Academic literature on the topic 'School location differences'
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Journal articles on the topic "School location differences"
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Engberg, John, and Taeil Kim. "Intra-urban Earnings Differences: Spatial Mismatch or Selective Migration?" Korean Journal of Policy Studies 11 (December 31, 1996): 105–27. http://dx.doi.org/10.52372/kjps11007.
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We pose two models for earnings differences between residential locations in an urban area. The spatial mismatch model is based on barriers to labor mobility and suggests that observed earnings differences are real. The selective migration model suggests that observed earnings differences reflect unobserved differences in individual abilities. Using a sample of white men with a high school degree or less, we estimate a model of location choice and location-specific earnings for three portions of the Allegheny County (Pittsburgh). Our results indicate that the earnings decline in the old manufacturing portion of the county reflects selective emigration rather than continuing excess labor supply.
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Hunt, Ethan T., Bridget Armstrong, Brie M. Turner-McGrievy, Michael W. Beets, and Robert G. Weaver. "Differences by School Location in Summer and School Monthly Weight Change: Findings from a Nationally Representative Sample." International Journal of Environmental Research and Public Health 18, no. 21 (November 4, 2021): 11610. http://dx.doi.org/10.3390/ijerph182111610.
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Objectives: To examine changes in accelerations of Body Mass Index (BMI), age-and-sex specific body mass index (zBMI), and 95th percentile of BMI (%BMIp95) during the summer months and school year by school location designation (i.e., urban, suburban, exurban). This study utilized the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011. Methods: Of the 18,174 children in the ECLS-K:2011 dataset, I restricted participants to those with at least two consecutive measures that occurred August/September or April/May. Mixed-effect regression analyses estimated differences in monthly change in BMI, zBMI, and %BMIp95 between the summer and school year while accounting for the ECLS-K complex sampling design. Models also examined differences in the magnitude of BMI, zBMI, and %BMIp95 change between the summer and school year by school location. Post-hoc Benjamini–Hochberg (BH) procedure set at 10% false discovery was incorporated to account for multiple comparisons. Results: A total of 1549 children (48% female, 42% White) had at least two consecutive measures that occurred in August/September or April/May. Among all locale classifications (i.e., urban, suburban, and exurban), children from high-income households comprised the largest proportions for each group (31%, 39%, and 37%), respectively. Among urban and suburban locations, Hispanic children comprised the largest proportions for both groups (43% and 44%), respectively. Among exurban locale classifications, White children comprised the largest proportion of children (60%). Children from suburban and exurban schools experienced significantly less accelerations in monthly zBMI gain when compared to their urban counterparts −0.038 (95CI = −0.071, −0.004) and −0.045 (95CI = −0.083, −0.007), respectively. Children from exurban schools experienced significantly less acceleration in monthly %BMIp95 during the summer months when compared to the school year −0.004 (95CI = −0.007, 0.000). Conclusions: This is one of the first studies to examine summer weight gain by school location. Summer appears to impact children more negatively from urban schools when compared to their suburban and exurban counterparts.
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Pallarés, Susana, Eva Trinidad Gómez, África Martínez-Poveda, and Manuel Miguel Jordán. "Distribution Levels of Particulate Matter Fractions (<2.5 µm, 2.5–10 µm and >10 µm) at Seven Primary Schools in a European Ceramic Cluster." International Journal of Environmental Research and Public Health 18, no. 9 (May 5, 2021): 4922. http://dx.doi.org/10.3390/ijerph18094922.
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This study addresses the concentration of particulate matter and their size using a statistical analysis of data obtained inside seven schools located in the towns of Castellón (S1, S2, and S3), Alcora (S4, S5, and S6) and Lucena (S7) in northeast Spain. Samples were taken for five to eight hours, depending on school hours, to obtain a monthly sample for each school. The main goal of this study is to assess the differences depending on the type of location and the sampling point to be able to design corrective measures that improve the habitability and safety of the teaching spaces analyzed. The lowest concentrations of fine particulate matter, less than 2.5 µm, were registered at the rural location. The values of these particles found in industrial and urban locations were not substantially different. In the case of particulate matter between 2.5 and 10 µm, significant differences were observed between the three types of locations. The lowest concentrations of particles larger than 10 µm were registered at the rural location, and the highest concentrations were found at the industrial locations. Among the urban stations, the particle concentration of this fraction in station S2 was significantly higher than that in stations S1 and S3, which had similar concentrations. These values are also similar to those registered at school S6, which is at an industrial location. The resuspension of particles from both indoor sources as well as those transported from the outside is an important factor in the concentrations of particles inside classrooms.
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Aboritoli, Sunday. "EFFECT OF SCHOOL LOCATION ON THE ADOPTED COGNITIVE STYLE OF PRIMARY SCHOOL STUDENTS IN KOGI STATE." International Journal of Advanced Research 9, no. 10 (October 31, 2021): 964–69. http://dx.doi.org/10.21474/ijar01/13635.
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Primary education is globally recognized as the foundation laying stage of education.Over the past few decades, researchers have devoted interest to the differences in reasoning, problem-solving, and perception that underlie cognitive style. Numerous researchers have also attributed the differences in cognitive style to various social, cultural, psychological, and demographic factors. However, the purpose of the present study is to examine school location as an environmental factor that could predict childrens cognitive styles. Sixty-four primary school students drawn from primary schools in rural and urban communities in the Kogi state participated in the study. The Group Embedded Figure Test (GEFT) was used for data collection. The result of the study revealed that the school location significantly predicted field independent/dependent cognitive style. Thus, the study concluded that the school environment is a positive determinant of adopted cognitive style.
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Ross, George S., L. David Weller, and Carvin L. Brown. "Attitudes of Georgia Public School Teachers toward Teaching as a Profession." Perceptual and Motor Skills 66, no. 3 (June 1988): 780–82. http://dx.doi.org/10.2466/pms.1988.66.3.780.
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This study examined the professional aspects of teaching and assessed differences in the attitudes of 1,436 Georgia public school teachers in 88 rural and 55 urban schools at the elementary (K-5), middle (6–8), and secondary (9–12) levels. Significant differences in attitude were noted by school level but not location.
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Usashi Kundu (De). "Location of School: Impact on Secondary Students’ Performance in Mathematics." Issues and Ideas in Education 7, no. 1 (March 4, 2019): 19–25. http://dx.doi.org/10.15415/iie.2019.71003.
