class of the Department of Folk Instruments of Ukraine of the I. Kotlyarevsky Kharkiv National University of Arts (KhNUA). The research and methodological principles, features of work on the original repertoire and fruitful cooperation with Kharkiv composers, forms of instrumental, performing professional training, participation in methodological seminars, practical classes in advanced training courses, concerts, festivals, competitions, conferences and projects of various levels are considered. Lists of students-laureates of competitions and names of all significant concert projects are given. Attention is drawn to the pedagogical sphere of activity as an integral part of creative work in music schools, as well as in higher educational institutions of the arts. This allows us to speak of the Kharkiv cimbalom school as of independent creative subject, which is distinguished by the originality of the repertoire, the search for new forms of expression, the use of non-traditional techniques of playing the instrument. According to the register, Kharkiv cimbalom school is the youngest, but at the same time one of the most progressive performing schools in Ukraine. Conclusions. It is shown that for thirty years of existence of the cimbalom class of KhNUA the idea of professional training at three educational levels – from music school to institution of higher education has been successfully realized. Many laureates of international, all-Ukrainian and regional competitions, festivals, graduates of the class are brought up. The high level of instrumental, performing, professional training is distinguished. At the same time, the development of the academic direction in performance on folk instruments, in particular on cimbalom, has significantly broaden the boundaries of the traditional folk instrumental genre. It is shown that the formation of the cymbal class in KhNUA during the 30 years of its existence completed the formation of the Kharkiv cimbalom school, and its future will be improved and filled with new victories and ideas at a new, more advanced level.

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Kouzma, Nadya M., and Gerard A. Kennedy. "Academic stress, self-efficacy, social support, and health behaviours in female Victorian Certificate of Education (VCE) students." Australian Educational and Developmental Psychologist 17, no. 2 (2000): 24–43. http://dx.doi.org/10.1017/s0816512200028133.

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AbstractThis study examined academic stress in female Victorian Certificate of Education (VCE) students in terms of somatic symptoms and mood disturbance before, during, and after the midyear examination period and also examined the role of self-efficacy, number of social supports, social support satisfaction, and health behaviours in mediating the effects of stress on symptoms and mood disturbance. It was hypothesised that (a) student would report increased somatic symptoms and mood disturbance during the examination period and that (b) self-efficacy, social support (number and satisfaction), and health behaviours would account for a significant proportion of variance for somatic symptoms and mood disturbance before, during, and after the exam period. The participants were 51 VCE students from a large Catholic girls’secondary college in Melbourne. Four weeks before the exam period, the Generalized Self-Efficacy Scale, Reported Health Behaviours Checklist, Short Form Social Support Questionnaire, Symptoms Checklist, and Profile of Mood States were administered.The Symptoms Checklist and Profile of Mood States were administered again during the exam week and four weeks after the exam period. Statistical analyses showed that the VCE examination period was associated with significantly increased self-reports of somatic symptoms and mood disturbances that were strongly indicative of high levels of stress. Self-efficacy was found to have a weak role in mediating the stress response during the exam week. Social support did not account for any of the variation in academic stress. Health behaviours accounted for a small but significant proportion of the variance in stress after the exam period. It was concluded that there is a need to study other factors that may attenuate the academic stress response in adolescent secondary school students. The perceptual and cognitive appraisal of academic stressors is suggested as an area that may be worthy of examination.The implications of the findings are discussed in terms of the impact that academic stress may have on adolescents’ health during this critical period of development.

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McCONNELL, ELIZABETH H. "High School Students." Youth & Society 26, no. 2 (December 1994): 256–76. http://dx.doi.org/10.1177/0044118x94026002006.

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Litherland, Steven, Peter Miller, Nic Droste, and Kathryn Graham. "Male Barroom Aggression among Members of the Australian Construction Industry: Associations with Heavy Episodic Drinking, Trait Variables and Masculinity Factors." International Journal of Environmental Research and Public Health 18, no. 13 (June 24, 2021): 6769. http://dx.doi.org/10.3390/ijerph18136769.

