Journal articles on the topic 'School location differences'
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1
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.
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Kolbe, Tammy, Bruce D. Baker, Drew Atchison, Jesse Levin, and Phoebe Harris. "The Additional Cost of Operating Rural Schools: Evidence From Vermont." AERA Open 7 (January 2021): 233285842098886. http://dx.doi.org/10.1177/2332858420988868.
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State policymakers wrestle with long-standing questions and concerns about how to best provide additional fiscal support to rural school districts to ensure their students have access to adequate educational opportunities. In this study, we describe how one state developed empirically based estimates for the additional cost of operating rural schools, typified by small enrollment and location in sparsely populated areas. The study’s findings clarify that school size and location are relevant, but distinct, cost factors that should be accounted for state school finance policies. Additionally, the study provides a model for how other states might leverage administrative data and apply education cost modeling to estimate cost differences for rural schools that can be used to inform state school finance policy.
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Waitoller, Federico R., and Christopher Lubienski. "Disability, Race, and the Geography of School Choice: Toward an Intersectional Analytical Framework." AERA Open 5, no. 1 (January 2019): 233285841882250. http://dx.doi.org/10.1177/2332858418822505.
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School choice research has provided some initial understandings of how parents choose schools. Parents’ school options are bounded to differentiated choice sets—the menu of school options that parents construct when making school selections. The geographical location where families live and schools are located and families’ race and class differences appear to play a role shaping the constriction of choice sets. In this article, we describe a theoretical framework to address two limitations of research on school choice sets: limited attention to students with disabilities and dichotomization of space and place. We advance a framework that fuses critical notions of space with critical notions of disability and race. This framework allows theorizing on how the construction of school choice sets is shaped by structural and individual factors related to the interactions of students’ race and disability and geographical location.
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Shehadi, Maher. "Ethnic and Demographic Differences between Main Campus and Remote Sites Students." Ethnic Studies Review 43, no. 1 (2020): 113–24. http://dx.doi.org/10.1525/esr.2020.43.1.113.
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Ethnicity, age, and the feeling of belonging for students can affect their performance in class. A noninteractive or unmingled student who lacks the feeling of belonging to other classmates or a group of students has high potential to perform poorly, especially in classes where teamwork is required and highly desirable. This article surveyed the ethnicity and demographics of 194 students in a fluid power class offered within the School of Engineering Technology at Purdue University. The survey collected the gender, age, and ethnicity of students enrolled in the class at the main campus and at five other remote locations spread over the state of Indiana that are part of Purdue University. All surveyed locations shared the same labs and course learning outcomes. The final scores for the students with different ethnicities, demographics, and ages were analyzed showing the average, minimum, and maximum in each location. The group grades, ethnicity, gender, and age were summarized and sorted into three categories: students enrolled in the main campus, students enrolled at statewide locations while being aggregated in one pool, and students from statewide locations but each location was presented separately. Although “White” students were the dominant group for all considered campuses, statistical analysis of the students’ grades showed that the locations that had slightly more diverse groups had the highest average scores. It was also noticed that the scores and performance of the students depended mainly on their interaction and willingness to mingle with other students. Other factors that can affect the students’ performance such as family background, family obligations and support, school-related factors, and other social factors were not part of this study.
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Mendoza-Castejón, Daniel, and Vicente Javier Clemente-Suárez. "Psychophysiological Stress Markers and Behavioural Differences between Rural and City Primary School Students." International Journal of Environmental Research and Public Health 17, no. 9 (May 1, 2020): 3157. http://dx.doi.org/10.3390/ijerph17093157.
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Academic performance could be affected by multiple factors, including stress and learning environment location. The aim of this study was to analyze differences in psychophysiological stress markers, behavior and academic performance of rural and city students. A sample of 181 children (7.91 ± 2.29 years) from elementary schools were evaluated on their grades, subjective academic performance, heart rate variability, state anxiety, nutritional information and physical activity habits. Results presented significant higher values in parasympathetic modulation and physical education grades in rural students than in city students, who showed higher significant values in state anxiety, the ability to complete tasks, physical activity habits and several items relating to their food and drink habits. No significant differences were found in the average grades between the two groups. However, some correlations were found between school performance and stress, physical fitness and nutritional habits. Thus, school location may affect the stress and anxiety status, nutritional habits and physical activities of students, but there were no significant differences in academic performance. In addition, body mass index, quantity of food intake and stress markers may be related to the academic performance attained.
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Cox, Ryan M., Andrew D. Sobel, Alison Biercevicz, Craig P. Eberson, and Mary K. Mulcahey. "Geographic Trends in the Orthopedic Surgery Residency Match." Journal of Graduate Medical Education 10, no. 4 (August 1, 2018): 423–28. http://dx.doi.org/10.4300/jgme-d-17-00633.1.
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ABSTRACT Background Residency program location may be an important factor for orthopedic surgery residency applicants. More than half of residents locate their practice near the site of their training, and surgical specialties (eg, otolaryngology, plastic surgery, and general surgery) have shown geographic patterns in their residency matches. Objective We analyzed geographic trends in the orthopedic surgery Match. Methods Hometown, undergraduate institution, and medical school “preresidency locations” of all allopathic, nonmilitary, orthopedic surgery residents were recorded from program websites for the 2015–2016 academic year. Program and preresidency locations were coded according to state and US census division. Statistical analysis was used to investigate associations between residency program locations and preresidency locations. Results Of 2662 residents in the study, 1220 of 2614 (47%), 536 of 1329 (40%), and 308 of 744 (41%) matched into the same division as their medical school, undergraduate institution, and hometown, respectively. There were significant differences among divisions (P < .001). Also, 817 of 2662 (31%), 319 of 1329 (24%), and 200 of 770 (26%) residents matched in the same state as their medical school, undergraduate institution, and hometown, respectively, with significant differences between states for medical school (P < .0001) and undergraduate institution (P < .0001), but not hometown (P = .22). Overall, 21% of residents (538 of 2612) matched at the program affiliated with their medical school. Conclusions There is an association among hometown, undergraduate institution, and medical school for the training program location in which orthopedic surgery residents match, with variability in locations matched at state and census division levels.
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Osterman, Michael, Tina Claiborne, and Victor Liberi. "Radius of Care in Secondary Schools in the Midwest: Are Automated External Defibrillators Sufficiently Accessible to Enable Optimal Patient Care?" Journal of Athletic Training 53, no. 4 (April 1, 2018): 410–15. http://dx.doi.org/10.4085/1062-6050-536-16.
