Articles de revues : « State normal schools »

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Hash, Phillip M. « Music Instruction at Selected State Normal Schools during the Nineteenth Century ». Journal of Research in Music Education 67, n^o 4 (2 décembre 2019) : 413–39. http://dx.doi.org/10.1177/0022429419888740.

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The purpose of this study was to explore music instruction in selected normal schools of the United States during the nineteenth century. The sample consisted of all eighteen state normal schools organized before the end of the U.S. Civil War and provided insight into the earliest period of music at these institutions. Research questions focused on normal school music (a) faculty, (b) curricula, and (c) diploma/degree programs, as well as (d) influence on the teaching profession, normal school students, and society at large. Normal schools prepared future classroom teachers and eventually specialists to teach music to K–12 students throughout the United States. They also helped professionalize the role of music teacher, solidify music’s place in K–12 curricula, and improve the efficacy of instruction among America’s youth. The preparation normal schools provided contributed to the national culture and the ability of average citizens to experience music as both listeners and performers. Although teacher education has evolved a great deal since the nineteenth century, practices related to music instruction in state normals during this time might hold implications for solving current problems in music education and preparing generalists and specialists today.

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Suleiman, Yusuf, Zahyah Hanafi et Thanslikan Muhajir. « Principals’ Perception of Health Services in Kwara State Secondary Schools : A Qualitative Approach ». International Journal of Synergy and Research 7 (2 mars 2019) : 123. http://dx.doi.org/10.17951/ijsr.2018.7.0.123-143.

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The common problems of learners that contribute to absenteeism in school include malaria, cough/catarrh, typhoid, headache and stomach ache. This led to the formulation of national school health policy in Nigeria to promote health services in schools. In view of the foregoing, this study assesses principals’ perception of health services in secondary schools. The study population consists of 551 principals of secondary schools (public and private) in Kwara State, Nigeria. Purposive and convenience sampling techniques were employed to select 20 principals. Instrument tagged “Interview Protocol on Health Services (IPHS)” was used to elicit data from the participants. Data collected was transcribed and analysed via thematic approach. Findings revealed that majority of the schools does not have school clinic to dispense health services to learners. Our fidings also show that most of the schools lack health personnel and equipment. This study concludes that comprehensive health services were not provided for learners. The study recommends that the government should come up with policy statement on school health services that will help to provide quality health services to the learners. Adequate budget should be made by the government for the implementation of the policy. Lastly, the study provides practical and methodological contributions to the body of knowledge in the fild of education.<br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" />

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Rothermel, Beth Ann. « Acting Up : Drama and the Rhetorical Education of Progressive-Era Teachers at Three Massachusetts State Normal Schools ». Journal for the History of Rhetoric 8, n^o 1 (1 janvier 2005) : 99–129. http://dx.doi.org/10.5325/jhistrhetoric.8.1.0099.

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Abstract This essay considers the diverse pedagogical purposes the study of drama served in the rhetorical preparation of teachers at three progressive-era normal schools for women, the Framingham, Westfield, and Salem State Normal Schools. Drawing on scholarship and archival materials, I argue that these normal schools both introduced future teachers to drama as a tool to help their pupils learn and employed dramatic activity as a means to prepare future teachers for their lives in the classroom. Through work in drama, future teachers made explicit connections between learning and playmaking, pedagogy and theatrics, teaching and performance.

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Bordelon, Suzanne. « Nineteenth-Century California Teachers’ Institutes : Exploring Connections Among Teachers’ Institutes, Normal Schools, and Elite Eastern Colleges ». Journal for the History of Rhetoric 17, n^o 2 (juillet 2014) : 204–24. http://dx.doi.org/10.5325/jhistrhetoric.17.2.0204.

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ABSTRACT Building from extant scholarship on normal schools, this essay takes up a complementary but less well-examined topic: state teachers’ institutes of the nineteenth century and the short-term practical training and professional guidance they provided teachers. Focusing on California’s state-sponsored institutes held from 1861–1863, this study examines the ways these institutes promoted the new progressive European pedagogy. More significant, extending an ecological approach to historical analysis, this essay proposes that the relationship among normal schools, teachers’ institutes, and some faculty from select eastern colleges may have been closer than has been suggested. Thus, this analysis suggests a more complex and integrated history during this period.

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Limayyasya, Ghoirumamnun, Ahmad Atiq, Andika Triansyah, Mimi Haetami, Fitri Puspa Hidasari et Cristine Marito. « Physical conditions of soccer players participating in training during the new normal era ». MEDIKORA 21, n^o 2 (31 octobre 2022) : 181–89. http://dx.doi.org/10.21831/medikora.v21i2.53793.

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Physical condition is one of the most important things for soccer players. The physical condition should be maintained by soccer players as it is part of the strategy to improve techniques, tactics, or strategies in playing soccer. This study aims to investigate the physical condition of students joining the soccer extracurricular program at 7 State Senior High Schools Pontianak, 8 State Senior High Schools Pontianak, and 9 tate Senior High Schools Pontianak. In collecting the data, the researchers focused on phenomena, conditions, or certain variables, but hypothesis testing was not done in this research. The number of samples in this research is 60. This research made use of the quantitative descriptive analysis method, and a survey as done to collect the data. In order to show the cumulative results of the data analysis, percentages were used to present the soccer player conditions in terms of flexibility, agility, speed, endurance, and strength. The results of this research show that 42% of the soccer players belong to the Excellent and Very Good categories. Meanwhile, 58% of the players belong to the Good, Fair, and Poor categories. Based on the result, it is indicated that the players' physical conditions need to be improved during this pandemic. It is expected that the results of this research may become a positive input for soccer players and supporters in Pontianak

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Turaçli, M. E., S. G. Aktan et K. Dürük. « Ophthalmic Screening of School Children in Ankara ». European Journal of Ophthalmology 5, n^o 3 (juillet 1995) : 181–86. http://dx.doi.org/10.1177/112067219500500307.

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Ophthalmic screening was done on 23,810 children visited at schools in different regions of Ankara. Children with below normal visual acuity were invited to the outpatient department and had a full routine ocular examination. Thirty-nine nursery and primary schools were selected, ten of them private, eleven average state schools, seven good state schools and eleven village schools. Among the 23,810 children, 3095 (13%) had various pathology; 1516 were girls, 1579 boys. Refractive errors were found in 85% of the children (2630). This equals 11% of the total screened population. Refractive errors were myopia 32%, hypermetropia 21%, astigmatism 47%. Strabismic children were 2.5%, and amblyopia was found in 1.1%. The purpose of the study was to assess the place of an ocular screening program in primary school children and to discuss the differences encountered in different urban areas.

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Jensen, Tim. « RS based RE in Public Schools : A Must for a Secular State ». Numen 55, n^o 2-3 (2008) : 123–50. http://dx.doi.org/10.1163/156852708x283023.

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AbstractThis article is a reasoned, normative argument for making religion education (RE) a separate, compulsory, time-tabled and totally normal school subject at all levels in public schools. With reference to Religion (RE) in Danish upper-secondary school as well as to the way Danish departments for the study of religions (RS) educate Religion teachers, key contents and principles of an RS based RE are outlined. It is stressed that only the historical and comparative study of religions can provide the scientific basis for RE, and that it must be the RS departments that educate RE teachers. It is, furthermore, suggested that normalisation of RE in public schools be added to defining characteristics of a secular state, and that scholars of religion engage not only in studies of RE but also in establishing RS based RE.

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Chigozie John Ekenze, Timothy Olugbenga Ogundeko, Lilian Chioma Owunna, Mamzhi Seljul Crown Ramyil, Onyinye Lilian Umunnakwe et Jacqueline E Obioma-Elemba. « Knowledge attitude and practice on eye care facilities in special education settings in Imo State, Nigeria ». World Journal of Advanced Pharmaceutical and Medical Research 2, n^o 2 (30 juin 2022) : 001–7. http://dx.doi.org/10.53346/wjapmr.2022.2.2.0029.

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Children with special needs are at a higher risk of visual impairment as compared to normal population. Majority of the ocular disorders they suffer, like refractive errors and strabismus, are treatable. This study was aimed to assess the level of utilization of eye care services among children and teens with special needs in selected schools in Imo State, Nigeria. An interviewer-administered semi-structured questionnaire prepared was administered to children and adolescents with special needs, attending three special schools in Imo state, Nigeria. Findings from 185 respondents revealed that 43.2% never utilized eye care services, 13.5% had utilized same in the past. Socio-demographic factors identified as barriers to accessing eye care included parental misconceptions, stigmatization, poverty, ignorance, poor state healthcare facility, and physical inaccessibility. This study demonstrated that the rate of utilization of eye care services among the studied population is suboptimal. Children with special needs have little consideration in accessing proper eye care system. Early ophthalmic intervention by an eye care team at the point of enrolment into schools and establishment of ophthalmic units in special schools to provide periodic eye examination and proper management of ocular disorders are thus recommended.

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Evenson, Kelly R., Fang Wen, Sarah M. Lee, Katie M. Heinrich et Amy Eyler. « National Study of Changes in Community Access to School Physical Activity Facilities : The School Health Policies and Programs Study ». Journal of Physical Activity and Health 7, s1 (janvier 2010) : S20—S30. http://dx.doi.org/10.1123/jpah.7.s1.s20.

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Background:A Healthy People 2010 developmental objective (22-12) was set to increase the proportion of the nation's public and private schools that provide access to their physical activity spaces and facilities for all persons outside of normal school hours. The purpose of this study was to describe the prevalence of indoor and outdoor facilities at schools and the availability of those facilities to the public in 2000 and 2006.Methods:In 2000 and 2006, the School Health Policies and Programs Study (SHPPS) was conducted in each state and in randomly selected districts, schools, and classrooms. This analysis focused on the school level questionnaire from a nationally representative sample of public and nonpublic elementary, middle, and high schools (n = 921 in 2000 and n = 984 in 2006).Results:No meaningful changes in the prevalence of access to school physical activity facilities were found from 2000 to 2006, for youth or adult community sports teams, classes, or open gym.Conclusions:These national data indicate a lack of progress from 2000 and 2006 toward increasing the proportion of the nation's public and private schools that provide access to their physical activity facilities for all persons outside of normal school hours.

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Lestari, Neta Dian, Ramanata Disurya, Reva Maria Valianti, Rambat Nur Sasongko, Muhammad Kristiawan et Sudarwan Danim. « Vocational High School Teachers and Students’ Perception of the Emergency Curriculum During New Normal Era in Palembang ». AL-ISHLAH : Jurnal Pendidikan 14, n^o 4 (7 octobre 2022) : 6361–70. http://dx.doi.org/10.35445/alishlah.v14i4.2100.

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This research aims to investigate the implementation of full-day school during the new normal period carried out by four state vocational high schools in Palembang City during the new normal period after Covid-19. This study also aims to see the development and improvement of the quality of education with the emergency curriculum. The method used in this study is a descriptive case study, which describes the phenomenon or social phenomenon under study by describing the value of independent variables, both one or more variables (independent) based on indicators of the variables studied for exploration and classification. To collect the data, the researchers employed interviews with the participants. Meanwhile, content analysis was used to analyze the data. Based on the results of the research, namely the perceptions of teachers and students against full-day school during the new normal as well as the implementation of emergency curriculum at state vocational high schools in Palembang City, it can be concluded that the respondents’ statements are in accordance with the questionnaire that the researcher has given to students with a value of 210 questionnaire respondents with a number of questions, namely 35 questions, the conclusion is 84.05% in the very high category. This implies the positive perceptions of both teachers and students in Palembang.

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Amalia, Novie Putri, et Makhfud. « Potret Pembelajaran Pendidikan Islam Pada Anak Tunagrahita Di Sekolah Luar Biasa Bhakti Pemuda Kota Kediri ». Indonesian Journal of Islamic Education Studies (IJIES) 2, n^o 2 (8 janvier 2020) : 193–202. http://dx.doi.org/10.33367/ijies.v2i2.1011.

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This article discusses how the learning of Islamic Religious Education for mentally retarded children in Extraordinary Schools (SLB). Extraordinary Schools (SLB) are special schools for school-age children who have "special needs". Children with intellectual disabilities have IQs below the average normal child in general, thus causing their intellectual and intellectual functions disrupted which causes other problems that arise during their development. Islamic education is not only given to normal children, but also to children who have disabilities or mental disorders. This study uses qualitative research and uses a phenomenological approach. Data collection methods are observation, interviews, and documentation. The results of this study state that the implementation of Islamic Religious Education learning for mentally retarded children in SLB Bhakti Pemuda City of Kediri emphasizes memorization and practice directly with concrete or tangible objects, and is evaluated in three domains, namely cognitive, affective, and psychomotor. However, the evaluation of learning in SLB Bhakti Pemuda Kota Kediri is more measured from the realm of affective (attitude and values) and psychomotor (skills or skills).

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Rothermel, Beth Ann. « Acting Up : Drama and the Rhetorical Education of Progressive-Era Teachers at Three Massachusetts State Normal Schools ». Advances in the History of Rhetoric 8, n^o 1 (janvier 2005) : 99–129. http://dx.doi.org/10.1080/15362426.2005.10557249.

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Gearin, Brian, Jessica Turtura, Edward J. Kame’enui, Nancy J. Nelson et Hank Fien. « A Multiple Streams Analysis of Recent Changes to State-Level Dyslexia Education Law ». Educational Policy 34, n^o 7 (23 octobre 2018) : 1036–68. http://dx.doi.org/10.1177/0895904818807328.

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This article provides an overview of recent changes to state-level dyslexia legislation. It begins by applying a variant of Kingdon’s multiple streams approach to explain how the dyslexia education “policy window” came to be opened. The article then describes the most likely effects and side effects of the new laws. Likely short-term effects include (a) a greater focus in schools on dyslexia screening and intervention, (b) greater use of multitiered systems of support and explicit instruction, and (c) changes in teacher preparation and training. Possible long-term effects include a reconceptualization of what constitutes “normal” school practice.

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Citra, Tria, et Asdi Wirman. « Kegiatan Parenting Orang Tua Terhadap Anak Di Era New Normal Di Kabupaten Pasaman Barat ». Jurnal Family Education 1, n^o 4 (21 novembre 2021) : 1–6. http://dx.doi.org/10.24036/jfe.v1i4.17.

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The spread of Covid-19 has an impact on learning activities in schools. Therefore, this study aims to provide an overview of how parenting activities are carried out by parents for early childhood during the new normal period. Parents have different characteristics that affect the parenting applied and they are just adapting to the current state of the Covid-19 pandemic. This research uses descriptive quantitative method. The sampling technique used was non-probability sampling, data was collected using questionnaires and analyzed using descriptive statistics. Parenting activities carried out in the new normal period were carried out as usual activities but accompanied by new normal habits by implementing health protocols. Based on the research results, parents' answers on average rarely, sometimes and often implement new normal parenting activities. Parents who answered rarely worked as housewives because they were still indifferent to health protocols and thought that parenting activities had been carried out by teachers at schools. While sometimes and rarely are working parents such as civil servants, entrepreneurs and private employees, this is mostly due to the busy work of parents, but there are also some parents who have often implemented new normal parenting on the sidelines of their busy lives

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Akinyode Obembe, Taiwo, Ayoola Oluwaseun Bosede, Oluwaseun Ariyo, Folashayo I P Adeniji, Abiodun Olaoye et Ayodeji Mathew Adebayo. « Nutritional status of school children in South-West Nigeria : Inferences from a national homegrown school feeding programme ». African Health Sciences 24, n^o 1 (8 avril 2024) : 239–49. http://dx.doi.org/10.4314/ahs.v24i1.29.

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Background: The School Feeding Programme if properly executed has the capacity to improve the nutritional status of theschool children. Objective: To assess the nutritional status of school children in Ondo State Nigeria given that the National Home-GrownSchool Feeding Programme (NHGSFP) has been operational in the state for over five years. Methods: This was a descriptive cross-sectional study. Results: A total of 234 subjects from public schools and 227 subjects from private schools were enrolled in the study. Theirmean age was 8.23 ± 1.92 years. Wasting, overweight, obesity, underweight, and stunting were noted in 19.4%, 11.4%, 0.4%,5.0%, and 20.7% of the children, respectively. The prevalence of stunting (30.3%) and wasting (23.9%) was more among subjectsfrom the public schools. A significant association was found between Weight-for-Age Z-score, Height-for-Age Z-score, andBMI-for-Age Z-score and the children’s school type (p < 0.005). Conclusion: Majority of the children showed normal growth, the rest were in both extremes of malnutrition, the subjects fromprivate schools seem to present better nutritional status, although there is no baseline data to ratify this finding. A further studyon this subject using the current finding as a baseline data is recommended. Keywords: School children; Nutritional assessment; Stunting; Underweight; Wasting; School feeding programme.

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Putera, Agustian Ramadana, Wiwik Wijayanti et Theophile Niyonsaba. « Exploring the New Identity of Islamic Boarding School Based on Critical Challenges, Changes and Instructional Management in Post Covid-19 Pandemic ». Jurnal Tarbiyatuna 12, n^o 2 (29 décembre 2021) : 151–63. http://dx.doi.org/10.31603/tarbiyatuna.v12i2.5164.

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Many schools are striving to continue with normal learning due to the Covid-19 pandemic, which has greatly altered human life. Therefore, this study aimed to reveal the state of instructional management at Manbaul Ulum Islamic boarding school in Indonesia by recapping the challenges and changes teachers encounter. Descriptive methods and a qualitative approach were used to collect data from teachers working at Islamic boarding schools. Furthermore, a substantial portion of data was collected through in-depth interviews with five voluntary teachers. Based on the results, the success of instructional management should be the main focus in all the academic or religious activities at Islamic boarding schools. In addition, social, technological, and pedagogical challenges were experienced in implementing this new learning system. The sleeping arrangements in dormitories were disrupted due to the health protocols instituted to avert the adverse effects of the pandemic. Overall, different schools witnessed diverse challenges of varying magnitude.

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Suleiman, Yusuf, Jamiu Mahmood Suleiman, Mahmud Aremu Musa et Yusuf Abiola Abubakar. « Teachers’ Perceived Factors of Deviant Behavior among Secondary School Students in Kwara State : Implication for Educational Managers ». International Journal of Synergy and Research 7 (2 mars 2019) : 59. http://dx.doi.org/10.17951/ijsr.2018.7.0.59-79.

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This study investigates students’ deviant behaviors as perceived by their teachers in secondary schools with the aim of knowing the factors responsible for such behaviors. The study adopts the quantitative approach to carry out the research. Stratifid and simple random techniques were usednto select 380 participants that participated in the study. An instrument tagged “Factors of Deviant Behaviors and Measures Questionnaire" (FDBMQ) was used to elicit data from the respondents. Partial Least Square (PLS) software was used to assess the psychometric properties of the items contained in the questionnaire, while Statistical Package for Social Sciences (SPSS) was used to do the descriptive analysis. In addition, the analysis of variance (ANOVA) was used to test the three hypotheses formulated for the study. Results of the study revealed three factors (parent, society and school) that contribute to deviant behaviors. Findings also indicate measures that can be used to minimize deviant behaviors. Also, the results of the ANOVA showed a signifiant difference, while Duncan’s Multiple Range Test (DMRT) was used as a post-hoc test to determine the group that contributes to the signifiant difference. The results of the three hypotheses confimed that signifiant difference exists on the basis of religion, age, and educational qualifiations. Based on the fidings of the study, implication for educational managers and future research direction were provided.<br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" />

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Chisom, Isiah Eme, et Okah Tim Elegant Joy. « Assessment of Encarta Software in the Teaching and Learning of Vocabulary in Senior Secondary Schools in Port Harcourt City Local Government Area of Rivers State ». International Journal of Information technology and Computer Engineering, n^o 31 (8 décembre 2022) : 1–8. http://dx.doi.org/10.55529/ijitc.31.1.8.

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The study accessed the use of Encarta software in the teaching and learning of vocabulary in senior secondary schools in Port Harcourt Local Government Area of Rivers State. The study adopted the quasi-experimental research design, which consisted of two groups, the experimental group and the control group. The population of the study comprised of 100 students from two schools which were divided into 50 for the experimental group and 50 for the control group. Students in the two schools were administered the EVAT as a pretest before the commencement of the treatment. The students in the experimental group were taught vocabulary using Microsoft Encarta software while instruction was given to the control group using the normal traditional method of teaching. At the end of the lesson, the post test was administered to both groups and data was collected after it was marked. The mean and standard deviations were used to analyze the research questions while Analysis of Variance (ANCOVA) was used to analyze the hypotheses. All the hypotheses were tested at 0.05 alpha level of significance. Recommendations were made that trainings/ workshops should be organized for English language teachers in secondary schools on the use of Microsoft Encarta software.

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Eme Chisom, Isiah, et Okah-Tim Elegant Joy. « Assessment of Encarta Software in the Teaching and Learning of Vocabulary in Senior Secondary Schools in Port Harcourt City Local Government Area of Rivers State ». Journal of Language and Linguistics in Society, n^o 31 (10 décembre 2022) : 12–19. http://dx.doi.org/10.55529/jlls.31.12.19.

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The study accessed the use of Encarta software in the teaching and learning of vocabulary in senior secondary schools in Port Harcourt Local Government Area of Rivers State. The study adopted the quasi-experimental research design, which consisted of two groups, the experimental group and the control group. The population of the study comprised of 100 students from two schools which were divided into 50 for the experimental group and 50 for the control group. Students in the two schools were administered the EVAT as a pretest before the commencement of the treatment. The students in the experimental group were taught vocabulary using Microsoft Encarta software while instruction was given to the control group using the normal traditional method of teaching. At the end of the lesson, the post test was administered to both groups and data was collected after it was marked. The mean and standard deviations were used to analyze the research questions while Analysis of Variance (ANCOVA) was used to analyze the hypotheses. All the hypotheses were tested at 0.05 alpha level of significance. Recommendations were made that trainings/workshops should be organized for English language teachers in secondary schools on the use of Microsoft Encarta software.

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Scott, Timothy, et Farhat N. Husain. « Textbook Reliance : Traditional Curriculum Dependence Is Symptomatic of a Larger Educational Problem ». Journal of Educational Issues 7, n^o 1 (23 avril 2021) : 233. http://dx.doi.org/10.5296/jei.v7i1.18447.

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The complexities of adapting traditional educational courses to a virtual setting highlighted numerous inequalities within the current United States’ K12 school system. Students in low socioeconomic communities have suffered a more significant academic slide in core competencies due to poor lesson integration, online learning fatigue, poor learning environments, and low technological proficiency. Policymakers, believing achievement gaps result from teaching performance, have argued for additional academic controls that promote rigorous standardized instruction to reduce existing achievement gaps. However, a state-mandated textbook-driven curriculum that prioritizes test-taking strategies will only exasperate previous educational deficiencies. As numerous schools face significant financial constraints, technological and resource investment is severally limited, and teacher professional development is marginalized. Without appropriate tools or skills to adapt curriculum, classes devolve into simple rote-learning of textbook content lacking any semblance of differentiated instruction. Students in impoverished communities disassociate with taught content as textbooks lack a multicultural presentation; thus they perceive school environments as unwelcoming and hostile towards their lived-experiences. Performance-based funding through high-stakes accountability further incentifies underfunded schools to abandon student-centric learning designs and prioritize a textbook dependent ‘one-size-fits-few’ strategy to avoid sanctions to meet state benchmarks. While a return to traditional classroom instruction may signal a return to normal, without increased state funding, reduced emphasis on standardized testing, improved teacher professional development, and incorporation of multivoiced textbooks, a return to normal will additionally signal a return to existing educational inequalities in the US.

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Daud, Afrianto, et Puji Astuti. « Beyond the Mainstream : English Camp's Strategies for Enhancing English Proficiency of High School Students in Indonesia ». European Journal of English Language Studies 3, n^o 1 (15 juin 2023) : 1–11. http://dx.doi.org/10.12973/ejels.3.1.1.

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One of the problems of English learning in Indonesia is the low effectiveness of formal instruction in secondary schools. This study investigates how an extracurricular program (namely English Camp) conducted by an Islamic State School based in a rural area in Riau province, Indonesia, was managed to enhance their students' English proficiency. We collected our qualitative study's data through a semi-structured interview with the English Camp initiator and analysis of a webinar conducted by the Ministry of Religious Affairs of the Republic of Indonesia and recorded on YouTube. We analyzed our data inductively and thematically to recognize major themes that will later enable us to answer our research questions. We found that the English Camp had comprehensive course contents covering the four English skills. In terms of learning methods, it applied some 'out of the box' strategies that are inspired by a contextual approach to learning. The school decided to go beyond the normal mainstream national curriculum practiced in such a state Islamic high school. Among the featured programs of the English Camp are taking the pledge (collective commitment) for English use, English Zone, weekly roleplay performances, and public speaking exams with university lecturers. Based on our findings, we suggest that other schools study the school's breakthroughs, especially with their "out of the box" and contextual programs to help students develop their English skills.

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Ekpenyong, BN, V. Essien, AO Ndep, O. Onwusaka et A. Peter. « Comparison of socioeconomic status of parents and Body Mass Index of their in-school adolescents in Cross River state, Nigeria ». Journal of Epidemiological Society of Nigeria 2 (18 juillet 2020) : 45–51. http://dx.doi.org/10.46912/jeson.22.

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Background: Overweight and obesity as well as underweight in adolescence are risk factors of chronic diseases that occur in adulthood. The objective of this research was to assess the Body Mass Index of in-school adolescents and its relationship to socioeconomic status of their parents.Methods: This is a cross-sectional study of 454 adolescents aged 10-19 years selected from five secondary schools using multistage sampling technique. A semi-structured interviewer questionnaire was used to collect relevant information from the adolescents and their anthropometric measurement to determine their Body Mass Index. Their Body Mass Index was categorized into obese, overweight, normal and underweight using the International Obesity Task Force reference. Analysis was done using IBM Statistical Package for Social Sciences, version 20.1. Results: The prevalence of obesity, overweight, and underweight among the adolescents was 7.7%, 1.1% and 32.8% respectively. None of the students in the public schools was obese while 2.1% of the adolescents were obese in the private schools. Adolescents in public schools had a higher percentage of underweight (65.4%) compared to those in private schools (34.5%) and this was found statistically significant (p<0.001). There was an overall higher prevalence of overweight and obesity among the females than found among the males. This was also the case for adolescents from higher socio-economic parents. These differences were found to be statistically significant (p<0.001). Conclusion: The Body Mass Index status of the in-school adolescents studied was found to increase with increased socioeconomic status of their parents. This underscores the need for sensitization of in-school adolescents to see the need of knowing their nutritional status and ways to avoid the consequences of abnormal Body Mass Index.

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Tambari, Ishaka, Mustapha Aliyu et Bello Sulaiman. « Substance Abuse Effect On Cognitive Ability Of Selected Youngsters Studying In Gwadabawa, Sokoto State, Nigeria ». ALSYSTECH Journal of Education Technology 2, n^o 1 (22 décembre 2023) : 58–67. http://dx.doi.org/10.58578/alsystech.v2i1.2372.

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Substance abuse is among the major issues affecting schools and education in Nigeria. Many substances affect the mind and whole body of youngsters negatively leading to hospitalizations, school drop-outs, absenteeism and other effects that affect education at whole. The objective of this study was to assess the effect of substance abuse on cognitive potential of some schooling youngsters in Gwadabawa, Sokoto State Nigeria. 15 young people that abuse substances and are attending schools, and 15 normal people in Gwadabawa, Sokoto state, Nigeria were recruited in this work and were assessed with Montreal cognitive Assessment standard methods to evaluate the cognitive domain of the participants. The result reveals substance abusers scored 357 ± 7.0, while 396.0 ± 10.0 was scored by non-substance abusers; indicating that substance abusers show comparatively lower cognitive ability compared to the control youngsters enrolled in this work. The results indicate that the substances been abused by the young people reduce their cognitive ability (a prelude of cognitive domain of the participants of the study) and in turn could inflict their academic performances as well. Thus, it is pertinent to help young ones shun substances through awareness creation, counselling, strict laws, drug education and relations.

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BARDI, Gloria I., SALAMI, L. I., UKO-AVIOMOH, Ekemini .E. et IHENSEKHIEN, Isoken. « ASSESSMENT OF THE NUTRITIONAL STATUS OF PRIMARY SCHOOL PUPILS IN EGOR LOCAL GOVERNMENT AREA, EDO STATE, NIGERIA ». Nigeria Journal of Home Economics (ISSN : 2782-8131) 12, n^o 10 (5 février 2024) : 78–83. http://dx.doi.org/10.61868/njhe.v12i10.311.

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This study assessed the nutritional status of primary school pupils in Egor LGA, Edo state. The study was guided by two objectives and one hypothesis. Eight (8) schools were purposively selected out of the sixteen (16) primary schools in Egor Local Government Area. The sample size for the study was two hundred and eighty-eight (288). This study assessed the nutritional status of primary school pupils in Egor LGA, Edo state. The study was guided by two objectives and one hypothesis. Eight (8) schools were purposively selected out of the sixteen (16) primary schools in Egor Local Government Area. The sample size for the study was two hundred and eighty-eight (288). The anthropometric measurement was used to calculate the BMI. Statistical analysis was done using frequency and percentage while independent t-test statistic was used to test the hypothesis of the study at 5% significance level. The anaysis showed that 25.35% of the pupils had normal nutritional status, while 74.65% are underweight ( malnutrition) but no overweight. Forty percent (40%) of those that are underweight have mild underweight, 33% have moderate underweight and 27% have severe underweight. On the average, the primary school pupils surveyed have mild underweight. It was also found that there is a significant difference in the nutritional status of the pupils based on gender. Female pupils are more malnourished than the male pupils. The study recommended that more economic activities should be created in the local government to enable parents and guardians to work and earn wages or salaries so that they can feed their families and themselves adequately. Step-up nutrition education and sensitization, provision of quality diets as well as nutrition knowledge are imperatives to regulate and avert malnutrition among children.

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Afe, J. E., Ubajaka, C. F. et Okoye, A. C. « Nutritional Status of Adolescents in Public and Private Secondary Schools in Asaba, Delta State, Nigeria ». European Journal of Nutrition & ; Food Safety 15, n^o 11 (18 novembre 2023) : 109–24. http://dx.doi.org/10.9734/ejnfs/2023/v15i111359.

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This study aimed to compare the nutritional status of adolescents in private and public secondary schools in Asaba, Delta State. A cross-sectional analytical design was conducted among 282 adolescents from private day, private boarding and public secondary schools, selected by multistage sampling technique. Anthropometrics measures and socio-demographic characteristics data were collected using pretested questionnaire. Using WHO-reference-2007, height, BMI and weight-for-age were measured for stunting, wasting and underweight respectively and BMI-for-age for overweight and obesity. The collected data were entered in to Microsoft Excel and exported to SPSS for further statistical analysis. Chi-square test at 95% confidence interval (CI) was used to quantify independent variables of nutritional indices. The mean age of the students in public, private day, and private boarding schools were 14.28±2.79, 13.54±2.24, and 14.04±2.53 years, respectively. The prevalence of stunting, thinness, underweight, normal weight and overweight among public school participants was 31, 35, 29, 71, 0% respectively; that of private day school participants was 34, 45, 29, 63, 9%, respectively whereas that of private boarding school participants was 39, 47, 23, 61, 16%, respectively. These differences in the underweight and obesity were statistically significant (p<0.05). Statistical analyses revealed significant associations (p<0.05) between socioeconomic levels and underweight, highlighting the vulnerability of adolescents from lower socio-economic backgrounds. The influence of poverty on stunting was particularly pronounced within private boarding schools. The result also showed that there was no significant association between thinness, stunting, underweight and eating patterns among adolescents in all school types, however, significant association were observed for overweight. Thus, nutrition interventions to improve nutritional status of the adolescents through providing comprehensive nutritional assessment and counseling services at community, school, and health facility levels, and creating household’s income-generating activities are recommended before they reach conception to break the intergenerational cycle effect of malnutrition.

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Asak, Alden, Alijandrina Jalilul et Masnona Asiri. « Teachers’ mental health status in new normal among public secondary schools in Jolo, Sulu ». SOCIAL PSYCHOLOGY AND HUMAN EXPERIENCE 1, n^o 1 (26 mai 2024) : 1–16. http://dx.doi.org/10.62596/8am5sr92.

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This study analyzed the mental health status of the public secondary teachers in Jolo, Sulu, Philippines. This study was a descriptive research that described the emotional well-being, support perception, stress level, anxiety level, depression, as well as resilience and coping mechanisms of the public teachers. Three public secondary schools were selected in this study. There were one hundred twenty (n=120) public school teachers who participated in the study—forty in each institution. This study adapted Warwick Edinburgh Mental Well-being Scale (WEMWBS), Teachers Mental Health Check-in Survey, Depression Anxiety Stress Scales (DASS-21), Connor-Davidson Resilience Scale (CD-RISC-10), and Carver Brief COPE Inventory as the research questionnaire. The teachers demonstrated positive emotional state, low levels of anxiety, stress, and depression, and high resilience, all indicative of their effective management of mental health challenges in the new normal. Specifically, they reported having the feeling of optimism, love, being supported, relaxed, and mental fortitude. They were also able to respond to the challenges they face by getting advice, seeking emotional support, self-reflection, and find comfort from their religion or spiritual beliefs. However, this study did not evidently describe the interactions between support systems and anxiety, stress, and depression levels. Hence, it is essential for further research to explore the specific types of support and coping strategies that most effectively promote these positive emotional states and resilience among teachers.

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Goldhaber, Dan, Cory Koedel, Umut Özek et Eric Parsons. « Using Longitudinal Student Mobility to Identify At-Risk Students ». AERA Open 8 (janvier 2022) : 233285842110710. http://dx.doi.org/10.1177/23328584211071090.

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We use administrative data from three states to document the relationships between geographic mobility and student outcomes during K–12 schooling. We focus specifically on nonstructural mobility events—which we define as school changes that do not occur as the result of normal transitions between schools—and on longitudinal measures that capture these events cumulatively for students. We show that the number of nonstructural moves experienced by a student is a powerful indicator of low-test performance and graduation rates. Longitudinal information on student mobility is unlikely to be readily available to local practitioners—that is, individual districts, schools, or teachers. However, due to recent investments in longitudinal data systems in most states, this information can be made available at low cost by state education agencies.

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Higgins, Ross. « Effective Teaching Strategies in Isolated Aboriginal Communities : Some Issues to Consider ». Aboriginal Child at School 19, n^o 4 (septembre 1991) : 3–13. http://dx.doi.org/10.1017/s0310582200007537.

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The factors that influence the learning and processing of information in any "normal" teaching environment are many but in comparison to the environment where cultural variables are added the "normal" teaching environment appears to lack complexity. Added to cultural variables an environment where the language being used in learning experiences is, if not a totally different language to the first language learnt by the child, certainly a differing form of their first language; then you have a truly complex environment in which to guide the learning and processing of information. Such a description fits the Aboriginal Community schools in the Gulf of Carpentaria and Cape York regions of Queensland. In particular, I intend to focus on Doomadgee State School, arguably the most isolated of community schools, where in my position as Curriculum Master I have seen the conflict of culture, language and curriculum first hand. It is the intention of this paper to examine how and why this conflict affects student performance and to focus on methods by which this conflict can be minimised.

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Alaje, Abiodun Kofoworola, Tamra Runsewe-Abiodun et Olatunbosun Oladipupo Olawale. « Prevalence, pattern and determinants of urine abnormalities among school pupils in a semi-urban community ». Annals of Health Research 5, n^o 1 (1 juin 2019) : 114–25. http://dx.doi.org/10.30442/ahr.0501-12-42.

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Background: Dipstick urinalysis is a semi-quantitative examination of the urine, which can be utilized as a screening and diagnostic tool in children. It is rapid, sensitive, easy to perform and affordable for the resource-poor environment. Objectives: To describe the pattern of urinalysis findings using urinary dipsticks and the determinants of urine abnormality among pupils in primary schools in a semi-urban area. Methods: Apparently healthy 387 pupils were recruited from 10 public and 5 private primary schools in Ikenne Local Government Area of Ogun State, Nigeria using multi-stage and proportionate sampling techniques. Data on demography, nutritional status and urinary examination were obtained using Interviewer-administered questionnaires, clinical examination and dipstick urinalysis respectively. Results: Dipstick urinalysis revealed the following; urine pH and specific gravity were normal in 98.2% and 100.0% of the pupils respectively. Protein, leukocyte esterase, nitrite, bilirubin, urobilinogen, blood and ketones were detected in 18.1%, 15.8%, 14.2%, 3.3%, 2.1%, 0.8%, and 0.5% respectively. Glucose and ascorbic acid were generally absent in the urine samples. Female gender significantly contributed to the pattern of urinalysis (leukocyte esterase and nitrites). Proteinuria was most frequent among the underweight (38/70; 54.3%). Urine abnormalities were more prevalent among pupils in public schools compared with private schools though not statistically significant, and not influenced by gender. Conclusion: Asymptomatic proteinuria and urinary tract infection are not uncommon among children. Female gender and socio-economic status play a role in the incidence of the conditions.

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Yuniar, Riean Rachma, Dosi Juliawati, Ahmad Jamin et Hengki Yandri. « Interpersonal communication analysis of students at Schools that use social media in the New Normal Era ». Bikotetik (Bimbingan dan Konseling Teori dan Praktik) 4, n^o 2 (17 décembre 2020) : 41. http://dx.doi.org/10.26740/bikotetik.v4n2.p41-45.

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Interpersonal communication is one of the main asset of a person to succeed in daily life including in the school. Good interpersonal communication skills will support students' success in the school, but not all students have interpersonal communication skills, especially those who are active in social media. Thus, the aim of this research is to reveal the interpersonal communication of students who use social media. This research used a descriptive quantitative method with the number of respondents were 31 students of seventh grade at State Junior High School of 24 Kerinci which was taken by using the purposive sampling technique. Data were revealed by using the scale of inter-private communication and then, the data collected were analyzed by using the percentage formula. Afterwards, the interpretation of the acquisition score of research results done by using the ideal score. The results reveal that in general, the students who use social media in the school have poor interpersonal communication

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Setia, Shinta, et Sulthan Muhammad Aufar. « The Effect of Government ICT Policy and Technology Leadership on Teacher’s Technology Integration ». QALAMUNA : Jurnal Pendidikan, Sosial, dan Agama 15, n^o 1 (9 mai 2023) : 341–52. http://dx.doi.org/10.37680/qalamuna.v15i1.2332.

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This study aims to analyze the influence of principals' technology leadership on teachers' technology integration and the moderating role of government ICT policy in all public junior high schools in Surabaya in the new normal era. The research sample consisted of 100 respondents, including 25 principals and 75 teachers from State Junior High Schools in Surabaya with high technology implementation. The data in this study were successfully collected through questionnaires. All collected data will be processed using the PLS-SEM method in the SmartPLS 3.0 software by setting a significance level of 5%. The results indicate that technology leadership positively and significantly affects teachers' technology integration. Further, the results show the role of government ICT policy, which has been proven to strengthen the positive influence of technology leadership on teachers’ technology integration.

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Zul Ilham, A’syara Kamal, Wan Abd Al Qadr Imad Wan-Mohtar et Adi Ainurzaman Jamaludin. « Youth Awareness Level towards Sustainable Development Goals (SDGs) in Greater Kuala Lumpur ». Journal of Indonesia Sustainable Development Planning 2, n^o 3 (29 décembre 2021) : 217–33. http://dx.doi.org/10.46456/jisdep.v2i3.173.

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In 2015, the United Nations initiated the Sustainable development goals (SDGs) to address the global changes while ensuring better and sustainable actions for the future. Among Asian countries, Malaysia has also made an effort to integrate the SDGs into its national development plan. In this study, the awareness level of youth from high schools in Greater Kuala Lumpur towards Sustainable Development Goals has been assessed through questionnaires with 60 questions given to 421 respondents. Sufficient levels of feedbacks for the whole population were acquired (Confidence level: 95%, Margin of error: 5%). Five schools were selected and grouped into 3 types: high-performance school (national merit of excellence), cluster school (state level merit of excellence), and daily school (normal achievement). The results of the Spearman Rho correlation showed a significant but weak relationship [r= 0.435] between attitude and practice for all schools. Interestingly, the statistical test showed a negligible relationship between knowledge and attitude, and knowledge and practice, indicating a low attitude to practice SDGs amongst youth although equipped with adequate knowledge. The study also found that high-performance schools showed the highest score for all knowledge, attitude, and practice.

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Chiekezie, Chinonuju Franklin, Gabriel Chidera Edeh, Onyeka Chukwudalu Ekwebene, Chisimdi Marysandra Chiekezie, Chukwuebuka Kingsley Chiekezie, Benjamin Chukwunonso Okonkwo, Ezinneamaka Maureen Ashibogwu et Michael Chukwuebuka Awugosi. « Understanding the knowledge and experience of menarche among secondary school female students in Nnewi, Anambra State, Nigeria ». International Journal of Research in Medical Sciences 12, n^o 6 (31 mai 2024) : 1843–51. http://dx.doi.org/10.18203/2320-6012.ijrms20241526.

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Background: Menstruation, a key physiological change in females of reproductive age, necessitates providing young girls with crucial information on menarche to better prepare them. Methods: This study assessed the knowledge and experience of menarche among secondary school female students in Nnewi, Anambra State, Nigeria, utilizing a descriptive cross-sectional survey method. Conducted from August to September 2023, the study involved 420 participants and employed multistage sampling for selection. Results: The findings revealed a paradoxical decrease in the mean age of menarche to 12.02 +/- 1.15 years, with most girls experiencing menarche at age 13. Notably, 91.4% of participants had substantial knowledge of menarche, primarily acquired from mothers. Although 86.9% recognized menarche as a normal puberty change, experiences varied: 45.5% felt normal, 39.3% were afraid, and 12.9% felt ashamed during their menarche. Conclusions: The study concludes that despite high awareness levels, poor menarche experiences prevail due to inadequate preparation. It recommends enhanced awareness campaigns in schools, spearheaded by NGOs and health workers, to educate and prepare young girls for menarche effectively.

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Franz, Jens, et Adisa Teo. « ‘A2 is Normal’ – Thai Secondary School English Teachers’ Encounters with the CEFR ». RELC Journal 49, n^o 3 (17 novembre 2017) : 322–38. http://dx.doi.org/10.1177/0033688217738816.

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Thailand has seen several English language curriculum reforms over the last 20 years, all of which were found to have failed to lift Thai students’ standard of English language proficiency across all levels of study. In 2014, the Thai Ministry of Education announced the introduction of the Common European Framework of Reference for Languages (CEFR), in combination with Communicative Language Teaching (CLT), as its latest policy to improve the standard of English learning and teaching in Thailand’s schools. The establishment of the ASEAN Economic Community (AEC) in 2015 and concerns about the economic competitiveness of the Thai labour force were provided as the underlying rationale for this policy change. This case study, using Grounded Theory Methodology combining semi-structured in-depth interviews, a questionnaire and document analysis, addresses the question of how this education policy change was experienced and perceived by English language teachers at state secondary schools across four provinces in the south of Thailand. A marked divergence in individual teachers’ knowledge and appreciation of the policy plans was observed, with the majority of respondents displaying indifference to and ignorance of the policy. The Ministry had in 2015 tested all civil servant English teachers in a CEFR-referenced online placement test, where 94% had failed to reach the targeted proficiency level of B2. Consequently, the framework was perceived primarily as an English proficiency test for teachers, a European assessment scale which had been applied to them, but which had had no further application to either classroom teaching or student assessment. These findings are framed in the wider context of curriculum reform and English language teaching in Thailand. Comparisons with other English curriculum reform policies based on the CEFR are made, and the emphasis on testing teachers’ language proficiency is reflected upon through the wider debate on language teacher proficiency.

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Masdar, Huriatul, Pragita Ayu Saputri, Dani Rosdiana, Fifia Chandra et Darmawi Darmawi. « Depresi, ansietas dan stres serta hubungannya dengan obesitas pada remaja ». Jurnal Gizi Klinik Indonesia 12, n^o 4 (30 avril 2016) : 138. http://dx.doi.org/10.22146/ijcn.23021.

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Background: Obesity can occur in all ages, including adolescents. Multiple factors were known related to obesity including psychological factor. Eating excessively could be response toward loneliness, grief or depression. Anxiety can contribute to determining the food intake and nutrient substance, and stress can cause behavioral disorders such as abnormal (excessive) eating behavior that leads to obesity. Objective: The aimed of this research was to know depression, anxiety, and stress and their relationship with obesity in adolescents in Pekanbaru. Method: A cross-sectional research was performed, involving 132 subjects taken from 7 of 14 State Senior High Schools in Pekanbaru, 66 subjects were overweight/obese and 66 subjects were normal. Body mass index per age was used to determine their nutritional status according to Indonesian Ministry of Health Standard 2010 for nutritional status of 5-18 years old children. Depression, anxiety, and stress were measured by using DASS 42 Scale, and categorized only into normal or having depression/anxiety/stress. Data were statistically analyzed by using Chi-Square test with significance level 95%.Results: The results showed 17.4% subjects were categorized depression, 65.2% were anxiety and 34.8% were stress. Statistically analyzed using Fisher test showed that there was significant association between depression with obesity (p=0.003, OR=0,219) and stress with obesity (p=0.044, OR=0,028).Conclusion: Psychological aspects such as depression and stress were related to obesity in State Senior High Schools Students in Pekanbaru

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Apriyani, Atri, et Muhammad Sulhan. « THE EFFECTS OF TEACHING MODEL AND VOCABULARY MASTERY TOWARDS STUDENTS WRITING ACHIEVEMENT ». INFERENCE : Journal of English Language Teaching 4, n^o 3 (1 décembre 2021) : 260. http://dx.doi.org/10.30998/inference.v4i3.6139.

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Abstract: This study was to know the teaching model and vocabulary mastery by students at state vocational high schools in Tangerang Regency when writing. The research methodology used is the experimental method. The population in this research was all of the 10th-grade students, with 680 students. The research findings are: 1) There is a significant effect of teaching model towards students writing achievement at State Vocational High School in Tangerang Regency. That is proved by sig value = 0.000 < 0.05 and Faccount = 29.298. 2) There is a significant effect of vocabulary mastery towards students writing achievement at State Vocational High School Tangerang Regency. That is proved by sig value = 0.000 < 0.05 and Faccount = 17.945. 3) There are no significant interactive effects of teaching model and vocabulary mastery towards students writing achievement at State Vocational High School Tangerang Regency. That is proved by sig value = 0.041 < 0.05 and Faccount = 4.486.Keywords: Teaching model; vocabulary mastery; writing achievement.

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Enemeba Ngwu, Maria, Effiom Bassey Ekeng, Lucy Obil Arop, Odey Godwin Amuchi et Anthonia Inaja. « Nigeria General Educational System : Mainstreaming Care and Integration of Sub-Normal Children Analyzing the Counselling Perspective ». INTERNATIONAL JOURNAL OF EDUCATION AND EVALUATION 8, n^o 3 (2 juillet 2022) : 39–47. http://dx.doi.org/10.56201/ijee.v8.no3.2022.pg39.47.

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Education in Nigeria is overseen by the Federal Ministry of Education. The local authorities take responsibility for implementing state-controlled policy regarding public education and state schools. The education system is divided into Kindergarten, Primary education, Secondary education, and Tertiary education. