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Journal articles on the topic 'Vacational schools'
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Ru'yat, Ru'yat, and Tajuddin Pogo. "Principal's Decision, Organizational Commitment, and Organizational Climate in Influencing the Performance of Vocational High School Teachers." International Journal of Indonesian Business Review 1, no. 1 (August 15, 2022): 21–28. http://dx.doi.org/10.54099/ijibr.v1i1.245.
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Purpose – The purpose of this study was to determine the effect of principal's decision making, organizational commitment, organizational climate on teacher performance at Private Vacational High School Kota Tangerang
Methodology/approach – This research is causal quantitative with survey method used in data collection. The population is a private vocational school teacher in Tangerang City with a sample of 100 respondents using a random sampling technique.
Findings – The results showed that 1) There is an influence of Decision Making on Teacher Performance, with the interaction between school principals and teachers in making decisions to be a big influential indicator. 2) There is an influence of Organizational Commitment on Teacher Performance, with commitment to career development according to the period of service being an indicator of great influence. 3) There is an influence of Organizational Climate on Teacher Performance, with the principal's efforts to encourage teachers to foster gifted students being a big influential indicator.
Novelty/value – The interaction between the principal and the teacher in making decisions is a major indicator of influence, so the principal should be able to maintain interaction with teachers in order to decide on appropriate policies for the progress and improvement of teacher performance in schools. Then, career development according to the period of service is a big indicator of organizational commitment, it is necessary to have talent management in this case the teacher and the right career succession so that it can improve teacher performance. Finally, the coaching of gifted students in this study is alleged to have a major influence on the creation of a good organizational climate, talented students are expected to become good influencers for schools so that the school's learning situation and climate will be good and teacher performance will increase because the students are talented.
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Kuromiya, Hiroyuki, Rwitajit Majumdar, Izumi Horikoshi, and Hiroaki Ogata. "Learning analytics for student homework activities during a long break: Evidence from K-12 education in Japan." Research and Practice in Technology Enhanced Learning 19 (March 20, 2024): 034. http://dx.doi.org/10.58459/rptel.2024.19034.
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Learning Analytics (LA) is an emergent field that aims to better understand students and provide intelligence to learners, teachers, and administrators using learning log data. Although the use of technology in class is increasing in the K-12 sector and tertiary education, cases of effective implementation of LA in secondary schools have rarely been reported. This study offers an example of LA implemented in a junior high Math class during long vacations in Japan. This paper comprises two studies: first, we analyzed 121 students’ answer logs and their exam performance after vacation by the K-means clustering method. We found that students’ progress patterns were categorized into four types of engagement—early, late, high, and low—and the early and high-engagement groups obtained significantly higher scores than the low-engagement group. In the second study, we implemented a real-time dashboard that visualizes students’ progress patterns and gives students insights about their progress during the vacation period. We found that the dashboard significantly increased students’ interactions with the assignment, and the questionnaire survey determined that the LA dashboard motivated students to learn during the long vacation period. Considering the previous studies of LA, we estimate that LA-based interventions enhance students’ self-regulation skills, which is crucial for learning during long vacation periods. Our study offers a novel approach to implementing LA in K-12 education.
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Meitner, Erika. "Vacation Bible School." Prairie Schooner 81, no. 1 (2007): 98–100. http://dx.doi.org/10.1353/psg.2007.0078.
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Abbasi, Nusrat Nawaz, Muhammad Sami ur Rehman, and Masood Ahmad. "Examining the Impact of Summer Vacations on ESL Learners’ Retention in Reading Comprehension." Review of Education, Administration & LAW 4, no. 1 (March 26, 2021): 53–66. http://dx.doi.org/10.47067/real.v4i1.111.
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Vacations affect students’ level of retention and their academic performance since students unwillingly bother to actively remain in touch with academic activities during vacations. This study aims to examine the impact of summer vacations on ESL learners’ retention in reading comprehension. Specifically, it investigated whether summer vacations affect ESL learners’ retention level in reading comprehension. A sample of 240 ESL learners of secondary schools from Southern Punjab, Pakistan was selected through convenient sampling method. Both males and females were addressed in the study. A comprehension test was designed in line with the revised Barrett’s taxonomy of reading comprehension based on the contents of the English textbook taught to secondary school grade X students. SPSS version 22 was employed to analyze the quantitative data. The analysis indicates that there was an impact of summer vacations on learners’ retention in reading comprehension. It also reveals that the learners acquired better scores in pre-test that was conducted before starting summer vacations as compared to the scores of post-test, which was given after summer vacations. A two-sample t-test reveals a significance difference between the performance of urban and rural learners and the learners studying in public and private schools as well. A significant gender difference was also found between the scores of pre-test and post-test. Based on the findings of the study, some implications and recommendations were furnished for ESL learners to improve their academic performance in reading comprehension by utilizing summer vacations effectively.
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Aryawan, Fatah Nasikh. "The Formulation of Policy to Increasing the Number of Vacational High School Students (Vacational High School Students Case Study in Malang)." JMAEL: Journal of Management, Administration and Educational Leadership 1, no. 4 (December 19, 2020): 110–17. http://dx.doi.org/10.51376/jmael.v1i4.187.
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The purpose of this research is to explain formulation of policy to increase the number of Vocational students (SMK) and to report the impact of the policy formulation carried out. This research used qualitative design with study case approach to identify and report formulation of policies for increasing the number of Vocational student (SMK) in Malang. The research data were collected by using interview, observation, and documentation. In analyzing the data found, this study uses analytical techniques by performing data reduction, data presentation and drawing conclusions. This study shows that the policy formulations for increasing the number of vocational school students in Malang which are contained in the Medium Term National Education Development Plan (RPJM) 2004-2009 (Renstra Depdiknas) and three MoNE circulars for 2006, 2007 and 2008 have been compiled and detailed with clear so as to be able to guide policy implementers in interpreting and describing policy objectives and steps that can be taken. On the other hand, The implementation of the policy to increase the number of Vocational students (SMK) in Malang has basically gone quite well with the objectives that have been achieved.
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Neeley, Richard A., Martin H. Diebold, and Gerald Dickinson. "Factors Impacting the Employment and Retention of Speech-Language Pathologists in Rural Public Schools." Rural Special Education Quarterly 13, no. 2 (June 1994): 3–11. http://dx.doi.org/10.1177/875687059401300202.
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Rural pubic schools are mandated by federal and state laws to provide all necessary educational services for their constituents including the therapy services rendered by speech-language pathologists (SLP). However, due to extensive competition for these professionals in the last decade, rural public school administrators have experienced considerable difficulty in recruiting and retaining SLPs. The purpose of this investigation was to identify reasons why SLPs employed in rural public schools opt to remain in that employment setting. A 32 item questionnaire was developed and used to survey SLPs employed in rural public schools in a mid-south state. Of the 169 respondents, 93 reported having been employed in the same rural public school for four or more years. These 93 respondents were chosen as subjects for this investigation. Respondents chose the following seven factors as the most important reasons for continued public school employment: salary, vacation, support for continuing education, satisfaction with types of clients, caseload selection, the school's reputation for providing quality services, and relationships with other professional staff.
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Mukalula-Kalumbi, Mwansa, and Kabunda Chola Clifford. "Surveying Reasons for Not Taking Annual Vacation Leave by State Teachers in Selected Primary Schools in Lusaka District, Zambia." Asian Journal of Education and Social Studies 44, no. 1 (May 15, 2023): 35–44. http://dx.doi.org/10.9734/ajess/2023/v44i1954.
