Relevant bibliographies by topics / High schools-girls

Academic literature on the topic 'High schools-girls'

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Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "High schools-girls"

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TSUCHIDA, Yoko. "Images of Girls' High Schools in Newspaper Media." Journal of Educational Sociology 74 (2004): 149–67. http://dx.doi.org/10.11151/eds1951.74.149.

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Light, Harriett. "Sex Differences in Adolescent High-Risk Sexual and Drug Behaviors." Psychological Reports 82, no. 3_suppl (June 1998): 1312–14. http://dx.doi.org/10.2466/pr0.1998.82.3c.1312.

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The Youth Risk Behavior Survey, administered to 545 girls and 551 boys in 18 high schools in a midwestern state during spring of 1997, indicated few statistically significant differences between boys and girls in high-risk sexual behaviors and drug use; however, significantly more girls reported engaging in several high-risk behaviors.
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Angrist, Joshua, and Victor Lavy. "The Effects of High Stakes High School Achievement Awards: Evidence from a Randomized Trial." American Economic Review 99, no. 4 (August 1, 2009): 1384–414. http://dx.doi.org/10.1257/aer.99.4.1384.

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The Israeli matriculation certificate is a prerequisite for most postsecondary schooling. In a randomized trial, we attempted to increase certification rates among low-achievers with cash incentives. The experiment used a school-based randomization design offering awards to all who passed their exams in treated schools. This led to a substantial increase in certification rates for girls but had no effect on boys. Affected girls had a relatively high ex ante chance of certification. The increase in girls' matriculation rates translated into an increased likelihood of college attendance. Female matriculation rates increased partly because treated girls devoted extra time to exam preparation. (JEL I21, I28, J16)
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Evans-Winters, Venus E. "Flipping the Script: The Dangerous Bodies of Girls of Color." Cultural Studies ↔ Critical Methodologies 17, no. 5 (January 9, 2017): 415–23. http://dx.doi.org/10.1177/1532708616684867.

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Girls of color have been left out of discussions on youth participatory action research (YPAR) as well as gender- and race-based scholarship related to school marginalization. How Black girls and other girls of color experience girlhood is undertheorized. In this particular discussion, high school girls themselves expose the ways in which girls are punished in schools. Using participatory action research (PAR), high school students unveil girls of color experiences in schools as “dangerous bodies.” The author asseverates that Black girls and other girls of color “flip the script” by becoming conscientious and active agents in social change through the research process.
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Irwin, Katherine. "Punitive Exclusion and Therapeutic Support: Race, Gender, Class, and Multidimensional Control of High School Girls." Sociological Perspectives 63, no. 5 (March 7, 2020): 833–50. http://dx.doi.org/10.1177/0731121420908893.

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The 1980s brought a sharp upturn in punitive practices in U.S. schools. One negative result of harsh school discipline has been that poor students of color have been punished at disproportionate rates, with the racial disparity in sanctions being dramatic among girls. Some have argued that support services can undermine multiple inequalities in punitive exclusion, although very little research has examined how inequalities function in schools that offer support services as well as punishment. During a 13-year ethnography of girls’ experiences and school staff’s responses to students in one high school in Oahu, Hawai‘i, I found that school staff and girls had different definitions of safety. Elaborating on critical race, intersectional, and black feminist theories, I examine the disconnect between girls’ and staff’s understandings of school safety and offer a nuanced understanding of multiple exclusions in schools.
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Cohen, Michele. "Boys' and Girls' High School: Art and Politics in the Civil Rights Era." Prospects 30 (October 2005): 715–49. http://dx.doi.org/10.1017/s0361233300002246.