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In the present day, the examination results of different school boards of India in general and West Bengal in particular are not much satisfactory in respect of performance in mathematics. It has been an observed fact that educational facilities provided in a school has to play a vital role in the performance of its students. The present study attempts to examine whether the performance of students in mathematics depends on the location of school where they study. Ex post facto research design has been employed in carrying out the study. The scores in mathematics of 1104 Madhyamik examinees from six secondary schools of Kolkata and outskirts served as the source of data and the sampling technique used was purposive. Results indicate that there exist significant differences between mathematics scores in Madhyamik Examination of students from Kolkata and outskirt schools. Students from Kolkata schools score better in mathematics than the students from the schools that are situated in the outskirts. The study, therefore, recommends that schools located in the outskirts should be provided with better infrastructure to help in better performance of their students in mathematics.
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Loucaides, Constantinos A. "School Location and Gender Differences in Personal, Social, and Environmental Correlates of Physical Activity in Cypriot Middle School Children." Journal of Physical Activity and Health 6, no. 6 (November 2009): 722–30. http://dx.doi.org/10.1123/jpah.6.6.722.
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Background:A number of studies indicate higher prevalence of overweight and obesity among rural school children. The purpose of this study was to examine the differences in personal, social, and environmental correlates of physical activity between school location (urban versus rural) and gender.Methods:Middle school children (N = 676) from different districts in Cyprus completed questionnaires assessing physical activity and potential correlates.Results:Children from rural schools reported higher friend support for physical activity and more ease of walk to a bus station from their home. Urban school children reported higher presence of sidewalks in their neighborhood. Boys reported more hours per day playing outside and higher enjoyment and friend support for physical activity than girls, whereas girls reported higher means in the variable ‘I see a lot of people walking or being physically active in my neighborhood’. Significant two-way interactions between gender and school location were noted with rural school girls having less favorable scores in a number of correlates of physical activity.Conclusions:More studies are needed to further understand the higher incidence of overweight and obesity observed among rural youth. Girls from rural areas may be targeted as a priority group for promoting physical activity.
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Clay, Victoria. "Gender Differences in Perceptions of School Life and Self-Concept." Boyhood Studies 5, no. 1 (March 1, 2011): 20–35. http://dx.doi.org/10.3149/thy.0501.20.
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It has long been argued that gender considerations are an important factor in educational outcomes for students. The impact of social and of cultural beliefs concerning the value of education has often been implicated in gender differences in outcomes of schooling. While social constructions of masculinity warrant scrutiny both in society in general and in education, a focus on the social determinants of behaviour and attitudes does not always allow for full consideration of individual factors, such as affective or social-emotional determinants of responses to situations. This paper discusses the findings of a qualitative study of student perceptions of quality of school life and of student self-concept that was conducted in six different Australian schools. The findings of this study show that as well as gender differences, there were differences related to the school location, the socio-economic group the students belonged to, and the age of the student. These findings point towards the need to investigate gender in schools using an ecological model of gendered perceptions of school life that can take account of both individual and environmental factors.
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García-Perales, Ramón, Ascensión Palomares-Ruiz, Andrea Gracia-Zomeño, and Eduardo García-Toledano. "Contextual Variables with an Impact on the Educational Inclusion of Students with Rare Diseases." International Journal of Environmental Research and Public Health 19, no. 21 (October 28, 2022): 14103. http://dx.doi.org/10.3390/ijerph192114103.
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The context of a school may play a fundamental role in students’ academic and personal progress. In this study, we focus on two contextual variables, the school type and school location or setting. The study used a questionnaire to assess teachers’ knowledge and thoughts about rare diseases based on these variables, with the participation of 574 school teachers. To broaden the research perspective, another questionnaire was administered to members of 152 rare disease patient advocacy groups to ask about their participation in educational processes and analyse their results according to one of the contextual variables: the setting or location of each association. The results indicated statistically significant differences according to the variables examined, which were larger for the type of school variable. In short, numerous variables that influence the teaching and learning processes need to be considered in educational praxis; in this study, we looked at those of a contextual nature (for example, the geographic characteristics of schools and associations), and this is essential for increasingly heterogeneous educational locations that demand multidimensional approaches.
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Kushargina, Rosyanne, and Nunung Cipta Dainy. "STUDI CROSS-SECTIONAL: HUBUNGAN LOKASI SEKOLAH (PEDESAAN DAN PERKOTAAN) DENGAN STATUS GIZI MURID SEKOLAH DASAR." JURNAL RISET GIZI 9, no. 1 (June 1, 2021): 33–37. http://dx.doi.org/10.31983/jrg.v9i1.6820.
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Background: Adequate nutrition plays an important roles for children on school age to developed and maintain their growth and health. Many factors could affect the nutritional status of school children, one of them is the school location.Objectives: To analysis the correlation between school location with nutritional status of elementary school students.Method: The research design used was a cross-sectional design. 80 subjects were observed from two different schools namely SDN 1 Cikelet Garut (Urban) and SDN Pesanggrahan 02 Pagi Jakarta Selatan (Rural). The relationship of school location and gender with nutritional status were analyzed using Chi Square. Independent Sample T-test used to analyze nutritional status based on different locations.Result: In rural there are 25% of children with over nutritional status (weight/age). There are still stunted child both in urban (7.50%) and rural (10%), but based on weight/height nutritional status, almost all subjects in both urban (92.50%) and rural (97.50%) in obese category. Chi Square analysis showed that the school location was significantly related (P 0.05) only with the weight/age nutritional status. Gender is significantly related to height/age nutritional status. The majority of boys (15,4%) are shorter than girls (2,4%). The results of the Independent Sample T-test based on location, showed that the nutritional status of subjects in urban was significantly different (P0.05) from the nutritional status of subjects in rural. In line with this, based in gender there is significantly different (P0.05) in nutritional status between boy and girl.Conclusions: The results of this study indicate that differences in school locations are related to the nutritional status of elementary school students.
Dissertations / Theses on the topic "School location differences"
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Krohn, Jacqueline M. "The dissemination of teacher learning: A study of the similarities and differences between public school levels and locations." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/826.
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Teacher learning, whether in-service, continued education, or experience based, is a key component of school reform. Specific research on the use of teacher learning to improve student achievement and instructional practices in and across schools is limited. The research questions addressed in this study were: (a) the degree to which teacher learning is disseminated throughout a school organization to improve student learning and instructional practices, and (b) differences and similarities in the dissemination of teacher learning between schools. Watkins and Marsick's learning organization theory, Senge's system theory, and Dewey's constructivist learning theory were used as the theoretical framework. A variation of Watkins and Marsick's Dimensions of the Learning Organization Questionnaire was administered to a random sample of public school teachers. Descriptive statistics and general linear model analyses were used to assess the dissemination of teacher learning across individual, team and organizational levels, and between school levels and locations. Findings indicated the dissemination of teacher learning is inconsistent at the individual, team, and organizational levels of learning, with no significant differences across school levels and locations. The findings inform social change through the increased use of effective strategies to improve the dissemination of teacher learning, instruction practices, and student achievement across and between schools in the state in which this study was conducted.