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The study surveyed the reasons for not taking annual vacation leave by government primary teachers. This study employed qualitative and quantitative research strategies. Random sampling was used to draw samples of participants. A total of ninety-four participants took part in this study. Out of ninety-four, ten were head teachers and eighty-four were teachers. Data was collected using questionnaires for teachers and interview guides were employed to interview head teachers. The interviews were aided by the use of field notes and smart phone recorder. Data was analyzed using both qualitative and quantitative methods of analyzing data. The study revealed that the reasons teachers don’t take annual vacation leave was because of teacher’s lack of knowledge about terms and conditions of service on annual vacation leave. The role of school administration on teacher’s perception about annual vacation leave was mostly on giving enough and accurate information to teachers relating to annual vacation leave. Head teachers, standard officers, in-service training, teacher union haven’t been helpful in giving adequate information to teachers about annual vacation leave, hence teachers found it difficult to take vacation leave regularly. The teachers also individually were unable to read literature on leave in general, hence developing poor perception about taking annual vacation leave. Other findings revealed that the benefits of taking vacation leave by primary teachers were in two folds. The first one was the benefits to administrators and teachers when teachers took vacation leaves. The second one was the benefits to administrators and teachers when administrators took annual vacation leave regularly. Based on the findings, it was recommended that head teachers, teacher unions, school in-service training and standard officers should give teachers enough and accurate information about annual vacation leave. In addition, head teachers should stop managing DEBS in relation to vacation leave, hence, the DEBS should take to task every head teacher who don’t submit teacher vacation leave forms for approval.
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Shen, Lin, Joshua Wiley, and Bei Bei. "149 Perceived sleep need, cumulative sleep deficit, and associations with daily affect in adolescents: 28 days over school & vacation." Sleep 44, Supplement_2 (May 1, 2021): A61. http://dx.doi.org/10.1093/sleep/zsab072.148.
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Abstract Introduction This study aimed to describe trajectories of daily perceived sleep need and sleep deficit across 28 consecutive days, and examine if cumulative sleep deficit predicts next-day affect. Methods Daily sleep and affect were measured over 2 weeks of school and 2 weeks of vacation in 205 adolescents (54.1% females, Mage = 16.9 years). Each day, participants completed actigraphy and self-reported the amount of sleep needed to function well the next day (i.e., perceived sleep need), sleep duration, and high- and low-arousal positive and negative affect. Cumulative actigraphy and diary sleep deficit were calculated as difference between perceived sleep need and sleep duration, weighted by sleep deficit over the past 3 days. Cross-lagged, multilevel models were used to test cumulative sleep deficit as a predictor of next-day affect. Lagged affect, day of the week, study day, and sociodemographics were controlled. Results Perceived sleep need was lower early in the school week, before increasing in the second half of the week. Adolescents accumulated sleep deficit across school days and reduced it during weekends. During weekends and vacations, adolescents’ self-reported, but not actigraphy sleep duration, met perceived sleep need. Higher cumulative actigraphy sleep deficit predicted higher next-day high arousal negative affect; higher cumulative diary sleep deficit predicted higher negative affect (regardless of arousal), and lower low arousal positive affect the following day. Conclusion Adolescents experienced sustained cumulative sleep deficit across school days, and whilst non-school nights appeared to be opportunities for reducing sleep deficit. Trajectories of sleep deficit during vacation suggested recovery from school-related sleep restriction. Cumulative sleep deficit was related to affect on a daily basis, highlighting the value of this measure for future research and interventions. Support (if any):
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Scott, Anna Mae, Mina Bakhit, Justin Clark, Melanie Vermeulen, Mark Jones, David Looke, Chris Del Mar, and Paul Glasziou. "Australian state influenza notifications and school closures in 2019." F1000Research 8 (November 11, 2019): 1899. http://dx.doi.org/10.12688/f1000research.21145.1.
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Background: The impact of school holidays on influenza rates has been sparsely documented in Australia. In 2019, the early winter influenza season coincided with mid-year school breaks, enabling us the unusual opportunity to examine how influenza incidence changed during school closure dates. Methods: The weekly influenza data from five Australian state and one territory health departments for the period of week 19 (mid-May) to week 35 (early September) 2019 were compared to each state’s public school closure dates. We used segmented regression to model the weekly counts and a negative binomial distribution to account for overdispersion due to autocorrelation. The models’ goodness-of-fit was assessed by plots of observed versus expected counts, plots of residuals versus predicted values, and Pearson’s Chi-square test. The main exposure was the July two-week school vacation period, using a lag of one week. The effect is estimated as a percent change in incidence level, and in slope. We also dichotomized the change in weekly counts into decreases versus increases (or no change). The proportion of decreases were then compared for each of three periods (pre-vacation, vacation, post-vacation) using Fishers exact test. Results: School holidays were associated with significant declines in influenza incidence. The models showed acceptable goodness-of-fit. The numbers and percentages of decreases in weekly influenza counts from the previous week for all states combined were: 19 (33%) pre-vacation; 11 (92%) decreases during the vacation; and 19 (59%) decreases post-vacation (P=0.0002). The first decline during school holidays is seen in the school aged (5-19 years) population, with the declines in the adult and infant populations being smaller and following a week later. Conclusions: Given the significant and rapid reductions in incidence, these results have important public health implications. Closure or extension of holiday periods could be an emergency option for state governments.
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Gold, Kenneth M. "From Vacation to Summer School: The Transformation of Summer Education in New York City, 1894–1915." History of Education Quarterly 42, no. 1 (2002): 18–49. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00099.x.
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A noted but rarely explored axiom of the history of American education is that public school practices often originate in private sector settings. As David B. Tyack suggested in his influential study The One Best System, “Many of the innovations designed to offer differentiated schooling in the nineteenth century stemmed not so much from career educators as from wealthy philanthropists, merchants, and industrialists.” Certainly the very organizational structure of many urban school systems grew out of a network of private charity schools formed in the early nineteenth century. After the Civil War, new educational features like kindergartens, manual training, and vocational counseling all began as charitable endeavors but soon worked their way into urban public schools. By the century's end, vacation schools offering summer recreation and industrial education to the children of the urban, immigrant poor became yet another philanthropic program to enter the public school domain. What happened to vacation schools in New York City as a consequence of public administration is the focus of this article.
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Ferraz, Ferraz, and Diorminda de Lima. "TEACH SCIENCE MAKING SCIENCE: AN EXPERIENCE IN BASIC EDUCATION OF BRAZILIAN SEMIARID." JOURNAL OF SOCIAL SCIENCE RESEARCH 10, no. 3 (September 30, 2016): 2132–40. http://dx.doi.org/10.24297/jssr.v10i3.4915.
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The purpose of this research is to evaluate the methodology of scientific research - Teaching science by making science -in the practical context, with a view to construction of educational paradigms in basic education. This is a case study carried out initially in vacations courses sponsored by the EspaçoCiência with teachers and managers of the municipal school system, and bachelor's degree students in Biological Sciences from the Centro de Ensino Superior do Vale do São Francisco and later with 25 tutors who taught their classes using this methodology in elementary and high school education. The results of this research demonstrate approval of the methodology by 76% of managers, 57% of teachers, and 100% of students in the course of Biological Sciences who participated in the vacation courses. They have tutors who have used this methodology in elementary school and high school approved with percentage corresponding to 100% and 50.70% respectively. Regarding the methodology investigated the following categories were evaluated: student participation, learning, quantity and quality of content, skills and mobilized skills by students of basic education, as well as the perception of worshipers as the advantages and disadvantages in the application of the methodology for their levels ofeducation.