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Introduction and Aims: Past research indicates heavy episodic drinking (HED), trait aggression, male honour and conformity to masculine norms are risk factors for male barroom aggression (MBA) perpetration. However, little is known about the impact of these variables on experiences of MBA victimization. Further, data derived previously, particularly in relation to perpetration have come from relatively low-risk samples comprising university students, limiting the generalizability of findings to other, at-risk male groups. Thus, the present study assessed the impact of the aforementioned variables as well as personality constructs of impulsivity and narcissism on both the perpetration of and victimization from MBA among a high-risk sample sourced from male members of the Australian construction industry. Method: A purposive sample of Australian male construction workers aged 18 to 69 years (n = 476, Mage = 25.90, SDage = 9.44) completed individual interviews at their current place of employment or while training at various trade schools in Geelong and Melbourne, Victoria, Australia. Items related to past month HED, past year experiences of verbal and physical MBA (perpetration and victimization), trait aggression’s four factors (physical, verbal, anger, hostility), impulsivity, narcissism, male honour and conformity to masculine norms. Results: Participants reported high levels of verbal (24.2%) and physical (21%) MBA perpetration and verbal (33.6%) and physical (31.1%) MBA victimization. Hierarchical binary logistic regression analyses identified HED as the strongest predictor of aggression involvement, while trait physical aggression, trait anger, narcissism and conformity to norms endorsing violence and a need to win were significantly and positively associated with MBA perpetration. Conclusions: The present study reinforces the key relationships between heavy drinking and aspects of personality and MBA, while also highlighting narcissism as a risk factor for barroom aggression perpetration. Indeed, personality profiles and HED appear to exert stronger influences on MBA perpetration than socially constructed masculinity factors, most of which were unrelated to aggression involvement in bars, clubs or pubs.

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OTSUI, Kanako. "School Adjustment of High School Students:." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 2PM101. http://dx.doi.org/10.4992/pacjpa.74.0_2pm101.

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HASUMI, Motoko, Yasuko KITAHARA, Kentaro Kawasshima, and Yoshihiro Asai. "After School Life of High School Students and University Students." Proceedings of the Annual Convention of the Japanese Psychological Association 76 (September 11, 2012): 2EVC02. http://dx.doi.org/10.4992/pacjpa.76.0_2evc02.

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TSUGAWA, Hideo, and Ayumi TAKAMOTO. "School connectedness of junior high school students." Proceedings of the Annual Convention of the Japanese Psychological Association 77 (September 19, 2013): 1PM—115–1PM—115. http://dx.doi.org/10.4992/pacjpa.77.0_1pm-115.

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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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Wang, Sizhuang. "OBESITY AMONG HIGH SCHOOL STUDENTS." Young Scholars Journal, no. 1 (2021): 10–17. http://dx.doi.org/10.29013/ysj-21-1-10-17.

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Puhr, Kathleen M. "Postmodernism for High-School Students." English Journal 81, no. 1 (January 1992): 64. http://dx.doi.org/10.2307/818343.

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Higgins, Gregory C. "ETHICS AND HIGH SCHOOL STUDENTS." Religious Education 81, no. 2 (March 1986): 288–94. http://dx.doi.org/10.1080/0034408600810212.

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Castiglione, Claudia, Alberto Rampullo, and Orazio Licciardello. "High School Students’ Value System." Procedia - Social and Behavioral Sciences 141 (August 2014): 1330–34. http://dx.doi.org/10.1016/j.sbspro.2014.05.229.

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Aoyama, Ikuko, Lucy Barnard-Brak, and Tony L. Talbert. "Cyberbullying Among High School Students." International Journal of Cyber Behavior, Psychology and Learning 1, no. 1 (January 2011): 25–35. http://dx.doi.org/10.4018/ijcbpl.2011010103.

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Bullying, a typical occurrence in schools, has gone digital. As a result, cyberbullying has become ever more present among youth. The current study aimed to classify high school students into four groups based on their cyberbullying experiences and to examine the characteristics of these groups based on the sex and age of the participants and the level of parental monitoring. Participants were 133 high school students located in central Texas. A cluster analysis revealed four distinct groups of students who were “highly involved both as bully and victim,” “more victim than bully,” “more bully than victim,” or “least involved.” Significantly more girls and more students in lower grades were classified into the “more victim than bully group” while older students were more likely to be classified into the “more bully than victim” group. No significant differences were found between cluster membership and the degree of parental monitoring.

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Heras, Panagiotis, Konstantinos Kritikos, Antonios Hatzopoulos, Nikolaos Kritikos, and Dimitrios Mitsibounas. "Smoking Among High School Students." American Journal of Drug and Alcohol Abuse 34, no. 2 (January 2008): 219–24. http://dx.doi.org/10.1080/00952990701877151.

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Fontana, S., C. Lanzani, R. Bigazzi, L. Zagato, E. Messaggio, G. Santini, F. Nistri, et al. "HYPERTENSION IN HIGH SCHOOL STUDENTS." Journal of Hypertension 36, Supplement 1 (June 2018): e17. http://dx.doi.org/10.1097/01.hjh.0000539008.91403.15.

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Strassberg, Donald S., Deanna Cann, and Valerie Velarde. "Sexting by High School Students." Archives of Sexual Behavior 46, no. 6 (January 3, 2017): 1667–72. http://dx.doi.org/10.1007/s10508-016-0926-9.

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OHNO, Hiroyuki. "Science Seminars for High School and Junior High School Students." Kobunshi 57, no. 4 (2008): 233–34. http://dx.doi.org/10.1295/kobunshi.57.233.

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Prasad, Aruna. "School Matters: What Happens in High School Goes Beyond High School." ASHA Leader 18, no. 3 (March 2013): 25–26. http://dx.doi.org/10.1044/leader.scm.18032013.26.