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Context: Sudden cardiac arrest is the leading cause of death among young athletes. According to the American Heart Association, an automated external defibrillator (AED) should be available within a 1- to 1.5-minute brisk walk from the patient for the highest chance of survival. Secondary school personnel have reported a lack of understanding about the proper number and placement of AEDs for optimal patient care. Objective: To determine whether fixed AEDs were located within a 1- to 1.5-minute timeframe from any location on secondary school property (ie, radius of care). Design: Cross-sectional study. Setting: Public and private secondary schools in northwest Ohio and southeast Michigan. Patients or Other Participants: Thirty schools (24 public, 6 private) volunteered. Main Outcome Measure(s): Global positioning system coordinates were used to survey the entire school properties and determine AED locations. From each AED location, the radius of care was calculated for 3 retrieval speeds: walking, jogging, and driving a utility vehicle. Data were analyzed to expose any property area that fell outside the radius of care. Results: Public schools (37.1% ± 11.0%) possessed more property outside the radius of care than did private schools (23.8% ± 8.0%; F1,28 = 8.35, P = .01). After accounting for retrieval speed, we still observed differences between school types when personnel would need to walk or jog to retrieve an AED (F1.48,41.35 = 4.99, P = .02). The percentages of school property outside the radius of care for public and private schools were 72.6% and 56.3%, respectively, when walking and 34.4% and 12.2%, respectively, when jogging. Only 4.2% of the public and none of the private schools had property outside the radius of care when driving a utility vehicle. Conclusion: Schools should strategically place AEDs to decrease the percentage of property area outside the radius of care. In some cases, placement in a centralized location that is publicly accessible may be more important than the overall number of AEDs on site.
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Kim, Sungmin, and Taekhoo Lee. "Analysis of Characteristics of Sexual Abuse Victimization in Middle and High School Student." Korean Association Of Victimology 30, no. 3 (December 31, 2022): 115–35. http://dx.doi.org/10.36220/kjv.2022.30.3.115.
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This study attempted to provide basic data by identifying differences according to the characteristics of adolescents' sexual violence and perpetrators. The subjects of this study were 228 case of middle school and high school students who visited a sexual assault agency in D city from January 2018 to July 2022. The results shows statistically significant differences in duration of assaults depending on graders of sexual assault victims, and statistically significant differences in types of assaults depending upon gender of assaults are presented. Depending on whether the victim had disabilities, statistically significant differences in the offender-victim relationship. Depending on whether the victim had two parent family, statistically significant differences in the offender-victim relationship, types of assaults. On characteristic of sexual assault by offender's characteristic, there were statistically significant differences in types, location of assaults depending upon offender's gender. There were significant differences in type, duration, frequency, location, time of assault depending upon offender's age. Depending on the offender-victim relationship, statistically significant differences in type, duration, frequency, location at assault are shown.
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Adara, Reza Anggriyashati, Novita Puspahaty, Nuryadi Nuryadi, and Wilda Utama. "Demotivation factors’ differences of high school EFL learners during Covid-19 pandemic: A quantitative study." EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English 6, no. 2 (December 28, 2021): 100–110. http://dx.doi.org/10.26905/enjourme.v6i2.6519.
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Covid-19 pandemic may pose a factor that reduces learners’ motivation. The present study aims to investigate the differences between demotivation factors of public and private high school EFL learners during the Covid-19 pandemic. The present study applies a quantitative method to obtain its data by distributing a set of questionnaires adapted from Sakai and Kikuchi (2009) to 61 high school students from public and private high schools. The findings indicate that both groups of learners are mostly demotivated by inadequate school facilities, test scores, and teachers’ competence and teaching styles. It can be said that despite the differences in teaching location, learners may be demotivated by the same variables. Therefore, it seems imperative for teachers and teaching institutions to provide better school facilities, reduce learners’ anxiety during tests, and improve teachers’ competence and teaching styles to overcome students’ demotivation. DOI: 10.26905/enjourme.v6i2.6519
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Okurut, Jeje Moses. "Automatic Promotion and Student Dropout: Evidence from Uganda, Using Propensity Score in Difference in Differences Model." Journal of Education and Learning 7, no. 2 (January 16, 2018): 191. http://dx.doi.org/10.5539/jel.v7n2p191.
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The impact of automatic promotion practice on students dropping out of Uganda’s primary education was assessed using propensity score in difference in differences analysis technique. The analysis strategy was instrumental in addressing the selection bias problem, as well as biases arising from common trends over time, and permanent latent differences between the treated and control groups. Probit regression results indicate a negative effect on the probability of students dropping out, but only at P3. There seems to be no policy effect at P6. Decomposing the effect incidence along school location shows the policy as having had an effect only on P3 students studying in urban schools; otherwise, there is no effect among students at P3 rural, P6 rural or P6 Urban. In terms of the gender component, automatic promotion appears to have had an effect on P3 male and female students and no effect on either sex at P6.
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Herrera Torres, Lucía, Rafael Enrique Buitrago Bonilla, and Sergio Cepero Espinosa. "Emotional Intelligence in Colombian Primary School Children. Location and Gender Analysis." Universitas Psychologica 16, no. 3 (November 14, 2017): 1. http://dx.doi.org/10.11144/javeriana.upsy16-3.eips.
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This paper analyses Emotional Intelligence (EI) in Colombian Primary School Children depending on their location (rural or urban) and gender. The final sample consisted of 1451 students in fourth and fifth grade of three provinces in Boyacá department. Emotional Quotient Inventory: Youth Version (EQ-i: YV; Bar-On & Parker, 2000) was used for data collection. Both the reliability and validity of EQ-i: YV have been determined for this sample. The main results revealed differences in EI according to location. Overall, EI was higher in the urban than rural settings. Also, scores on the dimensions interpersonal and adaptability differed by gender. Additionally, the need for future research and development of Social and Emotional Learning programs in schools is discussed.
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Bruening, Meg, Marc A. Adams, Punam Ohri-Vachaspati, and Jane Hurley. "Prevalence and Implementation Practices of School Salad Bars Across Grade Levels." American Journal of Health Promotion 32, no. 6 (February 19, 2017): 1375–82. http://dx.doi.org/10.1177/0890117116689159.