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Drenowatz, Clemens, Gerson Ferrari, and Klaus Greier. "Changes in Physical Fitness during Summer Months and the School Year in Austrian Elementary School Children—A 4-Year Longitudinal Study." International Journal of Environmental Research and Public Health 18, no. 13 (June 28, 2021): 6920. http://dx.doi.org/10.3390/ijerph18136920.
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Even though physical fitness is an important component in children’s health and well-being, there has been a decline in physical fitness over the last several decades. The present study examined potential differences in the development of physical fitness during the academic year and summer vacation in Austrian elementary-school children. A total of 214 children (52.3% boys) completed the German motor test in the fall (after summer vacation) and spring (prior to summer vacation) of every grade throughout their elementary school years. This resulted in eight assessments of cardio-respiratory endurance, muscular fitness, flexibility, speed, agility, and balance over a 4-year period. As expected, physical fitness increased with age but the improvement in cardio-respiratory endurance and muscular fitness was more pronounced during summer vacation (p < 0.01), while the improvement in speed was more pronounced during the academic year (p < 0.01). These results indicate an influence of weather conditions on health-enhancing physical activity in addition to structural and social support. Particularly in geographical regions with cold winters and shorter days, health-enhancing physical activity may be limited. Accordingly, schools need to provide additional opportunities to ensure an adequate amount of physical activity that stimulates the development of physical fitness.
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Drescher, Johannes, Charly Gaul, Peter Kropp, Yannic Siebenhaar, Dirk Reinel, and Jörg Scheidt. "Migraine in Adolescents: Comparison of Attack Frequency During School and Vacation Periods." OBM Neurobiology 6, no. 3 (May 18, 2022): 1. http://dx.doi.org/10.21926/obm.neurobiol.2203131.
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This citizen science project CLUE compared the attack frequency between school and vacation periods among adolescents. The data collection process adopted in citizen science projects opens up the possibility of conducting analyses by including a large number of participants over a long period and across different regions. The data on 684 migraine attacks reported by 68 adolescents aged 16 to 19 years were collected using an online platform and smartphone apps. A Fisher’s exact test was used to compare the distributions of the migraine attack frequency during vacation and school periods in two different scenarios. In both scenarios, the attack frequency during school periods was significantly higher than that during vacation periods. The use of web-based data collection has some methodological limitations; however, it enabled the measurement of relative migraine attack frequency in students during vacation and school periods. The higher prevalence of migraine during school periods indicates the requirement of increasing headache awareness among children.
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Wu, Shengqi. "Analysis on the Optimal Choice of Work for High School Students During Holidays." Scientific and Social Research 3, no. 3 (October 4, 2021): 66–68. http://dx.doi.org/10.36922/ssr.v3i3.1149.
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It is very difficult to choose the best job among the many vacation jobs based on our subjective judgments. This article tried to solve this problem by combining mathematics and microeconomics. On the premise of combining personal conditions and job requirements, an analysis model was developed to set two objective functions of maximum net income and maximum additional satisfaction, While the constraint condition was given as well .The model for finding the best vacation job is proposed to help high school students choose the best vacation part-time job.
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Klinkenberg, Don, Susan J. M. Hahné, Tom Woudenberg, and Jacco Wallinga. "The Reduction of Measles Transmission During School Vacations." Epidemiology 29, no. 4 (July 2018): 562–70. http://dx.doi.org/10.1097/ede.0000000000000841.
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Nurfajar, Asti Nopiani, Fridayanti Fridayanti, and Elisa Kurniadewi. "CORRELATION BETWEEN AUTONOMY AND FUTURE ORIENTATION FOR EMPLOYMENT AMONG GRADE XII STUDENTS OF VACATIONAL SCHOOL 7 BANDUNG." Psympathic : Jurnal Ilmiah Psikologi 5, no. 2 (February 27, 2018): 677–90. http://dx.doi.org/10.15575/psy.v5i2.2161.
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The aim of this research is studying the level of learning autonomy and future orientation students and correlation between those two variables. Quantitative design with correlational method was used. Sample are 62 students studying at vacational school majoring in textile chemistry SMKN7 Bandung. Result shows that there is positive correlation between learning autonomy and future orientation. High learning autonomy will make optimistic in future orientation while low learning autonomy result pesimistic future orientation.
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Chen, Junbo, Hongwei Li, Jinglan Xue, Jianfeng Li, and Mengmeng Jin. "An Empirical Study on the Management of Summer School Students based on the "People-oriented" Concept." BCP Social Sciences & Humanities 16 (March 26, 2022): 172–81. http://dx.doi.org/10.54691/bcpssh.v16i.456.
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In the face of fierce social competition and severe employment situation, many students choose to stay in school during the summer vacation and participate in summer social practice in order to obtain relevant work experience; there are also many students who use the relatively free time during the summer vacation to obtain vocational qualification certificate. Therefore, the management of summer students has become an important part of university management. Under the new situation, the management of left-behind students in summer vacation in colleges and universities must abide by the "People-oriented" management philosophy. Actively exploring the management model of left-behind students in vacation that adapts to the development of the times and the needs of students has become an important topic of university management research. This paper analyzes the reasons and status quo of students staying at a higher vocational college in Zhejiang, and puts forward corresponding student management strategies, hoping to play certain reference significance.
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Hand, A., J. Stone, L. Shen, C. Vetter, S. Cain, B. Bei, and A. Phillips. "P049 Sleep Regularity is Associated with Stability of Daily Light Exposure in Adolescents During School and Vacation." SLEEP Advances 2, Supplement_1 (October 1, 2021): A37. http://dx.doi.org/10.1093/sleepadvances/zpab014.096.
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Abstract Study Objectives Light is the main time cue for the human circadian system. Irregular sleep/wake patterns are associated with poor health outcomes, which could be mediated by irregular patterns of light exposure. The relationship between sleep and light regularity has not been directly explored. We investigated the relationship between sleep and light regularity in adolescents, across school-term and vacation, using novel metrics for measuring light regularity. Methods Daily sleep and light patterns were measured via wrist actigraphy in 104 adolescents (54% male, age M±SD = 17.17±0.80 years) over two weeks of school-term and a subsequent two-week vacation. The Sleep Regularity Index (SRI) was computed for each two-week block. Stability of daily light exposure was assessed using variation of mean daily light timing (MLiT), variation in daily photoperiod, and the Light Regularity Index. Associations between SRI and each light regularity metric were examined, and within-individual changes in metrics were examined between school and vacation. Results More regular sleep was significantly associated with more regular scores for each light variability metric, during school and vacation. Between school and vacation sleep regularity decreased and nuanced changes in light patterns were observed. Variability measured by the MLiT variable increased, whereas variability measured by the LRI and photoperiod variable decreased. Conclusions Adolescents with irregular sleep also have irregular patterns of light exposure. These findings suggest sleep regularity may be a useful proxy for variability in the main circadian time cue, meaning that irregular light exposure may carry implications for the developing adolescent circadian system.
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Kassel, Jihad, Sara Elloudi, Moncef Maiouak, Chaymae Jroundi, Zakia Douhi, Hanane Baybay, Samira El Fakir, and Fatima Zahra Mernissi. "Children’s knowledge and behavior towards the sun and photo protection (Survey of 391 children in the region of Fez, Morocco)." Our Dermatology Online 13, no. 3 (July 1, 2022): 273–79. http://dx.doi.org/10.7241/ourd.20223.7.
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Background: Currently, the sun-cancer relationship is well established and it is clearly demonstrated that sun exposure during childhood increases the risk of skin cancer in later life. The main objective of our study was to evaluate the behavior and knowledge of children towards the sun, its dangers, particularly skin cancer, and the different means of photo protection. Material and methods: We conducted a descriptive cross-sectional survey using a questionnaire among students (primary and secondary) in the region of Fez (urban and rural). Results: Three hundred and eightyone children delivered a completed and usable questionnaire. The average age was 13 years, the sex ratio M/F =1,16. 71,9% of the children were from public schools and 66% had moderately pigmented skin. Among the 97% of children who practice outdoor activities during the vacations, 30.5% like to tan, and almost half spend more than 30 minutes a day under the sun. 69.6% of the children declared that they take with them during the vacations at least one sun protection product (sun cream, hat, sunglasses…) Concerning the application of sunscreen,72.2% of children used sunscreen during their vacations, 27.7% reapply it every two hours and 82.4% apply it only in summer. At school, 72.6% of the students said they look for shade during recess and only 10% apply sun cream. 55, 8% of the children think that the sun can be dangerous, 44.2% know that there is a relationship between the sun and skin cancer, 52% think that the sun can cause burns and 37% skin aging. 71% said they have already been told by a parent that they should protect themselves from the sun,41.5% were advised by their teachers and only 31% by a doctor.43% of our children had heard of skin cancer and almost half of these children know that it can be caused by the sun. In general, the assessment of children's knowledge was average in about half of the cases, we noted that children are better protected during the summer vacations than at school. We also focused on the role of parents, schools, doctors and media in raising children's awareness, which was not sufficient.
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Slostad, Jessica, Shikha Jain, Marie McKinnon, Sukarn Chokkara, and Neda Laiteerapong. "Evaluation of Faculty Parental Leave Policies at Medical Schools Ranked by US News & World Report in 2020." JAMA Network Open 6, no. 1 (January 23, 2023): e2250954. http://dx.doi.org/10.1001/jamanetworkopen.2022.50954.
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ImportancePhysician parents, particularly women, are more likely to experience burnout, poor family-career balance, adverse maternal and fetal outcomes, and stigmatization compared with nonparent colleagues. Because many physicians delay child-rearing due to the rigorous demands of medical training, favorable parental leave policies for faculty physicians are crucial to prevent physician workforce attrition.ObjectiveTo evaluate paid and unpaid parental leave policies at medical schools ranked by US News &amp; World Report in 2020 and identify factors associated with leave policies.Design, Setting, and ParticipantsThis cross-sectional national study was performed at US medical schools reviewed from December 1, 2019, through May 31, 2020, and February 1 through March 31, 2021, due to the COVID-19 pandemic. All medical schools ranked by US News &amp; World Report in 2020 were included.Main Outcomes and MeasuresThe primary outcome was the number of weeks of paid and unpaid leave for birth, nonbirth, adoption, and foster care physician parents. Institutional policies for the number of weeks of leave and requirements to use vacation, sick, or disability leave were characterized. Institutional factors were evaluated for association with the duration of paid parental leave using χ2 tests.ResultsAmong the 90 ranked medical schools, 87 had available data. Sixty-three medical schools (72.4%) had some paid leave for birth mothers, but only 13 (14.9%) offered 12 weeks of fully paid leave. While 11 medical schools (12.6%) offered 12 weeks of full paid leave for nonbirth parents, 38 (43.7%) had no paid leave for nonbirth parents. Adoptive and foster parents had no paid leave in 35 (40.2%) and 65 (74.7%) medical schools, respectively. Median paid parental leave was 4 (IQR, 0-8) weeks for birth parents, 4 (IQR, 0-6) weeks for adoptive parents, 3 (IQR, 0-6) weeks for nonbirth parents, and 0 (IQR, 0-1) weeks for foster parents. About one-third of medical schools required birth mothers to use vacation (29 [33.3%]), sick leave (31 [35.6%]), or short-term disability (9 [10.3%]). Among institutional characteristics, higher ranking (top vs bottom quartile: 30.4% vs 4.0%; P = .03) and private designation (private vs public, 23.5% vs 9.4%; P &lt; .001) was associated with a higher rate of 12 weeks of paid leave for birth mothers.Conclusions and RelevanceIn this cross-sectional national study of medical schools ranked by US News &amp; World Report in 2020, many physician faculty receive no or very limited paid parental leave. The lack of paid parental leave was associated with higher rates of physician burnout and work-life integration dissatisfaction and may further perpetuate sex, racial and ethnic, and socioeconomic disparities in academic medicine.
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Schueler, Beth E., Joshua S. Goodman, and David J. Deming. "Can States Take Over and Turn Around School Districts? Evidence From Lawrence, Massachusetts." Educational Evaluation and Policy Analysis 39, no. 2 (January 27, 2017): 311–32. http://dx.doi.org/10.3102/0162373716685824.
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The Every Student Succeeds Act (ESSA) requires states to identify and turn around struggling schools, with federal school improvement money required to fund evidence-based policies. Most research on turnarounds has focused on individual schools, whereas studies of district-wide turnarounds have come from relatively exceptional settings and interventions. We study a district-wide turnaround of a type that may become more common under ESSA, an accountability-driven state takeover of Massachusetts’s Lawrence Public Schools (LPS). A differences-in-differences framework comparing LPS to demographically similar districts not subject to state takeover shows that the turnaround’s first 2 years produced sizable achievement gains in math and modest gains in reading. We also find no evidence that the turnaround resulted in slippage on nontest score outcomes and suggestive evidence of positive effects on grade progression among high school students. Intensive small-group instruction over vacation breaks may have led to particularly large achievement gains for participating students.
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Heinsohn, Torben, Berit Lange, Patrizio Vanella, Isti Rodiah, Stephan Glöckner, Alexander Joachim, Dennis Becker, et al. "Infection and transmission risks of COVID-19 in schools and their contribution to population infections in Germany: A retrospective observational study using nationwide and regional health and education agency notification data." PLOS Medicine 19, no. 12 (December 20, 2022): e1003913. http://dx.doi.org/10.1371/journal.pmed.1003913.
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Background School-level infection control measures in Germany during the early Coronavirus Disease 2019 (COVID-19) pandemic differed across the 16 federal states and lacked a dependable evidence base, with available evidence limited to regional data restricted to short phases of the pandemic. This study aimed to assess the (a) infection risks in students and staff; (b) transmission risks and routes in schools; (c) effects of school-level infection control measures on school and population infection dynamics; and (d) contribution of contacts in schools to population cases. Methods and findings For this retrospective observational study, we used German federal state (NUTS-2) and county (NUTS-3) data from public health and education agencies from March 2020 to April 2022. We assessed (a) infection risk as cumulative risk and crude risk ratios and (b) secondary attack rates (SARs) with 95% confidence interval (CI). We used (c) multiple regression analysis for the effects of infection control measures such as reduced attendance, mask mandates, and vaccination coverage as absolute reduction in case incidence per 100,000 inhabitants per 14 days and in percentage relative to the population, and (d) infection dynamic modelling to determine the percentage contribution of school contacts to population cases. We included (a) nationwide NUTS-2 data from calendar weeks (W) 46-50/2020 and W08/2021-W15/2022 with 3,521,964 cases in students and 329,283 in teachers; (b) NUTS-3 data from W09-25/2021 with 85,788 student and 9,427 teacher cases; and (c) detailed data from 5 NUTS-3 regions from W09/2020 to W27/2021 with 12,814 cases (39% male, 37% female; median age 14, range 5 to 63), 43,238 contacts and 4,165 secondary cases for students (for teachers, 14,801 [22% male, 50% female; median age 39, range 16 to 75], 5,893 and 472). Infection risk (a) for students and teachers was higher than the population risk in all phases of normal presence class and highest in the early 2022 omicron wave with 30.6% (95% CI 30.5% to 32.6%) of students and 32.7% (95% CI 32.6% to 32.8%) of teachers infected in Germany. SARs (b) for students and staff were below 5% in schools throughout the study period, while SARs in households more than doubled from 13.8% (95% CI 10.6% to 17.6%) W21-39/2020 to 28.7% (95% CI 27% to 30.4%) in W08-23/2021 for students and 10.9% (95% CI 7% to 16.5%) to 32.7% (95% CI 28.2% to 37.6%) for staff. Most contacts were reported for schools, yet most secondary cases originated in households. In schools, staff predominantly infected staff. Mandatory surgical mask wearing during class in all schools was associated with a reduction in the case incidence of students and teachers (c), by 56/100,000 persons per 14 days (students: 95% CI 47.7 to 63.4; teachers: 95% CI 39.6 to 71.6; p < 0.001) and by 29.8% (95% CI 25% to 35%, p < 0.001) and 24.3% (95% CI 13% to 36%, p < 0.001) relative to the population, respectively, as were reduced attendance and higher vaccination coverage. The contribution of contacts in schools to population cases (d) was 2% to 20%, lowest during school closures/vacation and peaked during normal presence class intervals, with the overall peak early during the omicron wave. Limitations include underdetection, misclassification of contacts, interviewer/interviewee dependence of contact-tracing, and lack of individual-level confounding factors in aggregate data regression analysis. Conclusion In this study, we observed that open schools under hygiene measures and testing strategies contributed up to 20% of population infections during the omicron wave early 2022, and as little as 2% during vacations/school closures; about a third of students and teachers were infected during the omicron wave in early 2022 in Germany. Mandatory mask wearing during class in all school types and reduced attendance models were associated with a reduced infection risk in schools.
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Buchan, Graeme D. "Propagating Environmental Science and Ethic: A Vacation School as a University/High School Link." Journal of Environmental Education 23, no. 2 (January 1992): 10–15. http://dx.doi.org/10.1080/00958964.1992.9942791.
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Rowland, T. "School-Based Fitness Changes Are Lost During the Summer Vacation." Yearbook of Sports Medicine 2008 (January 2008): 252–53. http://dx.doi.org/10.1016/s0162-0908(08)79245-6.
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Carrel, Aaron L., R. Randall Clark, Susan Peterson, Jens Eickhoff, and David B. Allen. "School-Based Fitness Changes Are Lost During the Summer Vacation." Archives of Pediatrics & Adolescent Medicine 161, no. 6 (June 1, 2007): 561. http://dx.doi.org/10.1001/archpedi.161.6.561.
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Dirks, Jerald F. "A Survey of Christian Religious Education in the United States." American Journal of Islamic Social Sciences 20, no. 1 (January 1, 2003): 1–19. http://dx.doi.org/10.35632/ajiss.v20i1.514.
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Prior to the landmark Supreme Court decision of June 1963, which banned public prayer from the public schools, Christian religious education was often a routine part of the overt instruction provided by the American public school system. However, in the wake of that legal milestone, even though instruction in the Judeo-Christian interpretation of religious history continued to be taught covertly, American churches began relying more heavily on providing Christian religious education. This article briefly presents Christianity’s contemporary status in the United States and reviews such religious education methods as Sunday school, vacation Bible school, Christian youth groups, catechism, private Christian schools, Youth Sunday, and children’s sermons. The survey concludes with a look at the growing interface between such education and the lessons of psychology as well as training and certifying Christian religious educators.
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Dirks, Jerald F. "A Survey of Christian Religious Education in the United States." American Journal of Islam and Society 20, no. 1 (January 1, 2003): 1–19. http://dx.doi.org/10.35632/ajis.v20i1.514.
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Prior to the landmark Supreme Court decision of June 1963, which banned public prayer from the public schools, Christian religious education was often a routine part of the overt instruction provided by the American public school system. However, in the wake of that legal milestone, even though instruction in the Judeo-Christian interpretation of religious history continued to be taught covertly, American churches began relying more heavily on providing Christian religious education. This article briefly presents Christianity’s contemporary status in the United States and reviews such religious education methods as Sunday school, vacation Bible school, Christian youth groups, catechism, private Christian schools, Youth Sunday, and children’s sermons. The survey concludes with a look at the growing interface between such education and the lessons of psychology as well as training and certifying Christian religious educators.
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Lee, Jihyun. "The Significance of Children's Experieces of an Afterschool Art Program for Children with Autism Spectrum Disorder." Korean Society of Culture and Convergence 45, no. 8 (August 31, 2023): 923–36. http://dx.doi.org/10.33645/cnc.2023.08.45.08.923.
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The purpose of this paper is to understand the effects and significance of an afterschool art program for children with autism spectrum disorder in special education schools. This study included five male and female children attending special education schools in B City. It was conducted over an 8-month period from March to December 2022, with breaks during vacation periods. The art program provided 6 experiences for each of the 5 material types, including painting, pen activities, collage, paper folding, and various mixed media. The significance of these art activities for children with ASD can be summarized as follows: they demonstrated the ability to imitate art techniques and expressed affection for their own artwork, highlighting how imitation serves as a non-verbal means of sharing social and emotional experiences.
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Allan, Diana. "What I Did on my Summer Vacation—Go NATS!" Journal of Singing 80, no. 1 (August 15, 2023): 1–5. http://dx.doi.org/10.53830/pkui1630.
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Summer 2023 began with the NATS voice pedagogy trip to England that began with a mini-conference that brought together 110 voice teachers from eight countries. Our tour group visited three music preparatory schools and two music universities. Celebrating the English choral tradition, we heard rehearsals or services at Eton College, St. Paul’s Cathedral, King’s College, Cambridge, and Trinity College, Cambridge. Overlapping the Pedagogy Trip, the NATS Intern Program was held at West Chester University, where five Master Teachers worked with sixteen Interns. Next, the NATS Board gathered in Florida for our annual meeting. In late June, the inaugural NATS Science-Informed Voice Pedagogy Institute was held at Utah State University where clinicians presented a wealth of information to fifty-five attendees. July 7–9, we gathered in San Diego for the Summer Workshop. Sessions focused on a variety of repertoire; in addition, the 2023 NSA Finals were held. In mid-July, the South Africa NATS Chapter held their first conference at Stellenbosch University in Cape Town.