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Earl Irving, S., Dennis W. Moore, and Richard J. Hamilton. "Mentoring for high ability high school students." Education + Training 45, no. 2 (March 2003): 100–109. http://dx.doi.org/10.1108/00400910310464071.

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Schmitt, Carrie, and Vella Goebel. "Experiences of High-Ability High School Students." Journal for the Education of the Gifted 38, no. 4 (October 5, 2015): 428–46. http://dx.doi.org/10.1177/0162353215607325.

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This study attempted to answer the question, “To what extent do 12th-grade high-ability students feel that their past educational experiences, particularly in high school, have challenged their academic abilities?” Much research has been conducted in the field of gifted education about the identification, social and emotional characteristics, and educational needs of gifted students. However, little research has focused on how students themselves feel about the rigor and value of their educational experiences. This case study involved three high school seniors identified as high ability and enrolled in an Advanced Placement Language and Composition course in Indiana. Learning how these students feel about their experiences should help inform educators’ decisions regarding programming options, instructional methods, and differentiation strategies for high-ability students in Indiana.

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Tsugawa, Hideo, and Ayumi Takamoto. "School connectedness of junior high school students (2)." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): 1EV—2–028–1EV—2–028. http://dx.doi.org/10.4992/pacjpa.78.0_1ev-2-028.

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Simpson, Hazel Elizabeth. "School Violence: Perceptions of Guyanese High School Students." International Journal of Interdisciplinary Social Sciences: Annual Review 4, no. 5 (2009): 79–90. http://dx.doi.org/10.18848/1833-1882/cgp/v04i05/52918.

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Bravo-Cedeño, Janina Alexandra, and Francisca Margarita Avila-Rosales. "School bullying and learning in high school students." International research journal of management, IT and social sciences 9, no. 4 (July 8, 2022): 631–38. http://dx.doi.org/10.21744/irjmis.v9n4.2130.

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The research was based on the study of bullying school and its impact on the learning of the students of the Educational Unit June 5 #34, of the Canuto parish, of the Chone canton. According to initial inquiries and diagnostic tests, it was possible to identify peer violence as one of the problems that significantly affects the performance of schoolchildren. From this, relevant themes were established in the theoretical framework in relation to school bullying and learning, which allowed analyzing the causes and consequences of bullying in the teaching-learning process. The objective was to determine the level of bullying and its effects on children's learning. The research had a mixed approach, that is, qualitative and quantitative, of a documentary type, with the implementation of the deductive method and the application of the survey as a data collection technique to investigate the behavior of the students and the intervention processes by of teachers in cases of school violence. It was obtained as a result that school bullying has a negative impact on student learning, due to psychological conditions, so it is necessary that teachers and parents are prepared to deal with these situations.

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Cho, Jeoung-eun. "Analysis of Art High School Students’ School Satisfaction." Korean Society of Music Education Technology, no. 40 (July 16, 2019): 111–30. http://dx.doi.org/10.30832/jmes.2019.40.111.

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Flores, Ceil, and Mary Jane Ashe. "Simulating Nursing School to Engage High School Students." Clinical Simulation in Nursing 9, no. 4 (April 2013): e139-e143. http://dx.doi.org/10.1016/j.ecns.2011.11.003.

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Johnston, Joanne S. "High School Completion of in-School Suspension Students." NASSP Bulletin 73, no. 521 (December 1989): 89–95. http://dx.doi.org/10.1177/019263658907352117.

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Gallant, Dorinda J., and Jing Zhao. "High School Students’ Perceptions of School Counseling Services." Counseling Outcome Research and Evaluation 2, no. 1 (June 2011): 87–100. http://dx.doi.org/10.1177/2150137811402671.

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Foster, D. E., and C. A. Stone. "Nuclear science summer school for high school students." Journal of Radioanalytical and Nuclear Chemistry 219, no. 2 (May 1997): 237–39. http://dx.doi.org/10.1007/bf02038506.

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Wu, Chi-Cheng, and Linda Komesaroff. "An Emperor with No Clothes? Inclusive Education in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 129–37. http://dx.doi.org/10.1017/s1030011200025665.

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In this article, the authors review the way in which the Victorian government has responded to the inclusion of students with special educational needs (SEN) in mainstream schools, and consider what further efforts could be made to improve inclusive educational practices. Key measures introduced by the state education authority in relation to the inclusion of students with SEN in mainstream schools include a new funding mechanism, a whole-school approach to addressing students’ reading difficulties, and arrangements to exempt students with SEN from state and national testing. System authorities have been faced with a surge in the number of students identified as having SEN (resulting in funding blowouts and subsequent changes to eligibility criteria). Although intended to support students with SEN in mainstream settings, the approaches adopted may be falling far short of the needs of these students.

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Journal articles on the topic 'High school students Victoria'

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