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Purpose: To assess the prevalence of school salad bars in Arizona and to describe common practices of salad bar use among school nutrition managers across grade level. Design: Cross-sectional web-based surveys. Participants: School nutrition managers from elementary, middle, high, and K-12 schools (N = 648). Measures: Prevalence of salad bars; implementation practices such as years with salad bar, salad bar type, location, monitor, and reimbursement practices; and food-related components of salad bars including frequency of items, popular items, and sources of food. Analysis: Descriptive analyses were conducted including Fisher exact test, analysis of variance, and the Kruskal-Wallis test comparing practices across grade level (elementary, middle, high, and K-12 schools). Results: Overall, 61.1% of respondents had a salad bar; there were significant differences in the prevalence across grade level: elementary, middle, high, and K-12 schools had prevalence of 67.3%, 75.0%, 45.5%, and 51.1%, respectively ( P < .001). We observed significant differences in the implementation and food-related components of salad bars across grade levels including type, salad bar location, sources of food, and frequency of serving cut vegetables. Conclusion: This study provides insights on the prevalence of salad bars and is the first to report on implementation practices of school salad bars. These results may also guide the development of interventions for nutrition educators to use for the promotion fruit and vegetable consumption via school salad bars.
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Taniguchi, Kyoko. "Determinants of Student Mobility in Primary School in Rural Malawi: An Event History Analysis." World Journal of Education 7, no. 2 (April 10, 2017): 19. http://dx.doi.org/10.5430/wje.v7n2p19.
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This study identifies individual, family, and school factors associated with student mobility. Specifically, for Grade 5students, parents alive and school location were associated with transfer. For students in Grade 7, gender differences,levels of achievement, feelings about school, number of household tasks, distance to school, and parental habits ofpaying school fees were related to student mobility. Also, school location and mean number of grade repetitions forthe institution are correlated with Grade 7 student mobility. The findings contribute to ongoing discussions abouteducational policy regarding transfer.
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Rosik, Piotr, Sabina Puławska-Obiedowska, and Sławomir Goliszek. "Public transport accessibility to upper secondary schools measured by the potential quotient: The case of Kraków." Moravian Geographical Reports 29, no. 1 (March 1, 2021): 15–26. http://dx.doi.org/10.2478/mgr-2021-0002.
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Abstract The spatial differences in public transport accessibility to upper secondary schools are examined in this article, using the potential accessibility model, and based on the example of the city of Kraków. In order to achieve this goal, the potential quotient index has been used, taking into account both the demand for educational services operationalised with the population aged 15–19, and the supply of services depicted by the supply of places for pupils in different types of upper secondary school. A supplementary objective is to present recommendations for transport and educational policy implemented in the city in the context of potential locations of new upper secondary schools based on, among other parameters, the mean centre of the potential accessibility distribution and the potential accessibility dispersion index. We conclude that to better balance access to different types of schools throughout the city in the future, a new location for a general upper secondary school could be considered in the southern or eastern parts of Kraków.
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Cotner, Cody E., Sophia F. Mercadante, and Judy A. Shea. "Assessing the Impact of the COVID-19 Pandemic on Geographic Residency Placement Relative to Medical School Location." Journal of Graduate Medical Education 14, no. 1 (February 1, 2022): 108–11. http://dx.doi.org/10.4300/jgme-d-21-00614.1.
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ABSTRACT Background The 2020–2021 residency application cycle was altered to reduce COVID-19 transmission, with moves to all virtual interviews and no away rotations for medical students. These changes may have affected how students ranked residency programs, such as choosing programs near their medical schools. Objective To determine if a larger percentage of medical students matched to residency programs in the same state as their medical schools in 2021 vs 2018–2020. Methods We searched the webpages or emailed student affairs deans of the 155 Liaison Committee on Medical Education accredited MD programs to attain medical school match lists. Differences in the percentage of students matching to residency programs in the same US state as their medical schools in 2021 vs 2018–2020 were compared using chi-square tests. Results We recorded 36 021 of 79 406 (45%) National Resident Matching Program, 759 of 1720 (44%) ophthalmology, and 586 urology MD residency matches between 2018 and 2021. The percentage of students matching to residency programs in the same state as their medical schools was 35.9% in 2021 versus 34.3% in 2018–2020 (P=.005). Students were more likely to match to programs in the same state as their medical schools in 2021 if they attended a public medical school (40.3% vs 38.5%, P=.009) or applied into specialties where ≥50% of students traditionally perform away rotations (32.2% vs 30.2%, P=.031). Conclusions There was a small difference in the percentage of medical students matching to residency programs in the same state as their medical schools in 2021 vs 2018–2020.
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Kelley, Jamey, and Steven M. Demorest. "Music Programs in Charter and Traditional Schools." Journal of Research in Music Education 64, no. 1 (February 19, 2016): 88–107. http://dx.doi.org/10.1177/0022429416630282.
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Since the arrival of the first charter school in Minnesota in 1991, charter schools have become one of the largest movements in educational reform. In recent years, research has emerged that has compared the effectiveness of charter schools with their traditional school counterparts. The purpose of this study was to compare the extent of music offerings between charter schools and traditional public schools in the same urban district and geographic location within the city. Results indicated that while all schools in the sample offered significantly less music than national averages, significantly more charter schools offered music during the school day. Charter schools were more likely to offer traditional music (band, choir, orchestra) as electives. Schools with music programs, regardless of school type, had higher test scores and higher attendance rates even when controlling for differences in socioeconomic status between music and non music schools. Results are discussed in terms of their implications for the charter school movement, arts education policy, and suggestions for future research.
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TABACARU DUMITRU, Cristina, Georgeta CHIRLESAN, Valentina STINGA, and Maria CONSTANTINESCU. "School-Wide Positive Behaviour Support as Preventive Framework to Reduce Disruptive Behaviours: A Cross-Sectional Study." Revista de Cercetare si Interventie Sociala 79 (December 15, 2022): 164–80. http://dx.doi.org/10.33788/rcis.79.11.
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Disruptive behaviours negatively interfere with learning outcomes, forcing schools to identify effective preventive and intervention strategies in order to improve behavioural school climate. An extensive body of research promotes School-Wide Positive Behaviour Support (SWPBS) as an effective preventive framework to foster prosocial behaviours and simultaneously reduce disruptive behaviours. This paper presents the findings from a study that aimed at investigating problematic behaviours during primary education among typically developing children and to examine subgroup differences in the effectiveness of the SWPBS framework in Romania. Participants in our study were a sample of 973 teachers teaching in 30 schools from the Arges county schools. A descriptive statistical analysis was undertaken (a) to identify the type and intensity of disruptive behaviours, (b) to analyse the characteristics of schools with a high frequency of problematic behaviours and (c) to test if school-related variables (such as school size and location) can be linked with students’ disruptive behaviours. Results indicated that higher rates of disruptive behaviours identified by teachers from our research sample were noisiness while entering the school, running in hallways. Problematic behaviours are more likely to be identified and defined by more experienced teachers, although the correlation proved to be small. Problematic behaviours correlated positively with school size and location. The bigger the school, the more disruptive behaviours were present. The current study adds to the evidence that schools are unique organizations and a school-wide prevention model should be developed considering the school characteristics and their specific context. Research limitations and implications for policies are also discussed in this paper.