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Shen, Lin, Tracey Sletten, Joshua Wiley, and Bei Bei. "0183 Daily sleep predicts adolescents’ next-day psychomotor vigilance, sleepiness, and fatigue: Ecological momentary assessment across 28 days of school and vacation." Sleep 45, Supplement_1 (May 25, 2022): A84—A85. http://dx.doi.org/10.1093/sleep/zsac079.181.
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Abstract Introduction Few studies have examined the associations between daily sleep and daytime functioning in adolescents during naturalistically-occurring constrained (school term) and unconstrained (vacation) sleep opportunities. Methods Adolescents (n = 205; 54.1% females, age M ± SD = 16.9 ± 0.87 years) completed daily measures of sleep and daytime functioning over 28 continuous days (2-week school, and the subsequent 2-week vacation). Total sleep time (TST) and sleep efficiency (SE) were measured using actigraphy and sleep diary. Participants self-reported sleepiness and fatigue every morning and afternoon, and completed the brief, 3.2-minute psychomotor vigilance task (PVT; Joggle Research) on an iPad every afternoon. Using cross-lagged multilevel models, daily TST and SE were examined as predictors of next-day sleepiness, fatigue, and PVT performance. The associations did not differ between school and vacation. The non-significant interaction terms were dropped, and school/vacation status was maintained as a covariate. Previous-day outcome, day of the week, study day, school/vacation and sociodemographics were adjusted. Between-person associations (differences between individuals) and within-person associations (daily deviations from individual’s own mean capturing whether nights with longer- or better-than-average TST or SE respectively, relative to the individual’s average TST/SE, predict next-day outcomes) were tested simultaneously. Results Adolescents performed better on the PVT (faster reaction time and fewer lapses) following nights with longer-than-average TST (actigraphy and diary, p-values ≤ .044). Longer-than-average TST (actigraphy and diary) and higher diary SE also predicted lower self-reported sleepiness the next day (morning and afternoon, p-values ≤ .002). Similarly, longer-than-average TST and higher-than-average SE predicted lower self-reported fatigue the next day (morning and afternoon, all p-values ≤ .032). Compared to the vacation, school term was associated with higher self-reported fatigue in the morning and afternoon (p-values ≤ .014), but not higher sleepiness or poorer PVT performance. Conclusion Fluctuations in daily sleep were associated with adolescents’ next-day functioning. Importantly, longer- and better-than-average sleep consistently predicted better daytime functioning the next day. Findings were consistent across objective sustained attention and self-reported sleepiness and fatigue, highlighting the short-term effects of sleep restriction on adolescents’ daytime functioning. Protecting adolescents’ sleep duration and promoting good quality sleep on a daily basis could support optimal daytime functioning. Support (If Any) Dr Shen was supported by the Monash International Postgraduate Research Scholarship and Monash Graduate Scholarship.
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Sulistiyani, Sulistiyani, Dewi Rosaria Indah, Tri AE, Sri Nurhidayah, Apsari Fajar Prihantini, and Indahria TH. "English Corner at PGRI 7 Vacational High School English Room for Students at SMK PGRI 7." Sasambo: Jurnal Abdimas (Journal of Community Service) 5, no. 4 (November 1, 2023): 770–56. http://dx.doi.org/10.36312/sasambo.v5i4.1400.
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The Community Partnership Program (PKM) aims to increase the creativity of English teachers and overcome several problems such as lack of understanding of learning methods, administrative limitations, learning tools and infrastructure. The solutions offered include providing training to vocational school teachers, providing learning tools according to the curriculum, making teaching aids, building adequate facilities and infrastructure, and holding training to design innovative learning tools. Solution methods for partners involve Information Technology (IT) training, using media and conversation modules as teaching materials, as well as providing English conversation modules for vocational students. Apart from that, internships are recommended for STKIP Bina Insan Mandiri students. The target of this PKM activity is to help English teachers improve the learning process and learning outcomes, as well as increase vocational school students' ability to communicate actively using English through conversation.
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Ramadhan, Ryo Sandy, Agus Kristiyanto, and Tri Winati Rahayu. "Survey On PJOK Online Learning During the Covid-19 Pandemic at SMK Batik 1 Surakarta the Academic Year 2020/2021." PHEDHERAL 19, no. 2 (November 30, 2022): 93. http://dx.doi.org/10.20961/phduns.v19i2.61597.
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<p><em>This study aimed to determine the implementation of online sports learning at Vacation High School Batik 1 Surakarta The 2020/2021 academic year. This study used a quantitative descriptive method with a one shot case study approach with one time data collection. The subjects in this study were Class XI students of Vacation High School Batik 1 Surakarta, totaling 66 students. The researcher used two types of data, namely primary and secondary data, for data collection techniques used questionnaires and documentation. The data obtained from the questionnaire results were analyzed and tested for validity using SPSS program version 25 for windows.</em></p><p><em>The results of the research could be explained that the implementation of online sports learning at Vacation High School Batik 1 Surakarta is carried out well by students, namely students on average agree with percentage of 60% based on the planning dimension, 61% agree based on the implementation and learning process dimensions, and 62% agree based on the dimensions evaluation of learning outcomes.</em></p><p><em>This study concluded that the average percentage of students agreeing in Sport Online Learning at Vacation High Schools Batik 1 Surakarta has been said to have been carried out well. It is expected that this research can be useful input for sports teachers in online sports learning and can be used as knowledge and application for PJOK teachers as a study of the development of sports science in the future.</em></p>
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Ko, Junghwa. "Comparative study of policy and elementary school mathematics learning program for mathematics underachievers in Korea and the United States: Focused on the Seattle Public Schools and Chuncheon Office." Korean School Mathematics Society 20, no. 1 (March 31, 2017): 57–76. http://dx.doi.org/10.30807/ksms.2017.20.1.004.
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Since the 1990s, Korea has been developing various policies and materials for the improvement of basic learning abilities. In this study, the cases of policies for underachievers in Korea and the US were compared and analyzed the programs for mathematics underachievers in elementary school with Chuncheon office of education and Seattle public schools. All of them started from the point of relief of underachievers, but they differed in the process of operating them specifically. This study suggests the followings. First, active utilization of vacation programs to solve problems such as low-income meal service, prevention of stigma effects, securing teacher's instruction time, teacher-instructor cooperation. Second, the necessity of detailed activity-centered textbooks that underachievers can explore with interest in mathematics learning and easy to use by teachers. Third, specific cooperation for inducing interest of their own children's learning and forming close ties between parents and teachers. Fourth, program analysis by a professional evaluation group to improve the quality of underachiever program.
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Ajitha, K., and K. Jayashree. "Online vacation training course for primary teachers conducted by department of education, Kerala - An empirical study." i-manager's Journal on School Educational Technology 19, no. 1 (2023): 60. http://dx.doi.org/10.26634/jsch.19.1.19816.
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Online Teachers' Professional Development programs, both synchronous and asynchronous, are relatively new in the educational arena. They have been available in the business sector for nearly two decades. In the wake of the closure of schools due to the COVID-19 outbreak, the Kerala Infrastructure and Technology for Education (KITE), in association with the Education department of Kerala, has come up with a novel idea of imparting online training to over 81,000 primary teachers in the state, spanning over 11,274 schools. It has been decided to provide specific vacation training to all primary and upper primary teachers during April and May to enhance their professional development. The KITE-VICTERS channel telecasted a special program on the training, which took place in May 2020. This study may pave the way for additional research that can offer more insights for future online training courses. This, in turn, may lead to the study of the impact of online training courses on the academic achievements of school children. The investigator conducted the study through a survey method. The findings of the study show that teachers with more than fifteen years of teaching experience showed more interest in online vacation training courses than their younger counterparts. Online classes enabled the teachers to think differently in new situations and use modern social media and mass media technology innovations. Mass education may change to individualized education in the coming year due to the COVID-19 pandemic. Proficiency in diverse areas is required, rather than specified skills, to cater to the needs of students in post-COVID-19 situations.
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Almotairy, F. H., and A. F. Almarshoud. "Achieving zero-bill for the grid-connected PV systems in Saudi Arabia governmental schools: a techno-economic analysis." Future Energy 3, no. 3 (August 15, 2024): 14–23. http://dx.doi.org/10.55670/fpll.fuen.3.3.2.
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Governmental schools are characterized as ideal places for installing grid-connected PV systems due to the availability of large spaces on their roofs. Schools are also characterized by their good annual load profile, in which most of the loads occur during the day, and there are no loads on nights or weekends or during summer and vacations. Moreover, in the winter, the loads drop dramatically due to the lack of air conditioning. This special annual load profile provides a relative property to government schools with regard to exporting the energy generated during off days to the general electricity grid. The main objective of this research is to attempt to design a grid-connected PV system that can balance imported and exported energy to the grid to achieve an annual zero bill based on the energy exchange tariff in Saudi Arabia. Three different schools in Buraidah City were selected for investigation. The annual energy consumption was estimated from energy bills for 3 years and compared with actual installed loads. The performance analysis was done by applying three widely used indicators: yield factor, capacity factor, and performance ratio. Also, the economic analysis was done using the life cycle analysis methodology based on the local market prices to find the levelized cost of energy (LCOE) and the payback time. The results of economic and performance analysis revealed the professionality of installing grid-connected PV systems in government schools.
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Leap, Edwin. "Finding Wisdom Behind the Wheel of the Vacation Bible School Bus." Emergency Medicine News 28, no. 9 (September 2006): 31–33. http://dx.doi.org/10.1097/01.eem.0000316935.29863.a6.
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Mahaur, Madhu. "A Comparative Study of Vacational Interest of Senior Secondary School Students of CBSE Board and UP Board." Research Journal of Philosophy & Social Sciences 48, no. 1 (June 30, 2022): 16–22. http://dx.doi.org/10.31995/rjpsss.2022v48i01.02.
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Gottenborg, Emily, Lindsay Rock, and Alison Sheridan. "Parental Leave for Residents at Programs Affiliated With the Top 50 Medical Schools." Journal of Graduate Medical Education 11, no. 4 (August 1, 2019): 472–74. http://dx.doi.org/10.4300/jgme-d-19-00227.1.
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ABSTRACT Background Of the top 15 medical schools with affiliated graduate medical education (GME) programs, 8 offer paid parental leave, with an average duration of 6.6 weeks. It is not known how other GME programs approach parental leave. Objective We searched for the parental leave policies for residents in programs affiliated with the top 50 medical schools. Methods In 2019, we identified the top 50 medical schools designated by US News & World Report in the research and primary care categories (totaling 59 schools), and identified the associated GME programs. For each school, we accessed its website and searched for “GME Policies and Procedures” to find language related to maternity, paternity, or parental leave, or the Family Medical Leave Act. If unavailable, we e-mailed the GME office to identify the policy. Results Of 59 schools, 25 (42%) described paid parental leave policies with an average of 5.1 weeks paid leave; 11 of those (44%) offer ≤ 4 weeks paid parental leave. Twenty-five of 59 (42%) programs did not have paid parental leave, but 13 of these specify that residents can use sick or vacation time to pay for part of their parental leave. Finally, 13 of 59 (22%) offered state mandated partial paid leave. One school did not have any description of parental leave. Conclusions While paid parental leave for residents has been adopted by many of the GME programs affiliated with the top 50 medical schools, it is not yet a standard benefit offered to the majority of residents.
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Xavier, Aquino Velasco. "Perspectives on working conditions in japanese commercial language schools: The views of foreign Eikaiwa teachers." i-manager's Journal on Humanities & Social Sciences 3, no. 2 (2023): 1. http://dx.doi.org/10.26634/jhss.3.2.19432.
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This study aims to examine the perspectives of foreign Eikaiwa teachers on working conditions in Japanese commercial language schools. Eikaiwa schools are prevalent in Japan, offering English language instruction to Japanese learners. By exploring their perspectives, this study contributes to a better understanding of the challenges and opportunities faced by foreign teachers in the Japanese Eikaiwa industry, specifically examining the relationship between working conditions and employee satisfaction and retention. A qualitative data analysis approach was employed, allowing for an in-depth analysis to accomplish the purpose of this study with open-ended responses from semi-structured interviews with the participants. Convenience sampling was utilized to obtain basic data and trends related to this study without the complications of using a randomized sample. Four presently working and six former Eikaiwa teachers participated in this study. The data revealed that foreign Eikaiwa teachers' personal experiences working in various Eikaiwas heavily influenced their perspectives on the working conditions in Japanese commercial language schools in a negative way. These experiences included poor working hours and vacation policies, overwhelming responsibilities, ineffective management, and a lack of opportunities for professional growth.
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Sharabi, Moshe, and Gilad Cohen-Ynon. "Parental Involvement in Elementary Schools During the COVID-19 Pandemic: Teachers’ Challenges and Crises." Journal of Education and Learning 11, no. 6 (October 17, 2022): 111. http://dx.doi.org/10.5539/jel.v11n6p111.
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Differing levels of parental involvement in schools are common. There are ways how to deal with and channel this phenomenon in productive directions. The COVID-19 pandemic forced schools to switch from regular in-person teaching to virtual teaching/ distance learning (via Zoom, Teems, etc.) while enabling parents to “join the class” in real-time. From the pandemic’s beginning, many parents stayed at home voluntarily or involuntarily (due to unemployment, unpaid vacation time, or working from home) and witnessed their children (supposedly) studying. This situation often led to intensive parental involvement and even intervention in teacher behavior, teaching methods, discipline requirements, etc. This unusual situation led to increased conflict between parents and teachers resulting in teachers’ frustration, stress, and intention to retire or resign. This case study aims to shed light on this new phenomenon while describing situations from teachers’ work and drawing conclusions about the processes that teachers, pupils, and parents underwent during the pandemic.
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Stojanovska, Zdenka, Blazo Boev, Zora S. Zunic, Peter Bossew, and Svetlana Jovevska. "Results of radon CR-39 detectors exposed in schools due two different long-term periods." Nukleonika 61, no. 3 (September 1, 2016): 385–89. http://dx.doi.org/10.1515/nuka-2016-0064.
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Abstract The paper deals with the recent survey of indoor radon (Rn) results in schools, where paired CR-39 detectors were simultaneously exposed to different long-term periods, i.e., one detector was exposed during the whole year and the other one in the period of the school year duration. To be able to compare the results obtained, for its analysis, the relative bias and U tests were used. It was found that there are no systematic differences between the results, which points that the exposure of the detector during summer vacations did not affect the estimated average annual radon concentration. The paired results were modelled by a linear function, giving an extremely high coefficient of determination R2 = 0.99.
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Schueler, Beth E. "Making the Most of School Vacation: A Field Experiment of Small Group Math Instruction." Education Finance and Policy 15, no. 2 (March 2020): 310–31. http://dx.doi.org/10.1162/edfp_a_00269.
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Catching students up who have fallen behind academically is a key challenge for educators, and can be difficult to do in a cost-effective manner. This field experiment examines the causal effect of a program designed to provide struggling sixth and seventh graders with math instruction delivered in small groups of roughly ten students by select teachers over weeklong vacation breaks. The program was implemented in a set of low-performing Massachusetts middle schools undergoing turnaround reforms. Attendance at these “Vacation Academies” increased the probability that students scored proficient or higher on Common Core–aligned math exams by 10 percentage points and reduced students’ exposure to exclusionary discipline by decreasing out-of-school suspensions post-Academy. I find suggestive evidence of positive spillover effects on English Language Arts achievement and end-of-course grades in math and reading. Participants assigned to a single primary teacher for the entire week saw larger reductions in out-of-school suspensions than did students who rotated through teachers specializing in particular lessons. However, teacher specialization was associated with greater test score gains, suggesting a trade-off in outcomes depending on program design. Overall, the program's low cost and lack of a highly competitive teacher selection process make it a scalable approach to individualizing instruction.
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KOÇAK, Hüsniye, and Selin KALKAN. "DETERMINATION OF PROBIOTIC FOOD CONSUMPTION HABITS OF UNIVERSITY STUDENTS - THE EXAMPLE OF BAHCE VACATIONAL SCHOOL OF HIGHER EDUCITION." INTERNATIONAL PEER-REVIEWED JOURNAL OF NUTRITION RESEARCH 01, no. 01 (August 30, 2014): 27. http://dx.doi.org/10.17362/dbhad.2014018954.
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김영한, Ha Eun Jung, Lee-jin-ok, 남광숙, and 박정민. "A Study on the Characteristics of Vacation Programs among Special School Teachers." Korean Journal of Physical, Multiple, & Health Disabilities 60, no. 1 (January 2017): 71–89. http://dx.doi.org/10.20971/kcpmd.2017.60.1.71.
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Stein, Marc L. "Supporting the Summer Reading of Urban Youth." Education and Urban Society 49, no. 1 (July 27, 2016): 29–52. http://dx.doi.org/10.1177/0013124516630595.
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This article presents an evaluation of the first 2 years of a research-based summer learning program that provided self-selected and developmentally appropriate books to students in low-income and low-resource elementary schools by a local philanthropic organization in a large urban district. The evaluation found evidence of a positive effect of participation in the program on the state year-end standardized reading assessment but found no statistically significant effects on the proximal measures of reading achievement in the fall after summer vacation. The article also provides an analysis of implementation of the program and lessons learned that could be useful to other organizations that are interested in implementing similar programs.
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Min, Yunkyung, Hyejoo Jung, and Dongyong Shin. "Students and School Characteristics Affect the Recognition of Vacation Effects - Focusing on the Four Seasons Vacation of Gyeonggi Provincial Office of Education." Korean Educational Administration Society 36, no. 2 (May 31, 2018): 63–89. http://dx.doi.org/10.22553/keas.2018.36.2.63.
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von Hippel, Paul T., Joseph Workman, and Douglas B. Downey. "Inequality in Reading and Math Skills Forms Mainly before Kindergarten: A Replication, and Partial Correction, of “Are Schools the Great Equalizer?”." Sociology of Education 91, no. 4 (September 27, 2018): 323–57. http://dx.doi.org/10.1177/0038040718801760.
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When do children become unequal in reading and math skills? Some research claims that inequality grows mainly before school begins. Some research claims that schools cause inequality to grow. And some research—including the 2004 study ‘‘Are Schools the Great Equalizer?’’—claims that inequality grows mainly during summer vacations. Unfortunately, the test scores used in the Great Equalizer study suffered from a measurement artifact that exaggerated estimates of inequality growth. In addition, the Great Equalizer study is dated and its participants are no longer school-aged. In this article, we replicate the Great Equalizer study using better test scores in both the original data and a newer cohort of children. When we use the new test scores, we find that variance is substantial at the start of kindergarten and does not grow but actually shrinks over the next two to three years. This finding, which was not evident in the original Great Equalizer study, implicates the years before kindergarten as the primary source of inequality in elementary reading and math. Total score variance grows during most summers and shrinks during most school years, suggesting that schools reduce inequality overall. Changes in inequality are small after kindergarten and do not replicate consistently across grades, subjects, or cohorts. That said, socioeconomic gaps tend to shrink during the school year and grow during the summer, while the black-white gap tends to follow the opposite pattern.
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Blankespoor, Ronald L., and Kenneth Piers. "Promoting the discipline of chemistry: A vacation chemistry program for high school students." Journal of Chemical Education 68, no. 7 (July 1991): 548. http://dx.doi.org/10.1021/ed068p548.
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Adıgüzel, Faruk, and Nuray Kızılaslan. "İstanbul İli Küçükçekmece İlçesinde Kamu Okullarındaki Kantinlerin Yapısal Özellikleri ve Sorunları." Turkish Journal of Agriculture - Food Science and Technology 6, no. 9 (September 15, 2018): 1209. http://dx.doi.org/10.24925/turjaf.v6i9.1209-1223.2001.
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The aim of this study was determined general characteristics and problems of school canteens in İstanbul- Küçükçekmece. The data were obtained from 58 canteen owners via questionnaire in period of May-June 2017. In method, it was used to frequency, percent distributions and averages and the results were interpreted. The results showed that %65.52 of canteen owners were male, their average ages were 44.28 years and they were graduated from secondary and high school (29.31%) mostly. It was mostly worked to ensure family subsistence (84.48%). It was determined the majority of canteens (93.10%) have employee and on average number of temporary and permanent employee were 1.64 and 1.66, respectively. Canteens were mostly within school (63.79%) and on ground floor (56.76%). The products selling in canteens were supplied form wholesalers (100.00%), weekly (75.86%) and in advance (55.17%). The most important activity problems were unfair competition consisting of food enterprises around the schools (79.31%), excessive rent (70.69%) and long vacation period (50.00%). The assured and acquired of habits of healthy nutrition requirement in schools may be contributed with taking account of the current structure of canteens and the problems of canteen owners.
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Huang, Yu-zhuang, Xin Cheng, Beate Brand-Saberi, and Xuesong Yang. "The Perspectives of Medical Students in China to Undergo Short-Term Training Abroad." International Journal of Higher Education 7, no. 4 (August 22, 2018): 203. http://dx.doi.org/10.5430/ijhe.v7n4p203.
Full textAbstract:
Jinan University in Guangdong province has several years experience of sending medical students abroad for short-term training, based on the schools’ agreement with international universities. Currently, we analyze the problems and experience including the medical students’ favorite countries, timing, purposes, academic marks, and expenses etc., which came forth from medical students of Jinan University who had participated in the short-term training in the past several years. Our survey suggests that the choices of Chinese medical students about the host universities vary, although the universities in Western countries are still the most popular. The optimal timing the students prefer for short-term training abroad is during vacation especially after grade 2. Broadening the horizons, learning the different knowledge and increasing their academic experience are the major objectives for most exchange students. Furthermore, the survey shows that students hope to improve exchange students’ status management and credit acknowledgement system among interschool administrations. This study could supply useful information for the upcoming exchange students for Chinese medical universities/schools and meanwhile, for the host universities receiving Chinese medical students in the world. Hence, both universities and medical students will benefit for more efficiently implementing the exchange programs in the future.