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The story of public art in the United States is also the story of American democratic institutions. Our public schools in particular, malleable and shifting under changing societal expectations, provide clues about the nature of our educational enterprise in their very design and the commissioned art that enhances them. In New York City, home to the nation's largest public school system and one of the first, art in schools is a barometer of aesthetic preferences and a measure of larger social issues. The constellation of events that led to the decentralization of New York City's schools in 1970 also led to the creation of an outstanding collection of work by African-American artists at Brooklyn's Boys' and Girls' High School.Better known for its athletics and as the school that hosted Nelson Mandela than for its public art, Boys' and Girls' High School first opened its doors as the Central School, with a Girls' department on Nostrand Avenue and a Boys' department on Court Street. In 1886, the Girls' department moved into a new building on Nostrand Avenue and in September 1890 school officials changed the official organization of the school to two schools, with Girls' High School on Nostrand Avenue (with added wings under construction) and Boys'High School (under construction) on Marcy Avenue. By 1960, efforts were under way to build a replacement school. The planning of the new Boys' and Girls' High School coincided with the fight by New York City minority groups for local school control, and the commissioning of art for the new building was paradigmatic of this struggle.
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Owens, Laurence D. "Sticks and stones and sugar and spice: girls' and boys' aggression in schools." Journal of Psychologists and Counsellors in Schools 6, S1 (May 1996): 45–56. http://dx.doi.org/10.1017/s103729110000323x.

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According to official figures, most of the trouble in schools is caused by boys. This is because boys are more openly disruptive and overtly aggressive. However, recent research has uncovered forms of aggression more common among girls. This paper reports on a study in South Australian schools which explores gender and developmental differences in aggression. A peer estimation scale was administered to students in years 2, 6, 9 and 11 in two high schools and four primary schools. Boys were found to be more physically and verbally aggressive than girls but girls used more indirect forms of aggression during the high school years. The gender differences in aggression are linked to gender differences in friendship patterns. Implications for schools are briefly discussed.
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Acar, Ömer. "An investigation of grade level and gender-based science achievement gaps in schools with different science achievement levels." Pegem Eğitim ve Öğretim Dergisi 10, no. 1 (December 24, 2019): 01–16. http://dx.doi.org/10.14527/pegegog.2020.001.

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Science achievement gap between fifth, sixth, and eighth grades and boys and girls in low and high performing schools were under investigation in the present study. In accordance with this purpose, three schools were selected to represent high performing schools and two schools were selected to represent low achieving schools for their performance on a nationwide exam. A total of 612 fifth, 816 sixth, and 604 eighth grade students in high achieving schools and 231 fifth, 364 sixth, and 328 eighth grade students in low achieving schools constituted the study sample. Students’ end of semester science grades were used as their science achievement measure. Results showed that students’ science achievement decreased from 5th grade to upper grades both in low and high achieving schools. In addition, they showed girls’ science achievement was higher than boys in several grade levels both in low and high achieving schools. Finally, results showed that science achievement gap between genders is more evident in high achieving schools.
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Morin, Aysel. "Dual Identities and Divided Lives: Muslim Girls at U.S. High Schools." Review of Communication 7, no. 2 (April 2007): 192–94. http://dx.doi.org/10.1080/15358590701371680.

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Santana, Danilo Dias, Diana Barbosa Cunha, Rosely Sichieri, and Gloria Valeria da Veiga. "Association of body image dissatisfaction with body mass index trajectory: the Adolescent Nutritional Assessment Longitudinal Study cohort." Jornal Brasileiro de Psiquiatria 69, no. 3 (July 2020): 187–96. http://dx.doi.org/10.1590/0047-2085000000279.

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ABSTRACT Objective To examine the association of body image dissatisfaction (BID) with body mass index (BMI) trajectory among students from a metropolitan area of Rio de Janeiro. Methods Data were analyzed for 809 middle school students followed from 2010 to 2013, and 1131 high school students followed from 2010 to 2012. BID was assessed using a body silhouettes scale. Type of school (public and private) was used as a proxy of socioeconomic status. Results In the middle school cohort, girls from private schools who wanted to have smaller and bigger silhouettes gained fewer BMI units than those who were satisfied with their body image ( p < 0.05). In the high school, girls from private schools who wished to have bigger and smaller silhouettes experienced greater BMI increase than girls who were satisfied with their body image ( p < 0.05). Also, in the high school cohort, boys from public schools who wished to have smaller and bigger silhouettes experienced smaller BMI increase than boys who were satisfied ( p < 0.05). Conclusion BID may be related to the BMI trajectory in girls from private schools and in boys from public schools.
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Dissertations / Theses on the topic "High schools-girls"

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Thynne, Rosemary Annette. "The Girls High Schools 1872-1914." Thesis, Royal Holloway, University of London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.483643.