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Aryaningsih, Mila, Sukardi -, and Su’ud -. "Is the Presentation of the Teaching Materials during Covid-19 Pandemic Contextual?" Journal of Education, Teaching and Social Studies 3, no. 2 (March 15, 2021): p1. http://dx.doi.org/10.22158/jetss.v3n2p1.
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This study aimed to determine the presentation of teaching material during the Covid-19 pandemic seen from various variables (gender, age, school location, and school status) in the Senior High School (SMA). This research used qualitative approach with survey based. The population in this study were all high school students, amounting to 14.566 with a minimum sample of 427 based on the Slovin formulation. The data for the presentation of teaching material used a questionnaire with the help of google form which meets the research requirements. Overall data were analyzed quantitatively, using comparative analysis, namely non - parametric statistics because they did not meet the requirements of the analysis. The results showed that the presentation of teaching materials tended to be contextual in the dimensions of fact that teacher always present the teaching material based on the pandemic condition, as well as other dimensions, such as concepts, principles, procedures, and from several variables (gender, age, school location, and school status) that there were differences in perceptions of the presentation of teaching material in Senior High Schools.
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Wu, Rongxiu, Xian Wu, Michael R. Peabody, and Thomas R. O'Neill. "A Longitudinal Study of Differences in Canadian and US Medical Student Preparation for Family Medicine." Family Medicine 51, no. 10 (November 7, 2019): 817–22. http://dx.doi.org/10.22454/fammed.2019.840363.
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Background and Objectives: Previous research has found differences in preparation for entry into family medicine training between graduates of US and Canadian medical schools. However, this research was limited in that it utilized cross-sectional data to examine a longitudinal issue. This study aimed to examine these differences with a longitudinal data set. Methods: A comparison of the performance on the American Board of Family Medicine (ABFM) In-Training Exam (ITE) between 2014 and 2016 was conducted by examining the performance of Canadian medical school graduates and US medical school graduates longitudinally, as well as cross-sectionally, using independent t tests. Results: For first-year residents (PGY1), the Canadian 2014/2015 cohort showed significantly higher mean scores than US medical school graduates (USMG) and international medical school graduates (IMG). The Canadian 2015/2016 cohort showed no statistical difference from the USMGs, but did have a significantly higher mean than the IMGs. For second-year residents (PGY2), the Canadian 2014/2015 cohort showed a significantly lower mean than the USMG cohort, but had a significantly higher mean than the IMG cohort. The Canadian 2015/2016 cohort showed a statistically lower mean than the USMG cohort and no difference compared to the IMG cohort. Conclusions: Based on a comparison of ABFM ITE scores between 2014 and 2016, the Canadian medical school graduates performed as well as or better than the US graduates upon entry into residency, but performance was reversed for the second year of training. Our results also suggest an equity value of ACGME residency training independent of location of undergraduate medical training.
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Crawford, Charles, and Ronald Burns. "Preventing school violence: assessing armed guardians, school policy, and context." Policing: An International Journal of Police Strategies & Management 38, no. 4 (November 16, 2015): 631–47. http://dx.doi.org/10.1108/pijpsm-01-2015-0002.
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Purpose – Recent highly publicized acts of violence and shootings on campus have prompted numerous crime prevention suggestions including having an armed presence in the schools. The purpose of this paper is to assess the impact of protective measures, policies, and school/neighborhood characteristics on school violence. Design/methodology/approach – The data used in this study were part of the School Survey on Crime and Safety collected in 2006. The dependent measures of school violence include reports of violence, threatened attack with a weapon, attack with weapon, and gun possession. The sample was divided into high schools and all other grades to consider differences in levels of school violence among grade levels in relation to various law enforcement security measures, school security measures, and school characteristics. Findings – Findings revealed mixed and often counterproductive results for law enforcement and school security efforts to control school violence. School characteristics, such as reports of bullying, location, and gang activity yielded numerous statistically significant findings. Policy recommendations and suggestions for future research are provided. Originality/value – This study differs from much of the previous literature, which typically examines student and administrator attitudes about victimization and crime prevention. The current study examines detailed information on the actual effects of school violence prevention efforts. Furthermore, this study moves beyond most other works (that typically focus on high schools) as it considers school safety approaches by different grade levels.
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Smith, Jacqui, and Laura Zahodne. "EARLY-LIFE EDUCATION AND COGNITIVE AGING: DOES CONTENT, LOCATION, AND HISTORICAL CONTEXT MATTER?" Innovation in Aging 6, Supplement_1 (November 1, 2022): 52. http://dx.doi.org/10.1093/geroni/igac059.200.
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Abstract Life course and cognitive aging theories about the sources of subgroup and individual differences in susceptibility to cognitive impairment frequently highlight the significance of early-life education, defined in research by total years of school and highest degree. A more nuanced approach could shed light on why and for whom education matters for brain aging processes. For example, one year of school in the 1930s may not be the same as one year in the 1960s, or in different school types and states in this historical period. In addition, post- high school training and degrees differ in content. Each paper in this symposium uses early-life education history and late-life cognitive data from the Health and Retirement Study (HRS). Speakers discuss what guided their selection of specific education content, location, contexts and analytic strategy. Williams-Farrelly asks how individuals characterized by privileged high school educational experiences in the period from 1930 to the 1960s benefited in terms of social mobility and later-life cognitive functioning. Nkwata, in contrast, focuses on early-life education experiences that potentially limit the skills acquired together with exposure to family adversity and stress. Yu utilizes sequence analysis to identify and examine the association between late-life cognition and variations in patterns of K-12 education defined by duration and order of racial/ethnic composition. Walsemann and colleagues ask if state-level differences in the timing and implementation of school desegregation policies explain Black-White disparities in the transition to cognitive impairment in the US South. The session concludes with an integrative discussion by Zahodne.
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Azorín-Abellán, Cecilia María. "The Journey towards Inclusion: Exploring the Response of Teachers to the Challenge of Diversity in Schools." Revista Colombiana de Educación, no. 75 (July 1, 2018): 39–58. http://dx.doi.org/10.17227/rce.num75-8100.