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Mubark, Ma’Moon Mohammad. "Mathematical Thinking And Mathematics Achievement Of Students In The Year 11 Scientific Stream In Jordan." Thesis, 2005. http://hdl.handle.net/1959.13/24864.
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The first aim of this study was to identify important aspects of mathematical thinking, and to investigate the relationships between the different aspects of mathematical thinking and mathematics achievement. The second aim was to examine possible gender and school location (urban, suburban, and rural) differences related to aspects of mathematical thinking and mathematics achievement. Two assessments were developed that were suitable for students in the Year 11 scientific stream in Jordan. One test was for aspects of mathematical thinking and the other for mathematics achievement, the latter being consistent with typical school achievement tests for these students in Jordan. The researcher chose and developed items to test mathematical thinking and mathematics achievement from the Third International Mathematics and Science Study (TIMSS), the internet, research literature, specialist books in mathematics and his own experience. The data were collected in the 2003-2004 academic year from over 500 Year 11 scientific stream students (both male and female) at 20 randomly selected schools from six directorates in the Irbid Governorate, Jordan. In addition, 13 teachers were individually interviewed, and four groups of students were interviewed in focus groups to obtain information about their opinions and about different methods of thinking in mathematics. The teacher interviews were used to identify consistencies and inconsistencies between the test results and the respondents’ opinions of difficulty and importance. In addition, information was obtained about the classroom time teachers devoted to the different aspects of mathematical thinking and the teaching strategies they employed. Six aspects of mathematical thinking were identified by the study: Generalization, Induction, Deduction, Use of Symbols, Logical thinking and Mathematical proof. Mathematical proof was also the most difficult aspect, while Logical thinking was the least difficult. Female students had significantly higher mean scores than males on three of the six aspects of mathematical thinking and on the total test scores. Students attending suburban schools had significantly higher mean scores than students at urban and rural schools on four aspects, and on the total scores. Using multiple regression analysis, all six aspects were found to be important for mathematics achievement. Mathematical proof and Generalization were the most important aspects, Use of symbols and Logical thinking were next in importance, and Deduction and Induction were the least important aspects. Approximately 70 per cent of the variance in mathematics achievement was explained by the six aspects of mathematical thinking, gender, and school location. There was a high level of consistency between teacher opinions of the relative importance of aspects of mathematical thinking and the test results. However, there were some nconsistencies between the teacher opinions and test results with respect to relative difficulty levels of the six aspects. By clarifying the importance for mathematics achievement of the six aspects of mathematical thinking identified, this study has relevance for the teaching of mathematics to Year 11, scientific stream students in Jordan.<br>PhD Doctorate
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Mubark, Ma’Moon Mohammad. "Mathematical Thinking And Mathematics Achievement Of Students In The Year 11 Scientific Stream In Jordan." 2005. http://hdl.handle.net/1959.13/24864.
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The first aim of this study was to identify important aspects of mathematical thinking, and to investigate the relationships between the different aspects of mathematical thinking and mathematics achievement. The second aim was to examine possible gender and school location (urban, suburban, and rural) differences related to aspects of mathematical thinking and mathematics achievement. Two assessments were developed that were suitable for students in the Year 11 scientific stream in Jordan. One test was for aspects of mathematical thinking and the other for mathematics achievement, the latter being consistent with typical school achievement tests for these students in Jordan. The researcher chose and developed items to test mathematical thinking and mathematics achievement from the Third International Mathematics and Science Study (TIMSS), the internet, research literature, specialist books in mathematics and his own experience. The data were collected in the 2003-2004 academic year from over 500 Year 11 scientific stream students (both male and female) at 20 randomly selected schools from six directorates in the Irbid Governorate, Jordan. In addition, 13 teachers were individually interviewed, and four groups of students were interviewed in focus groups to obtain information about their opinions and about different methods of thinking in mathematics. The teacher interviews were used to identify consistencies and inconsistencies between the test results and the respondents’ opinions of difficulty and importance. In addition, information was obtained about the classroom time teachers devoted to the different aspects of mathematical thinking and the teaching strategies they employed. Six aspects of mathematical thinking were identified by the study: Generalization, Induction, Deduction, Use of Symbols, Logical thinking and Mathematical proof. Mathematical proof was also the most difficult aspect, while Logical thinking was the least difficult. Female students had significantly higher mean scores than males on three of the six aspects of mathematical thinking and on the total test scores. Students attending suburban schools had significantly higher mean scores than students at urban and rural schools on four aspects, and on the total scores. Using multiple regression analysis, all six aspects were found to be important for mathematics achievement. Mathematical proof and Generalization were the most important aspects, Use of symbols and Logical thinking were next in importance, and Deduction and Induction were the least important aspects. Approximately 70 per cent of the variance in mathematics achievement was explained by the six aspects of mathematical thinking, gender, and school location. There was a high level of consistency between teacher opinions of the relative importance of aspects of mathematical thinking and the test results. However, there were some nconsistencies between the teacher opinions and test results with respect to relative difficulty levels of the six aspects. By clarifying the importance for mathematics achievement of the six aspects of mathematical thinking identified, this study has relevance for the teaching of mathematics to Year 11, scientific stream students in Jordan.<br>PhD Doctorate
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Sadare, Oluseye Folasayo. "Exploring how location and gender influence the performance of students in physics (a case study of Akure South Local Government Area, Ondo State Nigeria)." Diss., 2018. http://hdl.handle.net/10500/26867.
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Abstract in English, Afrikaans and Zulu<br>This study explored how location and gender influence the performance of students in Physics in Akure South Local Government, Ondo State, Nigeria. The sample consisted of four schools randomly selected from the co-educational schools in the public schools. Data were collected through interviews, classroom observation, focus group interviews of the students and documents obtained from the school principals on students’ academic performance in the West African Senior Secondary Certificate Examination (WASSCE) from 2011-2015. The validity and the reliability of all these instruments were established. The data obtained through interviews were interpreted qualitatively. The documents obtained from the selected schools were also analyzed. The results of the study revealed that the urban students perform better in Physics than the rural students. The study also revealed that the gender of the students affects their performance in Physics with male students performing better than female students. Frantic efforts should be made to ensure conducive learning environment and equivalent learning opportunities to both male and female students.<br>Hierdie studie ondersoek hoe plek en geslag die prestasie van studente in Fisika in die Akure Suid-plaaslike regering, Ondo-staat, Nigerië, beïnvloed. Die steekproef het bestaan uit vier skole wat lukraak gekies is uit die mede-opvoedkundige skole in die openbare skole. Data is ingesamel deur onderhoude, klaskamerwaarnemings, fokusgroeponderhoude van die studente en dokumente wat van die skoolhoofde verkry is oor studente se akademiese prestasie in die Wes-Afrikaanse Senior Sekondêre Sertifikaat-eksamen (WASSCE) vanaf 2011-2015. Die geldigheid en betroubaarheid van al hierdie instrumente is vasgestel. Die data wat deur onderhoude verkry is, is kwalitatief geïnterpreteer. Die dokumente wat van die geselekteerde skole verkry is, is ook ontleed. Die resultate van die studie het getoon dat die stedelike studente beter in Fisika verrig as die landelike studente. Die studie het ook onthul dat die geslag van die studente hul prestasie in Fisika beïnvloed, met manlike studente wat beter presteer as vroulike studente. Vreemde pogings moet aangewend word om bevorderlike leeromgewing en gelykwaardige leergeleenthede vir beide manlike en vroulike studente te verseker.<br>Lolu cwaningo luhlolisise ukuthi indawo kanye nobulili bathonya kanjani ukusebenza kwabafundi e-Physics e-Akure South Local Government, e-Ondo State, eNigeria. Isampula lalinabashumayeli izikole ezine ngezikhathi ezikhethiwe kusukela izikole co-ezemfundo ezikoleni zikahulumeni. Idatha abangu eziqoqiwe ngokusebenzisa izingxoxo, ekilasini observation, izingxoxo somnqopho sokufundisa isiqhema lwabafundi futhi imibhalo etholakala othishanhloko esikoleni ekusebenzeni abafundi 'academic eNtshonalanga Afrika Senior Secondary Certificate Examination (WASSCE) kusuka 2011 kuya ku-2015. De geldigheid en de betrouwbaarheid van alle deze instrumenten efen-widegesteldeld. Imibuzo yezintambo ze-data verkregen yesikhala esiphezulu se-geïnterpreteerd. De dokumenter fra de udvalgte skoler blev også analysisret. Imiphumela cwaningo lwembula ukuthi abafundi ezisemadolobheni basebente kancono Physics ngaphandle abafundi basezindaweni zasemakhaya. Lolu cwaningo lwembula nokuthi ubulili abafundi Ithinta hun ukusebenza Physics ne abafundi besilisa kokwenza Ukuze ungcono abafundi besilisa nabesifazane. Imizamo eqondile kufanele kwenziwe ukuze kuqinisekiswe imvelo yokufunda kanye namathuba okufunda okulinganayo kokubili abafundi besilisa nabesifazane<br>Science and Technology Education<br>M. Ed. (Specialization in Natural Sciences)
Books on the topic "School location differences"
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Sattin, Antonella, and Stefano Coronella. Fabio Besta. Le dispense didattiche. Venice: Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-646-6.
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Fabio Besta was the most important scholar and professor of Accounting in Italy, as to deserve the name ‘Unsurpassed Master’. He is best known for his treatise published in three volumes between 1909 and 1916. However, his bibliographic production is much more extensive, and it has appeared mainly in the form of handouts for the students of the then Scuola Superiore di Commercio di Venezia (Ca’ Foscari Business School) where he taught for almost half a century, most notably in the courses of Accounting, Computisteria and State Accounting. Moreover, some of these writings formed the basis for the extensive treatise that was published at the beginning of the twentieth century. Published on the occasion of the centenary of the Master’s death, this volume analyses in detail the content of these handouts, which is not widely known due to their exclusive use for didactic purposes and their rarity. The first part of this work presents a brief biographical profile of Fabio Besta, and it illustrates the topics that are addressed in the various handouts and their specific characteristics. Lastly, it proposes an interpretative and critical layout of their contents. The second part of the work contains a large analytical and comparative bibliographic repertoire of these works, which were published between 1882 and 1921. This part contains all the bibliographic information of the various versions of the aforementioned handouts – some of which were not present in any repertoire until now – as well as the detailed indices highlighting the differences between the various editions. Worthy of note is also the mapping of the location of the known copies for each of them, among other things. This work ends with the chronological index of the Master’s works and their different editions.
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Bruinsma, Gerben J. N., and Shane D. Johnson, eds. The Oxford Handbook of Environmental Criminology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190279707.001.0001.
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The study of how the environment, local geography, and physical locations influence crime has a long history that stretches across a number of research traditions. These include the neighborhood-effects approach developed by the Chicago school of sociology in the 1920s; modern environmental criminology that explains the geographic distribution of crime; the criminology of place, which focuses on crime rates at specific places over time; and a newer approach that attends to the perception of crime and disorder in communities. Aided by new mobile and digital technologies as well as improved data reporting in recent decades, research in environmental criminology has developed at a rapid pace within each of these approaches. Despite these advances, research in the subfield of environmental criminology remains fragmented, and competing theories are often kept apart. This book takes a different approach and integrates the subfield as a whole. It covers the core theoretical and empirical issues of how and why the environment influences the emergence of crime and how crime can affect the environment. The chapters reflect the diversity in research and theory from all over the Western world. In addition to covering traditional criminological research, the book probes how well current theories of environmental criminology contribute to our understanding of new problems and how well theories travel to other areas, such as West Africa, in which cultural differences might lead to different patterns in offending.
Book chapters on the topic "School location differences"
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Gray, Emily M. "LGBTQ Teachers and the Location of Difference in English Schools." In Palgrave Studies in Gender and Education, 75–89. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137441928_6.
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Powell, Emilia Justyna. "Legal Schools and Regions." In Islamic Law and International Law, 239–71. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190064631.003.0007.
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This chapter examines whether geographic location and Islamic schools of jurisprudence matter in how the Islamic milieu views international conflict management methods. The scholarly literature has been treading behind in pondering whether the regional particularities of the Middle East, Asia/Oceania, and Africa or the doctrines of specific Islamic schools of jurisprudence contribute to how the Islamic milieu perceives international conflict management. The empirical analyses (1945–2012) demonstrate that while subscribing to a specific school of Islamic jurisprudence has no bearing on ILS’ preferences with respect to international conflict management, regional differences seem to matter considerably in this regard. While the rise of nation-states has substantially weakened the position of Islamic legal schools on the axis of authority, regional customs and long-standing traditions continue to play a key role in these societies. The Middle Eastern states are more likely than other ILS to attempt mediation and conciliation in territorial disputes.
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Covington, Michele W., and Tracey L. Woodard. "Killers on Campus." In Handbook of Research on Mass Shootings and Multiple Victim Violence, 156–74. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0113-9.ch009.
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More mass public shootings occur in the United States than anywhere else in the world, and these incidents occur in a variety of locations, including educational facilities. There is strong reason to separate elementary, middle, and high schools from institutes of higher education (such as colleges and universities) when studying mass school shootings. These incidents vary based on the type of school by the characteristics and motivations of the shooter as well as locational characteristics and appropriate prevention strategies. This chapter provides an overview of the differences between mass shootings at K-12 schools and those at IHEs. The authors also discuss the prevalence and characteristics of mass shootings at IHEs and introduce several prevention policies, along with relevant proposed and current legislation.
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Tsukuda, Yoko. "Location, Positionality, and Community." In Trans-Pacific Japanese American Studies. University of Hawai'i Press, 2016. http://dx.doi.org/10.21313/hawaii/9780824847586.003.0020.
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Issues surrounding the differences between U.S.-based and Japan-based Japanese American studies have been important to me as a person who has pursued degrees at graduate schools in both countries. I first became interested in the history of Japanese Americans in my junior year of college when a visiting white professor from Seattle told me the story of how her father helped his Japanese American friends during World War II. Because I was unaware of what the “camps” meant, I was shocked to learn about the internment experience of Japanese Americans. After writing my senior thesis based on a month of fieldwork in Los Angeles’s Japanese American community, I enrolled in an ethnic studies master’s course at San Francisco State University. Later, I returned to Japan and completed an American studies PhD in the Area Studies Department at the University of Tokyo. Presently, I teach at a Japanese university. My experiences in both the United States and Japan have often led me to questions surrounding my positionality as a Japan-based scholar who engages in Japanese American studies....
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Hewett, Richard. "The age of location realism." In The Changing Spaces of Television Acting. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781784992989.003.0004.
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The huge shift that has taken place in British television drama production in the 2000s, away from multi-camera studio and towards single camera location (and occasional soundstage) work, has been mirrored in performance style. Television now having supplanted theatre as the medium in which actors are now most likely to gain their first professional experience, serial television has replaced repertory as the actor’s training ground, and drama schools are also specifically training young actors for screen work for the first time. As a result, the style of performance employed for television has moved further than ever before away from the projection of stage work, the prior rehearsal period of the multi-camera studio having all but disappeared, and post-production has come to play a far more prominent role. As a result, many perceive generational differences between in the performances of actors trained in different eras, Survivors and in particular Doctor Who featuring an intriguing mix of approaches to television acting.
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Robinson, LeAnne K. "Diffusion of Educational Technology and Education Reform." In Information Communication Technologies, 2130–42. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch155.
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This study examines educators’ perceived barriers to technology integration and the relationship to education reform. Educators and administrators from four elementary schools in Washington State were interviewed in their classrooms during a three month period. The schools differed in size, location and social economic status and reported variances in their Washington Assessment of Student Learning (WASL) scores. While all of the schools reported similar barriers to the use of educational technology, distinct differences appeared between those schools that had done long range planning during the reform process and those that had not. Specifically, staff in the two schools that coordinated curricula, performance standards and a variety of assessment tools while simultaneously allowing teachers the flexibility to alter the curricula were more likely to state personal responsibility for student learning, and they were also more likely to have overcome barriers to the use of technology.
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Schultheis, Maria T., and Matthew Doiron. "Technologies for Functionally Relevant Neuropsychological Assessment." In The Role of Technology in Clinical Neuropsychology. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190234737.003.0008.
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Over the course of its history, the field of neuropsychology has shifted its focus to meet the demands of the medical landscape. Before the advent of neuroimaging, neuropsychologists were relied on to determine brain lesion location and to diagnose brain-behavior pathologies. As time progressed, neuroimaging was able to provide faster and more consistent lesion identification and neuropsychology began to adapt its skills and services for other related fields, such as education, law, and rehabilitation. As a result, some neuropsychological methods were adapted to assess broader cognitive functions in a variety of populations and the general public; however, these assessments have been heavily rooted in the field’s diagnostically focused past, which creates limitations in the ecological validity of this approach. Ecological validity can be generally defined as a measure’s ability to predict functional performance or mimic activities of everyday living (i.e., performance at work, driving). For example, batteries of neuropsychological tests and questionnaires have been used to infer level of function and general performance at work or school. These batteries were developed due their statistical associations with different populations, concordance with neurological theories and constructs, and general face validity. However, very few assessments resembled any activity a person would perform in daily life. For many measures, ecological validity was defined by correlating performance with everyday functioning (verdicality; Franzen & Wilhelm, 1996). In contrast, another approach to ecological validity involved designing measures to resemble or mimic an everyday function (verisimilitude; Franzen & Wilhelm, 1996). The major difference between the two approaches determines the primary goal of designing the measure at the onset. It must be decided if the measure will prioritize construct validity at the onset and subsequently infer a link to everyday function, or vice versa. Many researchers interested in predicting functional outcome have relied on verisimilitude, as it more closely resembles “real-world” performance; however, it often comes at a cost of interpretability within the context of current neuropsychological frameworks and models.
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Bokstein, Boris S., Mikhail I. Mendelev, and David J. Srolovitz. "Thermodynamics of stressed systems." In Thermodynamics and Kinetics in Materials Science. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780198528036.003.0009.
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As every school child knows, the difference between a solid and a liquid is that a liquid takes the shape of the container in which it is placed while the shape of a solid is independent of the shape of the container (providing the container is big enough). In other words, we must apply a force in order to change the shape of a solid. However, the thermodynamic functions described heretofore have no terms that depend on shape. In this chapter, we extend the thermodynamics discussed above to include such effects and therefore make it applicable to solids. However, since this is a thermodynamics, rather than a mechanics text, we focus more on the relationship between stress and thermodynamics rather than on a general description of the mechanical properties of solids. We start out discussion of mechanical deformation by describing the change of shape of a solid. We define the displacement vector at any point in the solid u(x, y, z) as the change in location of the material point (x, y, z) upon deformation: that is, ux(x, y, z) = x' - x, where the prime indicates the coordinates of the material that was at the unprimed position prior to the deformation. In linear elasticity, we explicitly assume that the displacement vector varies slowly from point to point within the solid where i and j denote the directions along the three axes, x, y, and z. Consider the small parallel-piped section of a solid with perpendicular edges shown in Fig. 7.1. We label the first corner as O, located at position (xO, yO, zO) and subsequent corners as A, B, . . . located at positions (xA, yA, zA), (xB, yB, zB), . . . The edge lengths are Δx, Δy, and Δz such that, for example, xA = xO + Δx. As a result of the deformation, the material originally at point O is displaced to point O' with coordinates (x'O, y'O, z'O).
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Cohen, Andrew S. "Facies Models at the Lake Basin Scale." In Paleolimnology. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195133530.003.0012.
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Understanding the historical evolution of sedimentation in a lake requires not only a grounding in facies interpretation but also an understanding of the larger-scale, lakewide linkages between deposition and those factors influencing sedimentation. The facies models we examined in chapter 7 can be linked to understand the differences in deposits between lake basins. Basin-scale facies models focus on the major interactions between climate or tectonic/ volcanic activity and sedimentation, attempting to explain why particular facies types develop in particular areas or at particular times in a lake’s history. Here I will focus on a few examples from the most intensively studied depositional settings, including lake types defined by mode of origin and evolution (rifts, glacial lakes, etc.) as well as saline lakes and playas, which share chemical and climatic attributes. Large-scale facies modeling in rift lakes has been driven by a need to understand the occurrence of hydrocarbons in ancient rifts (Lambiase, 1990; Katz, 2001). This in turn spurred a rapid accumulation of seismic reflection and facies data in the East African rift lakes and Lake Baikal (Russia) during the 1980s and 1990s, as well as attempts to synthesize these data and integrate them into general models. As we saw in chapter 2, the evolution of rift basins involves the development of asymmetric half-grabens and, in larger lake systems, the linkage of these half-grabens in a linear chain. As rift basins age, progressive deformation will eventually cause extensive deformation on both sides of the basin, transforming them into asymmetric full grabens, as seen in Lake Baikal today. This pattern of tectonic development has consequences for geomorphology, sediment delivery rates and locations, and sediment composition, that also vary depending on whether the lake basin is relatively full (high-stand conditions) or empty (low-stand) (Rosendahl et al., 1986; Cohen, 1990; Scholz and Rosendahl, 1990; Tiercelin et al., 1992; Soreghan and Cohen, 1996). Large-scale depositional patterns in a rift lake therefore represent an interplay between tectonic and climatic forces, factors that operate on somewhat different time scales.
Conference papers on the topic "School location differences"
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Hačatrjana, Liena. "Data of Students’ Skills and Academic Achievement Assessed During Covid-19 Indicate Risks for Inequality." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.44.
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International research reports have indicated inequality risks for students’ future success due to COVID-19 pandemic, including risk of dropping out of school and risk of learning losses. Group differences in students’ skills and opportunities have been revealed way before pandemic, and the pandemic itself can contribute as a facilitating factor for the increase of these differences. In this research 952 students in the 9th grade were assessed during distance learning in Latvia. Data were analysed regarding group differences, as well as students’ decisions about continuing education after the primary school. Results show that: 1) Students who had participated in individual face-to-face consultations showed lower verbal and nonverbal reasoning skills, lower grades in four previous study semesters, and had parents with lower education compared to students who had not participated in individual consultations, indicating the importance for such individual support mechanisms for the students facing difficulties; 2) Students with lower parental education level had lower average grades in four previous semesters, lower verbal reasoning and nonverbal reasoning abilities, self-management and problem-solving skills; 3) Girls had higher average grades in all four consecutive semesters and higher problem-solving and self-management skills, compared to boys; 4) Pandemic affected students’ decisions about continuing studies after the 9th grade mostly for those students who had thought about changing the school or the location of school.
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Saeed Bn-Nasir Al-Khazramy, Ahmad, Naila Bint Sulaiman, and Ali Bn Saif Al-yaraby. "The degree of availability of governance principles in the schools of North and South Al Sharqiyah Governorate from the point of view of school principals in the Sultanate of Oman." In 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/icearnc/10.
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"The study aimed to identify the degree of availability of governance principles in the schools of the North and South Al Sharqiyah governorates from the point of view of school principals. The researchers used the descriptive analytical method, and the questionnaire as a tool, by applying it to a sample of (100) principals, and the study reached the following results: The degree of availability of governance principles in the schools of North and South Al Sharqiyah governorates was moderate in most of its axes, except for one axis that came to a high degree, so the phrases in all axes varied between weak and medium. Al-Sharqiya came in general with a medium degree, where it was ranked as follows: the principle of integrity with a mean of (2.38), and after that came the axis of the principle of responsibility with a mean of (2.25), and the principle of justice came in the third place with a mean of (2.04), and finally came the pivotal principles of the principle of accountability and the principle of disclosure and transparency with an average of My Account (1.99), and the study confirmed that there are no statistically significant differences in the principles of governance in the schools of North and South Sharqiya governorates, due to the variables (gender, location), and the researchers recommend the need to create a legal culture around the principles of governance and make it easy and clear to access them. "
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Saeed Bn-Nasir Al-Khazramy, Ahmad, Naila Bint Sulaiman, and Ali Bn Saif Al-yaraby. "The degree of availability of governance principles in the schools of North and South Al Sharqiyah Governorate from the point of view of school principals in the Sultanate of Oman." In 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/uhdicearnc/10.
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"The study aimed to identify the degree of availability of governance principles in the schools of the North and South Al Sharqiyah governorates from the point of view of school principals. The researchers used the descriptive analytical method, and the questionnaire as a tool, by applying it to a sample of (100) principals, and the study reached the following results: The degree of availability of governance principles in the schools of North and South Al Sharqiyah governorates was moderate in most of its axes, except for one axis that came to a high degree, so the phrases in all axes varied between weak and medium. Al-Sharqiya came in general with a medium degree, where it was ranked as follows: the principle of integrity with a mean of (2.38), and after that came the axis of the principle of responsibility with a mean of (2.25), and the principle of justice came in the third place with a mean of (2.04), and finally came the pivotal principles of the principle of accountability and the principle of disclosure and transparency with an average of My Account (1.99), and the study confirmed that there are no statistically significant differences in the principles of governance in the schools of North and South Sharqiya governorates, due to the variables (gender, location), and the researchers recommend the need to create a legal culture around the principles of governance and make it easy and clear to access them. "
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URBONIENĖ, Jūratė, and Indrė KOVERIENĖ. "A COMPARATIVE INVESTIGATION OF ENGLISH LANGUAGE PROFI-CIENCY AND ACADEMIC PERFORMANCE OF CURRENT UNDERGRAD-UATE STUDENTS WITH SPECIAL REFERENCE TO GENERATION Z: RURAL VERSUS URBAN STUDENTS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.159.
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Understanding the audience is the key to successful communication. Therefore, an effective teacher has to consider manifold differences among the students in any given classroom: the characteristics of the students, the mindset of the generation, the variety of learning styles, the students’ needs and goals, and their educational background. Since Aleksandras Stulginskis University (ASU) awards the degrees in food sciences and agriculture, a sizeable part of the students come to study from rural areas. Recent educational research in the USA, UK and Lithuania have revealed a significant difference in the academic performance of the students from rural and urban areas, however, it is still an unresolved problem for the educational institutions in Lithuania. This area has an insubstantial amount of research documented. Thus, the current research aims at investigating the relationship between the location of the school, a student graduated from, and the results of the English Language Diagnostic Test as well as analysing the academic performance of the Agronomy Faculty students through the 2nd, 3rd and 4th semesters. The study focuses on our current undergraduate students - the always-connected, app-happy, smartphone-dependent, born with the Internet, technology, and social media Generation Z. The research methods involve the statistical and comparative analyses of the urban and rural student academic performance (diagnostic test results, examination grades of the 2nd, 3rd and 4th semesters) in the English language; the theoretical assumptions based on the related scientific literature and documents on educational statistics, and the investigation of motivational factors influencing the academic performance of the Generation Z students in line with the processed survey results. The research was initiated in 2015, student academic performance was monitored through the period from 2015 to 2017, and the survey was administered in 2017. The research findings indicate that students from rural schools have an inferior level of the English language compared to the students that finished schools in urban areas, whereas the examination results through the second, third and fourth semesters unveiled an unexpected tendency. Figures show that students from rural schools not only managed to catch up with their colleagues from urban schools, but also outperformed their urban-school peers by roughly increasing rates of their performance. The research evidence could aid teachers and education policy makers, providing a better understanding of Generation Z students from rural and urban areas and factors influencing students' performance.
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Onyewuchi, Francis A., Michael A. Adewusi, Peter Okebukola, Tokunbo Odekeye, Olasunkanmi Gbeleyi, and Fred Awaah. "Breaking the Backbone of Difficult Concepts in the New Secondary School Physics Curriculum in Africa." In 28th iSTEAMS Multidisciplinary Research Conference AIUWA The Gambia. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v28n3p7.
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The new senior secondary school physics curriculum for Anglophone West African countries came into use in 2015. Since the beginning of its implementation, even though, the performance of the candidates has not been high, yet reported empirical studies on the difficulty level of the content, and specifically the topics or concepts have been scant. Moreover, there have never been any published studies which conducted an in-depth probe into the aspects of the topics students find difficult in physics and science in general, beyond mere cataloguing of such topics, nor have there been any, in which students were qualitatively engaged in making inputs towards the amelioration of the topic difficulty. This is a huge gap in literature which this study determined to fill. The effort is significant to the extent that understanding the areas of difficulties of the topics as perceived by the students is good pointer towards remedy by teachers and stakeholders. The study therefore undertook five missions: (a) to find out the topics in the new physics curriculum that secondary school students find difficult (b) undertake in-depth probe of the specific aspects of the topics for which students have learning difficulty. (c) probe the possible causes of or factors responsible for these difficulties (d) determine if school location, school ownership and students’ gender have impacts on students’ perception of physics topics difficulty; and (e) deriving from students’ views, suggest how physics can be made easy to learn. A sample of 1,105 students was drawn from 21 secondary schools in Nigeria and Ghana. These schools comprised 12 private and nine public schools randomly selected from rural and urban areas. 75% of the schools were urban while about 25% were rural. Randomly selected 10 students and five teachers were interviewed for qualitative data, while all the participants were involved in responding to the questionnaire. From data gathered, five top most difficult topics were refractive index, electromagnetism, radioactivity, curved lenses and sound: production, propagation and modulation. Rich qualitative data unique for this study, was reported. There was marked difference between urban and rural, private and public, but not in gender. Recommendations were made for better teaching and meaningful learning. Keywords: Backbone of difficult topics; meaningful learning of physics
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Yeasmin, Sabina, Md Mianoor Rahman, and CRK Murthy. "Assessing Students’ Attitudes on OER-based Open Schooling for Non-Residents Bangladeshis (NRBs) in the Middle East Countries." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3459.
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Now-a-days, open educational resources (OER) have been very powerful tool for imparting education in a cost-effective way for the students of diverse location. In line with this, Open School of Bangladesh Open University implements programmes for the non-resident Bangladeshis (NRBs) in the Middle East countries for skilling them using the OER. The aim of the present study is to assess the attitudes of students towards OER-based open schooling for the NRBs. The study used a survey approach to determine attitudes of 93 students towards OER-based open schooling. Attitude towards OER-based learning scale developed was used to collect the data. The findings of the study have been analyzed and discussed in details in the paper. The findings of the study reveal that there exists no significant difference in attitude towards online learning with respect to geographical dispersion. The findings of the study further reveal that use of self-integrated technologies has a significant effect on students’ attitude towards OER-based learning.
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A´vila, Javier, Silvia Gonza´lez, Vicente Borja, Alejandro C. Rami´rez, and Marcelo Lo´pez Parra. "Applying a Design Process to Create a Reduction Platform of GHG in Industries." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39382.
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This paper describes the final results of a project aiming at addressing climate change by creating a GHG reduction platform for businesses with carbon management needs in global markets. The project was carried out during a New Product Development course in a bi-national program between The University of California at Berkeley (UCB) and the National University of Mexico (Universidad Nacional Auto´noma de Me´xico, UNAM) in Mexico City. The program features collaboration between the Engineering and Design Schools at UNAM and Engineering and Business Schools at UCB and the College of Architecture CCA. The project, The Carbon Collaborative (TCC) is aimed at consolidating and managing the wide variety of policies and instruments created by governments and environmental organizations to mitigate climate change, and the anthropogenic gas emissions emitted by industry in particular in the US and Mexico. Based on a web platform TCC will provide companies with information on carbon legislation and a centralized location to find transparent and certified methodologies for carbon emission assessment. The differences between the US and Mexican markets lead to advantages for each part. The US market is full of developed consulting enterprises, which is not the case in the Mexican arena, giving to TCC the opportunity of being pioneers to regulate and manage large and small emitters, government environmental agencies and ERP (Enterprise Resource Planning) companies.
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Blanca-Giménez, Vicente, Gonzalo Gurrea-Ysasi, Adrian Rodriguez-Burruezo, and Inmaculada Fita. "Perceptual analysis of thermal-luminal comfort in areas shaded by vegetation in design education centers." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8779.
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The search for comfort in users is a priority objective in technical schools focused on spaces design. The use of spaces can be for residential, commercial or entertainment activities. It is a common mistake to consider that comfort is achieved exclusively through the analysis of the interior space, since it is also necessary to consider the relationship between the space and the surrounding environment, because it is affected by environmental variables such as radiation, wind, humidity, noise, etc. The change of these variables throughout the day influences the interior conditions of the spaces and in general, is needed to incorporate artificial systems to compensate the external climatological conditions (thermal machines, light sources, etc.). Grade students, in design schools acquire, throughout the curriculum, knowledge in relation to the limits of comfort required for interior spaces. In the last academic year of the degree in Architecture, students have sufficient capacity to be able to detect the fluctuations that occur in the variables of the external environment by measuring temperature and humidity with DATALOGGER, equipment capable of recording data over time or in relation to the location using its own sensors or externally connected, as well as the value of the light level with LUXOMETERS, which are instruments that measure the real and not subjective illuminance of an environment. On the other hand, students are also able to evaluate the quality of the indoor environment, detecting whether or not there is a difference with the outdoor environment and assessing, for each orientation, the need for protection against radiation, (possible incorporation of tree mass, etc.). The protocol for developing the work proposal is established with measurements at the beginning of the course (winter period), later in spring and at the end of the course (beginning of summer). For each space analyzed (indoor and outdoor), measurements are carried out three times a day (early in the morning, at noon and in the evening). With the data obtained in different moments of the day and stationary situations, students must be able to select the most suitable protection devices for the building under analysis (vegetation, canopies, etc.).
Reports on the topic "School location differences"
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.
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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Acevedo, Ivonne, Francesca Castellani, María José Cota, Giulia Lotti, and Miguel Székely. Open configuration options Higher Inequality in Latin America: A Collateral Effect of the Pandemic. Inter-American Development Bank, January 2022. http://dx.doi.org/10.18235/0003967.
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This study explores the evolution of inequality in Latin America during the COVID-19 pandemic using primary data available from household and employment surveys collected in 2020. Inequality increased on average by 2 percent between 2019 and 2020, twice the average annual growth in the inequality indicator that marked the decade of growing inequality in the 1990s. We obtained heterogeneous results when disaggregating by gender, urban/rural location, and sector of economic activity. Surprisingly, we found that the differences in income by education level declined in most cases. Remittances had a modest effect, while government transfers played a central role in preventing greater disparities in half the countries studied. Our estimations show that the decline in employment levels due to the economic contraction caused by COVID-19 is associated with increases in income inequality that we project will gradually diminish with the recovery. However, the lost schooling and losses in education attainment due to the pandemic may generate future pressures on inequality once school-age youth enter the labor market.
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Schmidt-Sane, Megan, Elizabeth Benninger, Tabitha Hrynick, and Santiago Ripoll. Youth COVID-19 Vaccine Engagement in Cleveland, Ohio, United States. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/ids.2022.040.
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Despite overall progress in COVID-19 vaccination rates in Cleveland, vaccine inequity persists as young people from minority communities are often less likely to be vaccinated. COVID-19 vaccine hesitancy is not just an issue of misinformation or lack of information. Vaccine hesitancy among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among minority youth (ages 12-18) in Cleveland, Ohio. While public discourse may label young people as “vaccine hesitant,” we found that there were hesitation differences based on social location and place. We found the greatest vaccine hesitancy among older youth (15+ years old), particularly those from minoritized communities. Unvaccinated youth were also more likely to be from families and friend groups that were unvaccinated. While some expressed distrust of the vaccines, others reported that COVID-19 prevention was not a priority in their lives. Instead, concerns over food security, livelihood, and education take precedence. Minority youth were more likely to report negative experiences with authorities, including teachers at their schools and police in their communities. Our findings demonstrate that COVID-19 vaccine hesitancy is embedded in a context that drives relationships of mistrust between minority communities and authorities, with implications for COVID-19 vaccine uptake. Young people’s attitudes toward vaccines are further patterned by experiences within their community, school, family, and friend groups.
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Schmidt-Sane, Megan, Tabitha Hrynick, Southall Community Alliance SCA, Charlie Forgacz-Cooper, and Steve Curtis. Youth COVID-19 Vaccine Engagement in Ealing, London, United Kingdom. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/ids.2022.039.
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Despite progress in COVID-19 vaccination rates overall in Ealing, vaccine inequity persists as young people from minority communities are often less likely to be vaccinated. COVID-19 ‘vaccine hesitancy’ is not just an issue of misinformation or lack of information. ‘Vaccine hesitancy’ among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among minority youth (from ages 12-19) in the London borough of Ealing. While public discourse may label young people as “vaccine hesitant,” we found that there were differences based on social location and place. We found the greatest vaccine refusal among older youth (15+ years old), which in the context of this study were from minoritised communities who have experienced deprivation across the life course. Unvaccinated youth were also more likely to be from families and friend groups that were unvaccinated. While some expressed distrust of the vaccines, others reported that COVID-19 prevention was not a priority in their lives, but instead concerns over food security, livelihood, and education take precedence. Minoritised youth were more likely to report negative experiences with authorities, including teachers at their schools and police in their communities. Our findings demonstrate that COVID-19 vaccine hesitancy is embedded in a context that drives relationships of mistrust between minority communities and authorities, with implications for COVID-19 vaccine uptake. Young people’s attitudes toward vaccines are further patterned by experiences within their community, school, family, and friend groups.
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Schmidt-Sane, Megan, Tabitha Hrynick, Elizabeth Benninger, Janet McGrath, and Santiago Ripoll. The COVID-19 YPAR Project: Youth Participatory Action Research (YPAR) to Explore the Context of Ethnic Minority Youth Responses to COVID-19 Vaccines in the United States and United Kingdom. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/ids.2022.072.
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Despite progress in COVID-19 vaccination rates overall in the US and UK, vaccine inequity persists as young people from minoritised and/or deprived communities are often less likely to be vaccinated. COVID-19 ‘vaccine hesitancy’ is not just an issue of misinformation or lack of information. ‘Vaccine hesitancy’ among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among young people (ages 12-18) in Cleveland, Ohio, US and the London borough of Ealing, UK. Whilst public discourse may label young people as ‘vaccine hesitant,’ we found that there were differences based on social location and place and this labelling may portray young people as ‘ignorant.’ We found the greatest vaccine hesitancy among older youth (15+ years old), particularly those from minoritised and deprived communities. Unvaccinated youth were also more likely to be from families and friend groups that were unvaccinated. While some expressed distrust of the vaccines, others reported that COVID-19 prevention was not a priority in their lives, but instead concerns over food security, livelihood, and education take precedence. Minoritised youth were more likely to report negative experiences with authorities, including teachers at their schools and police in their communities. Our findings demonstrate that COVID-19 vaccine hesitancy is embedded in a context that drives relationships of mistrust between minoritised and deprived communities and the state, with implications for COVID-19 vaccine uptake. Young people’s attitudes toward vaccines are further patterned by experiences within their community, school, family, and friend groups.