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This study focuses on the emergence of the High Schools, initiating a new type of education for middle class girls. It traces their development to 1914. The study is based largely on the extant archives of the schools themselves and the two major organisations that nurtured them - the Girls Public Day School Trust and the Church Schools Company - and on diverse published primary sources and printed ephemera. By mid-century many had become convinced of the need for an intellectual education for middle class girls. However the establishment of the High Schools involved an adaptation of contemporary middle and upper class conventions and threatened established gender and class concepts, with the result that many middle class families strongly opposed the schools. The High Schools aimed to provide a curriculum that as far as possible matched that provided for middle class boys. The liberal curriculum and team games for girls produced outrage, challenging as they did, male superiority and accepted ideas of the place of middle class women. The schools recognised however that there were boundaries that the male elite would not allow to be crossed and the thesis considers the balance as well as the breaches involved. The high schools created an educated, easily identifiable, group of women with a definite place on the national stage. While the majority returned home to become educated wives and mothers, the schools developed also a group of women teachers, with trained professional status, whose ideas were to shape the grammar schools of the twentieth century. Finally, the stress on academic excellence ensured a flow of women to the university colleges, and thence to the professions where the battle for parity of opportunity would be continued.
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Billingsley, Cryslynn C. "What about Us? For Girls between Worlds| How Black Girls Navigate White High Schools." Thesis, University of Missouri - Saint Louis, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977071.

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This qualitative study is about the experiences and challenges Black girls have while attending predominantly White high schools and what they are doing to navigate that particular space. The purpose of this study was to explore and understand more about how Black girls navigate White space as minority members of a system that was not originally intended for them. Through semi-structured interviews, Black girls were asked directly to share their lived experiences. This study hopes to illuminate and amplify the voices of Black girls and help others see them by giving them a platform to discuss and tell their stories. It also aims to create agency in Black girls by asking them to examine the challenges they face while attending predominantly White high schools and how they navigate that particular setting and make it work for them.

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Nakagomi, S. "English middle-class girls' high schools and 'domestic subjects', 1871-1914." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1482135/.

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How ‘domestic subjects’, variously defined as cookery, dress-making, housewifery, laundry, needlework were transformed in English middle-class girls’ high schools between 1871 and 1914 is the subject of this thesis, dates deliberately chosen to build upon the work of other scholars. Changing notions of middle-class women’s positions in society and the economy influenced the development of these schools, their academic curriculum and the characteristics of ‘domestic subjects’. Middle-class girls’ education and the pioneer headmistresses such as Miss Frances M. Buss, founder of North London Collegiate School (NLCS) and Camden School for Girls (CSG), have been extensively studied by feminist historians of education such as Delamont (1978). The Victorian women’s movements were seen as a struggle for sexual and social equality through secondary and higher education. Miss Sara A. Burstall as headmistress of Manchester High School for Girls (MHSG) introduced ‘domestic subjects’ in 1900. Delamont saw this as a challenge to what earlier pioneers had achieved in the academic curriculum. ‘Domestic subjects’ had arguably been provided to meet the needs of girls with lower academic ability and/or lower social backgrounds within the high schools. I have found that the curriculum offered in girls’ high schools throughout the period 1871 – 1914 was more gender-specific than previous scholars had considered. ‘Domestic subjects’ such as cookery, dress-making had always been included even when the pioneering headmistresses were also struggling to achieve academic goals. The originality of my thesis lies in the comprehensive and detailed documentary analysis of previously unexplored sources for the period 1870-1914 of the Association of Head Mistresses (AHM), founded by Miss Buss, and those of the three case study school archives (NLCS, CSG and MHSG) and also books written by contemporary headmistresses such as Miss Burstall. Through a detailed analysis of these materials, I have revised the history of the transformation of ‘domestic subjects’. My findings show different stories of the transformation of ‘domestic subjects’ in the three case study schools which reflected the changing positions of middle class women in universities, labour market and home. First, ‘domestic subjects’ were a part of girls’ high school curriculum from their inception. Second, three stages were revealed with different contents, aims, staff and pupils as: a) separate compulsory subjects (1870s-1890s), b) special classes under the category of ‘technical’ education (1880s – 1890s) c) comprehensive special courses (after 1900). Third, the six headmistresses in the three schools reacted differently to the changing social, economic and educational environments considering the financial states of schools and demands of pupils and their parents. Fourth, staff and pupils involved in ‘domestic subjects’ were not limited to those with lower academic ability and/or lower social backgrounds of their parents. In conclusion, the changing characteristics of ‘domestic subjects’ in girls’ high schools can be seen as a move from Miss Buss to Miss Burstall: a difficult balancing act of academic and feminine roles at home, at school and in employment and responding to individual girls, local and parental needs and the growing role of the state, through its national Board of Education (BOE).
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Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.

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Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
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Land, Julie. "Attitudes and perceptions of high ability girls and boys in independent schools." Thesis, University of Newcastle upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397352.

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Hughes, Edward J. "Girls and technology education why are there so few girls studying technology education at West Bend high schools? /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hughese.pdf.

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Iqbal, Javed. "Digital literacy and access for educational inclusion : a comparative study of British Muslim girls schools." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/18095/.

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The educatiuonal achievements of British Muslims, particularly South Asians, have been studied in past decades, but, unfortunately, the impact of digital technologies on young Muslim children has not recieved sufficient attention. In addition, past studies mostly relied on quantitative methods to gain knowledge on the educational achievements of British Muslims. The thesis is grounded in a qualitative approach within a social constructionist paradigm, to elicit the views of young British Muslim girls on their use of digital technologies for educational achievements. The data presented were obtained by carrying out semi-structured interviews with a sample of young (14-19 year old) British Muslim girls at three single-sex Islamic faith schools, and were analysed using mainly template analysis, and also matrix analysis and cross-case analysis within and cross the case studies. It was found that most of the female Muslim students interviewed for this research study were satisfied and performed competently at case Islamic faith schools. Furthermore, the educational success at school A was attributable to educational norms and values relative to the provision of digital resources and skilled teaching staff. The educational experiences of school B and C were problematic, largely because of access to digital technologies, and provision of digital content and skilled teaching staff. Another factor of students’ underachievement was found to be that parents had limited levels of education and inadequate understanding of the education. Most of the students had a positive attitude towards the technologies. The thesis concludes that the educational achievement of British Muslim girls in schools is closely related to access to digital technologies, digital academic content, skilled academic staff and the technological, infrastructure in schools. The net effect of digital technologies is positive on Muslim girls in the increasingly competitive nature of the education system. The thesis is original and the first study of this kind that offers an insight into the access to digital technologies and educational attainment of young British Muslim girls that is reflected in key concepts through the usage and incorporation of technologies in education. Other aspects of this research include the issues of provision of technologies at home and parents’ educational level, contribution to knowledge, and the need for further broader and longitudinal study.
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Clark, Paul 1965. "A study of two Philippine high schools : a cross-cultural look at the education of girls and boys." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36893.

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While most schooling in the Philippines currently takes place in a coeducational setting, it seems apparent that, although they are attending the same high schools, boys and girls are not getting the same education. In many areas of the Philippines, boys' dropout rates are almost three times that of girls'. As more females graduate from college, women are rapidly replacing men in many fields.
However, this does not mean that women are leaving their traditional responsibilities in the home. Quite the opposite, women are now finding themselves faced with double the work while men essentially find themselves without the training or skills to adapt to a changing society.
This dissertation looks specifically at the schooling of two communities in the central Philippines. Looking at one school from a very rural village and another in a larger city, I examine the historical and sociological traditions of the Philippines and the island of Panay specifically. I investigate the reasons for girls' success while also looking at some reasons for boys' failure. I look closely at students' relationships with their schools, their teachers, their families, and with each other; I am trying to get a sense of how they perceive themselves and their world.
This dissertation uses qualitative research methods including lengthy observation and interview of students, families and teachers. It draws from the traditions of phenomenology and grounded theory, and is constructed in an interpretive anthropological tradition in which the narration is in first person singular and, where possible, the present tense.
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Schwab, Shannon Y. "Bullying and victimization in high school as perceived by female students in a midwestern university /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131428180.pdf.

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Davids, Lameez. "Knowledge, attitudes and practices of contraception amongst adolescent girls from selected high schools in a low socio-economic community in Cape Town." University of Western Cape, 2019. http://hdl.handle.net/11394/7615.

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Masters of Public Health - see Magister Public Health
Adolescents account for 20% of the world’s population, and the majority of them are inhabitants of developing countries. Increasing sexual activity amongst adolescents is a public health concern because it can lead to teenage pregnancy which in turn leads to an increase in relative poverty, unemployment, poorer educational achievements (for the adolescent) and poor health of unborn children. Contraceptive use gives females the ability to make informed decisions about their fertility as well as greatly reduce female morbidity and mortality. Despite freely available contraception and accessible reproductive health policies and facilities, a majority of adolescents still report unintended, unplanned pregnancies. .
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Books on the topic "High schools-girls"

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Blair, L. E. Welcome to junior high. Racine, Wis: Western Pub. Co., Inc., 1990.

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Nash, Naomi. I am so jinxed. New York: Dorchester, 2006.

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Sagawa, Jessie. Wastage of girls in secondary schools in Malawi. [Malawi: s.n., 1991.

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ill, Amandine, and Johnson, E. Joe (Edward Joe), translator, eds. Chloe: The queen of high school. New York: Papercutz, 2017.

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Hoeffner, Karol Ann. All you've got. New York: Simon Pulse, 2006.

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Hoeffner, Karol Ann. All you've got. New York: Simon Pulse, 2006.

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Hoeffner, Karol Ann. All you've got. New York: Simon Pulse, 2006.

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Copyright Paperback Collection (Library of Congress), ed. All you've got. New York: Simon Pulse, 2006.

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Khoo, Salma Nasution. Giving our best: The story of St. George's Girls' School, Penang, 1885-2010. Penang, Malaysia: Areca Books, 2010.

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Freshman season: How I dodged and tackled high school. West Conshohocken, Pa: Infinity Publishing, 2009.

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Book chapters on the topic "High schools-girls"

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McCall, Stephanie D. "High Hopes and Curriculum as “Makeover”." In Girls, Single-Sex Schools, and Postfeminist Fantasies, 90–124. Routledge, 2019. http://dx.doi.org/10.4324/9781315266251-4.

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McCall, Stephanie D. "High Hopes and a Pedagogy of Privilege." In Girls, Single-Sex Schools, and Postfeminist Fantasies, 125–61. Routledge, 2019. http://dx.doi.org/10.4324/9781315266251-5.

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Aoyama, Ikuko, Lucy Barnard-Brak, and Tony L. Talbert. "Cyberbullying Among High School Students." In Evolving Psychological and Educational Perspectives on Cyber Behavior, 246–57. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1858-9.ch015.

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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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Fordham, Signithia. "Violence—by Another Name?" In Downed By Friendly Fire. University of Minnesota Press, 2016. http://dx.doi.org/10.5749/minnesota/9780816689668.003.0001.

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The Introduction recounts the experiences of the author in the study of racialized female-specific bullying, competition, and aggression in Black and White girls at the Underground Railroad High School. Describing a number of girls, the author demonstrates the tension between the two groups that is perpetuated by existing social norms and their social environment. It details the overall workings of the book in its examination of gender, race, and violence within the social sphere of schools.
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Sztokman, Elana Maryles. "Schooling for Change in the Religious World." In Jewish Day Schools, Jewish Communities, 289–306. Liverpool University Press, 2009. http://dx.doi.org/10.3828/liverpool/9781904113744.003.0016.

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This chapter argues that schools shape communities as much as communities shape schools. It is part of an ethnographic case study of a state religious junior high school, the Levy Girls' Religious School, in Israel. The study is based on three years of qualitative research at the school, from 1999 to 2002, during a period in which it was undergoing an experiment in social and ethnic transformation. The research as a whole includes dozens of interviews with students, staff, parents, and other interested parties, as well as observations of all aspects of school life, including classes, meetings, field trips, assemblies, and countless daily interactions in corridors, courtyards, and corners of the school. This chapter focuses on the school's principal, Dr Sylvia Cohen, and is based on ten open-ended interviews and dozens of observations during the course of the research.
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Canali, Claudia, and Vasiliki Moumtzi. "Digital Girls Summer Camp: Bridging the Gender ICT Divide." In Institutional Change for Gender Equality in Research Lesson Learned from the Field. Venice: Fondazione Università Ca’ Foscari, 2019. http://dx.doi.org/10.30687/978-88-6969-334-2/009.

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Women are currently severely underrepresented in the ICT field of study and in the ICT professions. This brings about severe gender gap at disadvantages in the access to new employment and wages and increased the risk to be left out from the digital revolution. Not only EQUAL-IST maps the gaps in ICT at the disadvantage of women in the different institutions and contexts involved in the partnership, but it also promotes actions to close the digital divide. One of these actions is a Summer Camp that is reserved to girls attending the third or fourth year of high schools to acquire knowledge in ICT by active learning implemented at the University of Modena and Reggio Emilia (UniMORE). The activity has shown to be successful in a twofold way: a) in terms of diffusion and replication, increasing the number of involved girls from the initial 35 participants of the first edition in 2014 in Modena to almost 130 girls participating in 2018 to the summer camps located in an increased number of sites, including locations outside of the region Emilia Romagna; b) in its capacity to reduce the digital divide with a real change in girls’ ICT knowledge and in their expectation with regards to future education and professional roles.
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Atanasova, Aneta Petrova, and Aleksandra Ivaylova Yosifova. "Addressing Special Educational Needs in Classroom With Cyber Physical Systems." In Advances in Systems Analysis, Software Engineering, and High Performance Computing, 22–43. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7879-6.ch002.

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The focus of the current chapter is on humanoid robots as part of inclusive education. The investigation of the perception of and attitude of children and teachers to the application of cyber physical systems in education is essential. The data of a survey of the perception and attitude to the application of cyber physical systems in education of teachers and students from several Bulgarian schools are currently being examined. The attitude of teachers in the current study towards robots is positive. The attitude of students is rather neutral, and the difference between the two populations is statistically significant. Both teachers and students think of the robot as of a humanoid, capable of expression emotions. There is no difference between the attitudes towards the role and appearance of the robot of boys and girls. However, older children demonstrate a more negative attitude than younger children.
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Monyai, Reginald Botshabeng, and Kemoneilwe Momi Metsing. "Understanding Teenage Pregnancy in the South African Context." In Socio-Cultural Influences on Teenage Pregnancy and Contemporary Prevention Measures, 117–28. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6108-8.ch007.

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This chapter will attempt to dissect the reasons behind the high prevalence of teenage pregnancy among secondary school girls in South Africa. The causes and factors responsible for teenage pregnancy are identified as psycho-social, social, and economic, including stigmatization. The chapter takes a qualitative position, where respondents are interviewed over and above the use of questionnaires. The health belief model is used as a theoretical framework to provide better insights into to why teenagers in secondary schools fall pregnant.
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9

Burns, Melissa. "Perspectives on Middle School Esports." In Advances in Game-Based Learning, 210–28. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7069-2.ch012.

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Competitive video games, or esports, have been making their way into high schools across Canada, though most middle school students have been left out of the game. This chapter will examine the identity and role of the various shared stakeholders at the middle years level, highlight the benefits of scholastic esports for middle school learners, and examine obstacles that may hinder the implementation of such programming, leaning on the experience of one such program in central Canada. The author will examine data collected over a span of four years on the impact of both coed and girls-only gaming environments in middle schools and how to support young female learners through gaming. Finally, this chapter will highlight the current landscape of K-12 scholastic esports with recommendations on how and why scholastic esports should have a place in Canadian schools.
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Dryfoos, Joy G. "Introduction." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0027.

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All of the contributors to this book are clearly in favor of community schools. We would like to see this movement grow rapidly or, as we often say, “go to scale.” This would mean that communities with high needs and low performance would be assisted in transforming their schools. The Children’s Aid Society (CAS) work is one of the streams that have come together to create a new field of full-service community schools. The CAS model has been strengthened by many adaptations throughout the country and overseas. A National Technical Assistance Center for Community Schools has been set up at Intermediate School (IS) 218 with facilities for orientation and training. More than 6,000 policy makers and practitioners from all over the world have taken the tour and observed the rich climate at this pilot school. The concepts of community schools do not necessarily sink in at first encounter; it sometimes takes a while for people to “get it.” The question often arises: Do you really expect the schools to do all of that? It is not well understood that the idea behind the community school movement is for schools to do less, not more! Partners such as CAS come into the building and take responsibility for health, social services, extended hours, and parent and community involvement. However, some school superintendents do get it; Thomas Payzant is a good example (see ch. 15 in this volume). Arne Duncan, head of the Chicago Public Schools, is another strong advocate: “We started with 20 community [school] centers this year [and] we want to add 20 each of the next five years so we will get up to 100 over five years. . . . [T]he Chicago School System cannot do this alone. . . . We have universities, local Boys & Girls Clubs, the YMCA’s, Jane Addams’ Hull House . . . helping to run our program with us.” The quest for appropriate space within schools for the core components is being addressed in large new school building initiatives around the country.
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Conference papers on the topic "High schools-girls"

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Coelho, Stephany, Maria Julia Portal Weissheimer, Taiane De Oliveria Puccio, Nicole Marques da Silva, Leandro Von Borstel Assmann, Vanessa Petró, and Vinicius Hartmann Ferreira. "Meninas High-Tech." In Computer on the Beach. São José: Universidade do Vale do Itajaí, 2021. http://dx.doi.org/10.14210/cotb.v12.p582-584.

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Inequality and discrimination according to gender have been debated for decades, gender equality is among the Millennium Development Goals, proposed by the UN. Numerous barriers are still faced in the academic and work world, with regard to the participation of women in science and technology. The Girls High-Tech project was created in line with the “Digital Girls” program, proposed by the Brazilian Computer Society, working within the scope of the IFRS Happy Campus and schools located in the region. The main objective of the project is to promote reflections and actions on female participation in the area of Information Technology (IT), seeking to encourage the performance of girls in this area and problematizing gender inequalities.
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Gorelik, V. V., S. N. Philippova, and V. S. Belyaev. "The use of indicators of the functional state of the 16-17-year-old high school girls as a criterion for selecting physical activity when doing fitness in schools." In Proceedings of the International Conference on Sustainable Development of Cross-Border Regions: Economic, Social and Security Challenges (ICSDCBR 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsdcbr-19.2019.193.

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Reports on the topic "High schools-girls"

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Busso, Matías, and Verónica Frisancho. Research Insights: Can Good Peers Hurt?: The Effect of Top Students on Girls' Educational Outcomes. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003565.

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Exposure to good peers of either sex during middle school reduces the probability that top-performing girls are placed in one of their preferred high schools. High-achieving boys have a detrimental effect on the selectiveness of the schools in which top female students are placed. These placement effects are driven by both lower admission scores and weakened preferences for selective and academic schools. Exposure to high-achieving girls improves the admission exam scores of poor-performing girls. This protective effect on scores translates into an average increase in the selectivity of the high schools in which low-performing girls are placed.
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Busso, Matías, and Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003247.

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This study examines the gendered effects of early and sustained exposure to high-performing peers on female educational trajectories. Exploiting random allocation to classrooms within middle schools, we measure the effect of male and female high performers on girls' high school placement outcomes. We disentangle two channels through which peers of either sex can play a role: academic performance and school preferences. We also focus on the effects of peers along the distribution of baseline academic performance. Exposure to good peers of either sex reduces the degree to which high-achieving girls seek placement in more-selective schools. High-achieving boys have particularly strong, negative effects on high-performing girls' admission scores and preferences for more-selective schools. By contrast, high-achieving girls improve low-performing girls' placement outcomes, but exclusively through a positive effect on exam scores.
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