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The general objective of the research presented in this article was to explore the attention to the diversity of students in kindergartens, and primary and high schools in the Region of Murcia (southeast of Spain). This study adopted a methodology of a quantitative nature. The instrument used to collect the data was the Themis Inclusion Tool (Azorín and Ainscow, 2018), which is a Likert scale aimed at teachers formed by three dimensions: contexts, resources and processes. Themis was administered to 545 teachers from 38 schools. This allowed knowing a series of strengths and weaknesses and diagnosing the profile of the schools (barely inclusive, towards inclusion and inclusive), and verifying statistically significant differences according to the variables studied (type of school, location and school stage). According to the results, the strengths focused on the process dimension, making reference to the teaching work, while the weaknesses were found in the contexts dimension, highlighting the scarce commitment between the schools and their communities. Differences were also found according to the type of school and the school stage. Finally, the predominant profile was “towards inclusion”. Therefore, the conclusions pointed to the need to continue working for the development of more inclusive practices in schools.
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Mahardika, Tio Putra, and Lilik Noor Yuliati. "THE ROLE OF COURSES IN INFLUENCING SMART CONSUMER BEHAVIOUR OF SENIOR HIGH SCHOOL STUDENTS IN RURAL AND URBAN AREAS." Journal of Child, Family, and Consumer Studies 1, no. 1 (April 25, 2022): 48–59. http://dx.doi.org/10.29244/jcfcs.1.1.48-59.
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Consumer education interventions through formal education can increase knowledge, attitudes, and behaviour to become smart consumers who can enforce their rights, carry out their obligations, and protect themselves from harmful goods or services. This study aims to analyze differences in awareness of consumer education materials, sources of information, attitudes, and behaviour as savvy consumers in high school students in rural and urban Bogor and the factors that influence smart consumer behaviour. This study used a cross-sectional study design and involved two senior high schools located in the rural and urban areas of Bogor. The location selection was performed purposively, considering that the school implemented the Education Unit Level Curriculum (KTSP) and used the Electronic School Book (BSE). The sampling technique used random cluster sampling with a sample size of 129 high school students, 68 students in rural areas and 61 students in urban areas. The results showed significant differences in the material awareness of consumer rights variables and the three attitude dimensions. On the contrary, there was no difference in material awareness of consumer obligations, objective knowledge of rights and obligations and significant smart consumer behaviour on smart consumer behaviour in both regions. Students' age, objective knowledge about consumer obligations, and attitudes (affective and conative dimensions) significantly positively affect smart consumer behaviour in high school students.
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Ghiani, Marco, Summer Sherburne Hawkins, and Christopher F. Baum. "Gun laws and school safety." Journal of Epidemiology and Community Health 73, no. 6 (March 21, 2019): 509–15. http://dx.doi.org/10.1136/jech-2018-211246.
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BackgroundThis paper examines the associations between state-level gun control and adolescent school safety overall and by student sex, age, and race.MethodsWe used data on 926 639 adolescents from 45 states in the 1999–2015 Youth Risk Behavior Surveys. Students self-reported on weapon carrying at school, the number of times they experienced weapon threats or injuries at school, the number of school days missed due to feeling unsafe, and weapon carrying at any location. For each state and year, 133 gun laws were combined into an index of gun control strength. Difference-in-differences logistic regression models were used to evaluate the associations of stricter gun laws with binary measures of students’ weapon carrying and perception of school safety, controlling for individual and state characteristics, as well as year and state fixed effects.ResultsAn IQR increase in the index (ie, a 15-point increase corresponding to a strengthening of gun control) was associated with a 0.8-percentage point decrease in the probability of weapon threats at school (p=0.029), a 1.1-percentage point decrease in the probability of missing school due to feeling unsafe (p=0.002) and a 1.9-percentage point decrease in the probability of carrying weapons at any location (p=0.001). Stricter gun laws had a stronger negative association with weapon carrying among males compared with females. Stricter gun laws were also differentially associated with weapon carrying by race/ethnicity.ConclusionsThe adoption of stricter state gun laws was associated with improvements in school climate and subjective perceptions of safety.
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Olowoyo, Mary Motolani, Sam Ramaila, and Lydia Mavuru. "Differences in Factors Responsible for Lateness at School by Male and Female Learners in Selected Schools in Soshanguve Township, South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 291–307. http://dx.doi.org/10.26803/ijlter.20.7.16.
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Late coming is an endemic problem in South African schools and has become increasingly difficult to eradicate. It has been identified as a major factor affecting learner academic performance and pass rate within the broader South African school context. This study examined factors that influence the late coming of both male and female learners in selected schools in the Soshanguve Township with a view to assessing their impact on learner academic performance and emotional stability within the school environment. The study adopted an exploratory descriptive survey design, involving eighty purposively selected learners as participants. Quantitative data was collected through the administration of a survey questionnaire and result analysed using ANOVA and the paired sample t-test. The findings showed that factors such as mode of transportation to school, geographical location of school/homes, learner involvement in household chores, watching television at night, sleeping late and child care responsibilities are predominantly responsible for the late coming. The study further revealed that male learners were more often late for school as compared to female learners. Late coming of female learners hinged to a large degree on domestic factors while the late coming of male learners depended on attitude and peer pressure. The male learners were reluctant to change the habit as it was not perceived to be an emotional disturbance while female learners were amenable to habit change.
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Febrianta, Yudha. "A COMPARATIVE STUDY ON HEALTHY AND CLEAN LIFESTYLE (PHBS) IN ELEMENTARY SCHOOL BASED ON GEOGRAPHICAL LOCATION." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 1 (April 1, 2021): 14. http://dx.doi.org/10.30595/dinamika.v13i1.9599.
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Theoretically this research was based on that health which affect cleanliness appriciate behavior. This research aiming to find out the difference of healthy and clean lifestyle for elemantary school student based on geographical location between highland and lowland. Proportionate stratified random sampling was used to decide the sample. Questionnaire was used toward 184 respondent to collect the data. Independent t- test with assist from SPSS V 23. 0 Software were used to analized collected data. The result of this research are ; there is a significant differences of healthy and clean lifestyle pattern between elementary school in sub-district baturraden banyumas with sub-distcrict petanahan Kebumen. The conclusion from the research is , student from highland applied more clean lifestyle pattern than lowland student.
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Seomun, GyeongAe, and Wonjung Noh. "Differences in Student Brain Activation from Digital Learning Based on Risk of Digital Media Addiction." International Journal of Environmental Research and Public Health 18, no. 21 (October 21, 2021): 11061. http://dx.doi.org/10.3390/ijerph182111061.
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Although digital media usage is prevalent among middle school students, the safety of digital media-based learning activities for students at risk of digital media addiction is unknown. The goal of this study was to evaluate the differences in students’ brain activity in relation to their risk of digital media addiction. The study was quasi-experimental, with a pre- to post-test control group design. The study participants included 83 middle school students who were engaged in digital learning. We measured their brainwaves to evaluate brain activity using a PolyG-I (LAXTHA Inc.). We found no statistically significant differences in the location of the attention index between the two groups before and after digital learning. However, there were statistically significant differences between the two groups in the P3, P4, and F4 locations of the relaxation index. These results indicate that students at risk of digital media addiction may experience learning difficulties. These results can be used to guide healthcare professionals in developing digital learning programs that are safe for students and to also verify the effects of these programs.
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Omozele, Beatrice, and Nathaniel Toyosi. "ASSESSMENT OF THE EFFECTIVENESS OF SCHOOL GUIDANCE SERVICES AS PERCEIVED BY SECONDARY SCHOOL PRINCIPALS IN EDO STATE, NIGERIA." International Journal of Research -GRANTHAALAYAH 6, no. 9 (September 30, 2018): 105–15. http://dx.doi.org/10.29121/granthaalayah.v6.i9.2018.1213.
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The study investigated the effectiveness of school guidance services as perceived by principals in Edo State, Nigeria. The study sought to examine secondary school principals’ perception on the effectiveness of guidance services (orientation, appraisal, information and counselling services) and determine gender and school location differences in principals’ perception of the effectiveness of counselling services in schools. The descriptive survey design was adopted for the study. A sample of 36 schools (1 rural and 1 urban) were drawn from public senior secondary schools in the study area using purposive random sampling. The instrument used for the collection of data was a self-developed questionnaire titled: “School Guidance Services Effectiveness Questionnaire (SOGSEQ)”. The construct validity was ascertained by the Principal Component Analysis (PCA) while the Cronbach reliability alpha of the questionnaire yielded an overall index of 0.84. The descriptive statistics such as mean (X ̅) and standard deviation (S.D) was used to analyze the research question 1 while the t-test for independent sample means was used to test the hypothesis at 0.05 alpha level. Results from the analysis showed that principals perceived orientation services to be the only effective guidance service in secondary schools in Edo State. Result further showed that there is a significant difference between rural and urban principals in their perception on the effectiveness of school guidance services (appraisal, information and counselling services) in secondary schools in Edo State. It is recommended that guidance counsellors in the secondary schools should realize that their guidance services should be such that will enable them to meet the needs of learners in schools. For this to be achieved, school heads, teachers, parents and the government must also be actively involved in providing their support for the delivery of the services when necessary
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Rasendran, Chandruganesh, Sarah Rahman, Uthman Younis, Raoul Wadhwa, Manasvee Kapadia, Jonathan H. Lass, and Linda H. Ohsie-Bajor. "The Impact of Virtual Interviews on the Geographic Distribution of Ophthalmology Match Results in the 2020–2021 Cycle." Journal of Academic Ophthalmology 13, no. 02 (July 2021): e242-e246. http://dx.doi.org/10.1055/s-0041-1740325.
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Abstract Background Instead of the traditional in-person interviews, the 2020 to 2021 ophthalmology application cycle was conducted with virtual interviews due to coronavirus disease 2019 (COVID-2019). Little is known about differences between the results of this application cycle with previous years. Objectives The aim of this study was to determine the effect of virtual interviews on the geographic distribution of matched ophthalmology residency applicants. Methods Information was collected on the medical school location and matched residency program location for 2020 to 2021 applicants as well as applicants during the 2016 to 2017, 2017 to 2018, and 2018 to 2019 cycles from publicly available Web sites. Pearson chi-squared tests were conducted to determine whether there was a significant difference in the proportion of applicants matching in the same region, state, and institution as their medical schools in the 2020 to 2021 interview cycle when compared with past cycles. Results Three-hundred seventy-five applicants from 2020 to 2021 and 1,190 applicants from 2016 to 2019 application cycles were analyzed. There was no difference in the type of medical school attended (allopathic vs. osteopathic vs. international medical graduate) (p = 0.069), the likelihood of attending a residency program in the same region as the home medical school (54% for 2020–2021 vs. 57% for 2016–2019 applicants, p = 0.3), and the likelihood of attending a residency program in the same state as the home medical school (31 vs. 28%, p = 0.2). There was a higher likelihood of applicants during the 2020 to 2021 cycle matching at a residency program affiliated with their home medical school than previous cycles (23 vs. 18%, p = 0.03). Conclusions Virtual interviews did not increase the likelihood of medical students staying in the same region or state as their medical school, while there was a higher likelihood of applicants matching at residency programs at institutions affiliated with their medical schools. A hybrid approach to maintain geographic diversity of applicants' final residency programs involving virtual interviews with the addition of in-person away rotations is suggested.
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Chen, Yulong. "Optimizing Locations of Primary Schools in Rural Areas of China." Complexity 2021 (December 18, 2021): 1–13. http://dx.doi.org/10.1155/2021/7573700.
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Scientific location selection of schools is an important way to optimize the allocation of educational resources, improve the efficiency of operating schools, and realize the balanced development of education, especially in rural areas. Many studies have considered the location of schools, but most have omitted the impact of transportation network conditions and the time cost differences caused by different travel speeds under different road conditions. The object of this study is to minimize the total transportation costs for students, construction costs for new schools, and the construction and upgrading costs for roads on a traffic network with travel time uncertainty indicated by different travel time scenarios. A mixed-integer programming model for this problem was proposed. Furthermore, a hybrid simulated annealing algorithm was used to solve the problem. Finally, a practical case study was used to illustrate the application of the proposed mathematical model. The results showed that the traffic network has an important influence on the optimization location of rural schools, and the improvement of traffic network conditions can greatly reduce the time required for students to travel to school.
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McCulloch, Gary. "Constructing the Community: Secondary Schools and Their Neighbourhoods in 20th Century Auckland." Australian Journal of Education 36, no. 2 (August 1992): 143–56. http://dx.doi.org/10.1177/000494419203600203.
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This paper examines the relationships between secondary schools and their local neighbourhoods in the developing urban and suburban contexts of Auckland, New Zealand, during the 20th century. It discusses the problematic and changing characteristics of school neighbourhoods, especially those relating to physical location, transport facilities, and social geography. The construction of school communities and neighbourhoods is seen as political in its character, involving clear awareness of the effects of social class and, more recently, ethnic differences upon the academic attributes and reputation of the school, even when ‘equality of opportunity’ has represented the main official ideal of schooling. Detailed examples of the patterns of secondary education are employed to help explain the ingrained assumptions of schools and local communities and to provide a historical context to major national schooling policy changes in New Zealand in the late 1980s and early 1990s.
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Wicaksono, Lungit, Satria Kusuma, and Ridho afiegi Alfadhil. "Perbedaan Tingkat Kebugaran Jasmani Siswa SMP Berdasarkan Letak Geografis." Jurnal Sains Keolahragaan dan Kesehatan 6, no. 2 (December 30, 2021): 200–210. http://dx.doi.org/10.5614/jskk.2021.6.2.8.
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Differences in a person's geographical location can determine the level of physical activity, so that it can be a picture to balance the physical activity of the two places. The purpose of this study was to compare the fitness and physical strength of junior high school students living in low and highlands. This research uses an observational study method, where all subjects will be taken data at one time. 30 male junior high school students with an average age of 13.48 0.79 years, body weight 47.95 ± 4.48 kg and height 157.94 ± 4.99 cm participated in this study. where the total subject will be divided into 2 groups consisting of 15 junior high school students from the lowlands and 15 junior high school students from the highlands. The results showed that the fitness status and physical strength of junior high school students living in highlands had good scores when compared to students living in lowlands. Thus it can be concluded that a person's geographical location affects a person's fitness. These findings can be used as consideration for teachers at schools in order to balance the fitness status of students who live at low altitudes so that they can have good physique like students who live at high altitudes.
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Abdullah, Norazilawati, Zainun Mustafa, Mahizer Hamzah, Amir Hasan Dawi, Mazlina Che Mustafa, Lilia Halim, Salmiza Saleh, and Che Siti Hajar Aisyah Che Abdul Khalil. "Primary School Science Teachers’ Creativity and Practice in Malaysia." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 346–64. http://dx.doi.org/10.26803/ijlter.20.7.19.
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Creative pedagogy has been explored extensively, and previous research suggests that there is a gap between the level and practice of creativity of science teachers, and that it varies by school location. The aim of this study was to determine the levels of creativity, and creativity practice of primary school science teachers, and differences in the levels of creativity and creativity practice of primary school science teachers based on school location. The Torrance Tests of Creative Thinking (TTCT) were used to acquire qualitative data from 20 participants, and a questionnaire of creativity practice in science teaching was used to collect quantitative data from 409 participants. The qualitative data were analyzed according to the TTCT scoring technique and the quantitative data were analyzed descriptively using Statistical Package for the Social Sciences 26. This study found that, that while overall teacher creativity was low, the teachers perceived that they employed highly creative practices. No difference was found in relation to environment, teaching aids, skills and science process skills of teachers in urban and rural areas. However, teachers in rural areas were more knowledgeable about creativity, while teachers in urban areas were better at practising it. This research provides baseline evidence on current practices in creative pedagogy of science teachers nationwide.
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Nhat, Du Thong. "Job satisfaction among elementary school teachers: A case report from Kien Giang, Vietnam." Tạp chí Khoa học 15, no. 5b (September 20, 2019): 74. http://dx.doi.org/10.54607/hcmue.js.15.5b.119(2018).
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This article presented the findings of a study in which the Teachers’ Job Satisfaction Scale (JSS) was adapted to Vietnamese educational context in order to examine the Job Satisfaction as perceived by 655 Vietnamese elementary school teachers in Kien Giang province in the 2014-2015 school year. The findings reported that the elementary school teachers were moderately satisfied with their job. There were significant differences in the perceptions of elementary school teachers about the dimensions of job satisfaction, according to their gender, school size, and school location.
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Forsyth, Alfred S., and David F. Lancy. "Simulated Travel and Place Location Learning in a Computer Adventure Game." Journal of Educational Computing Research 3, no. 3 (August 1987): 377–94. http://dx.doi.org/10.2190/06ym-r2rt-xq8f-6ctd.
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As numerous surveys attest, place location learning among American school children is inadequate using traditional instructional methods centered on passive map study. This study examined the use of a computerized adventure game to simulate an environmental exploration for fourth and fifth graders. The computer game involved a “treasure hunt”-type search, under subject control, through a simulated environment of thirty “places.” Subjects ( N = 120) played individually for forty minutes, while using one of four variations of maps: thirty subjects were given a map with each location named and graphically represented; thirty were given a map with names only; thirty with pictures only and thirty had to play the game without the aid of a map. Subjects were tested for recall of place locations. The main variables examined were type of accompanying map and subject gender. Results showed statistically significant differences among the kinds of maps used. No significant gender differences were found. Subjects in all groups indicated they enjoyed the simulation game experience. Results from a two-week post treatment follow-up test showed high levels of retention for all groups.
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Sholihah, Lini Anisfatus. "Stunting prevalence and its associated factors among children in primary school in Sidoarjo District: A secondary data analysis." AcTion: Aceh Nutrition Journal 6, no. 2 (November 30, 2021): 156. http://dx.doi.org/10.30867/action.v6i2.394.
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Stunting is one under-nutrition condition that might be caused by inadequate nutrition consumption or frequent infection. Stunting prevalence in primary school-age children (PSAC) is still high in the third world and Indonesia. This present paper aimed to study the prevalence and the associated factors such as sex, school-area, and food intakes of stunting in PSAC in Sidoarjo, 2018. This study is cross-sectional research using secondary data from baseline data of emotional demonstration projects in primary school students. Two hundred students were recruited from four schools representing urban and rural areas in Sidoarjo. Food intake was interviewed using SQ-FFQ. Children height was measured using microtoice. HAZ-score was calculated using WHO Anthro Plus software. Student t-test was done to test any differences in stunting prevalence between sex and school areas. The Chi-square test was used to check the difference in proportion for categories. Our results suggested the stunting prevalence among PSAC in Sidoarjo was 18% and was significantly greater in the rural area (p= 0,010). School location has association with stunting (OR= 2,7; 95%CI 1,25-5,8). In conclusion, we did not find any significant difference in food intakes, although stunted children were more likely to consume energy and carbohydrate. This condition must be considered to prevent obesity in stunted children
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Rojo-Ramos, Jorge, Fernando Manzano-Redondo, Sabina Barrios-Fernandez, Miguel Angel García-Gordillo, and José Carmelo Adsuar. "Early Childhood Education Teachers’ Perception of Outdoor Learning Activities in the Spanish Region of Extremadura." Sustainability 13, no. 16 (August 11, 2021): 8986. http://dx.doi.org/10.3390/su13168986.
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Over the years, it has been demonstrated that nature is a very important pillar in learning. Outdoor education is an innovative pedagogical approach that is gaining prominence and brings numerous benefits to the students who receive it. Previous studies have tried to show the positive relationship between education and nature and its benefits for children, but only a few reports refer to the specific perception of teachers on this issue, as well as possible differences according to the location of the school. Thus, taking into account the research questions, this paper aims to identify, analyze, and interpret the perception of early childhood education teachers in the Spanish region of Extremadura about outdoor educational practices. For this purpose, attention is paid to the implementation, difficulties, training, or area in which these outdoor educational practices take place, considering the location of the school. Findings showed that teachers are aware of the benefits of outdoor education, but most of them have not received specific training on it, perceive difficulties in carrying them out, or only carry them out at school. As a result, some differences can be perceived depending on the location of the school. Therefore, these results should make us change our perception of education and be able to propose alternatives, involving all the agents and participants of the education system and being aware of the benefits of outdoor education.
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Taufik, Taufik, and Ifdil Ifdil. "Kondisi Stres Akademik Siswa SMA Negeri di Kota Padang." Jurnal Konseling dan Pendidikan 1, no. 2 (June 30, 2013): 143. http://dx.doi.org/10.29210/12200.
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This research conduct base from increasing the National Examination standards from recent years, and overload student’s learning activity in Senior High School (SMA). These conditions as triggers stress students, from a long time, its influence on their learning. Based that, the research is to identify level of student academic stress, and differences base gender, and school location. This research use Cluster Random Sampling. Samples are grouped into 3 (three), that’s school is located in downtown, midtown and the Suburbs. Research findings show that there are 15% of student’s stress academic at low levels of, 71,8% experiencing stress academic at medium level, and 13.2% of students experiencing stress academic at high level. There was no significant difference between the academic stress Student SMAN in Padang by location and gender. These research findings can then be an important basic need for guidance and counseling services in order to decrease the level of stress of academic students in Padang city, so that they can learn by making every effort that is optimal.
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Wilkinson, Lindsey, Dara Shifrer, and Jennifer Pearson. "Educational Outcomes Of Gender-Diverse Youth: A National Population-Based Study." Gender & Society 35, no. 5 (August 16, 2021): 806–37. http://dx.doi.org/10.1177/08912432211038689.
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Despite the growing population of youth identifying with a transgender or nonbinary gender identity, research on gender-diverse individuals’ educational outcomes is limited. This study takes advantage of the first nationally representative, population-based data set that includes measures of gender identity and educational outcomes: the High School Longitudinal Study of 2009. Using minority stress and structural symbolic interactionist frameworks, we examine the association between gender identity and high school and college educational outcomes. We compare the educational outcomes of gender-diverse youth—binary transgender, nonbinary, and gender unsure—with those of cisgender youth, and also examine differences within the gender-diverse population. Given the strong link between minority stress and educational experiences among gender-diverse youth, we examine differences in outcomes before and after accounting for school belonging and emotional distress. We also account for individuals’ social-structural location, arguing that social positionality shapes both gender identity and educational outcomes. Results indicate important differences in educational outcomes within the gender-diverse population: Whereas binary transgender and gender-unsure youth exhibit educational disadvantage, relative to cisgender youth, nonbinary youth do not. The gender-unsure disadvantage remains even after accounting for differences in social-structural location and social-psychological factors associated with minority stress.
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Nadelson, Louis S., Estefany Soto, Tye Smith, Sarah Nekonchuk, Jessica Ims, and Sandra G. Nadelson. "Teaching Emotion Regulation: K-12 Teachers’ Perceptions and Practices across the Curriculum." Children and Teenagers 4, no. 1 (December 15, 2021): p1. http://dx.doi.org/10.22158/ct.v4n1p1.
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Students can gain a range of skills and knowledge from interactions in schools, including emotional competencies such as regulation of emotions. Teachers are positioned to support students’ development of emotion regulation in the social context of school. We sought to determine K-12 teachers’ sense of responsibility, preparation, engagement, comfort, and approach to teaching students emotion regulation. The quantitative and qualitative data we gathered from 155 general K-12 classroom teachers revealed a sense of responsibility, low preparation, varied engagement, and low to moderate comfort. We found differences by grade levels, school location, and teacher education level. There was moderate alignment between how the teachers regulate their emotions and the emotion regulation processes they teach their students. We share implications for school psychologists and suggest multiple directions for future research.
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Tokarek, Nathan, and Ann M. Swartz. "3060 How much activity do preschoolers accumulate in an outdoor education program?" Journal of Clinical and Translational Science 3, s1 (March 2019): 146. http://dx.doi.org/10.1017/cts.2019.332.
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OBJECTIVES/SPECIFIC AIMS: The primary aim of this study is to conduct a within-child comparison of in-school PA while attending nature-based and traditional preschool programs. The secondary aim is to observe the types of activities performed at each preschool location to determine which activities lead to greater and lesser amounts of school-based PA. METHODS/STUDY POPULATION: This will be a within-subjects repeated measures study in which participants will be recruited from a single preschool program where they spend two days per week (Monday/Wednesday) at a nature-based site, and two days per week (Tuesday/Thursday) at a traditional preschool location. All participants will be outfitted with a waist-worn Actigraph GT3X accelerometer, which they will wear from the moment they arrive to their preschool location until the moment they leave. Measurements will be conducted for four consecutive school days across two separate measurement periods, once in the winter and once in the spring. Additionally, a trained researcher will be present for the entirety of each measured day to document the types of activities participants engage in throughout the day, when these activities occur, and for how long. Accelerometer data will be analyzed using total counts, a reflection of total PA across all intensities, to determine school-based PA. Total activity counts will also be reduced to counts per minute and cross referenced with direct observation data to determine which activities contribute to higher and lower periods of PA throughout the day. Within child comparisons using two-tailed t-tests be made at both measurement periods between both preschool sites to determine whether significant differences in PA levels exist in children while attending either a nature-based or traditional preschool program. Logistic regression will also be applied to assess variables contributing to children’s PA including, preschool location, weather, and time spent outside. RESULTS/ANTICIPATED RESULTS:. It is hypothesized that preschool children will engage in significantly more PA while attending a nature-based preschool program compared to a traditional preschool classroom setting. Opportunities for free and unstructured play will be greater in a nature-based setting compared to a traditional preschool location. Time spent outdoors will be the determining difference between preschool children’s PA behaviors at a nature-based versus traditional preschool program. Variations in PA levels as a result of seasonal weather differences will be minimized on days in which children attend a nature-based preschool program. DISCUSSION/SIGNIFICANCE OF IMPACT: To our knowledge, this will be one of the first studies conducting a within child comparison of preschool-aged children’s PA levels between a nature-based and traditional classroom setting. If, as hypothesized children engage in significantly more PA while attending their nature-based preschool program, the comparison to their traditional preschool site will provide insight into the magnitude of differences and where these differences in PA behaviors may occur throughout the school day. This information may then be used to inform future intervention’s focusing on better aligning children’s PA levels in a traditional school setting with what might be achieved through a nature-based educational program.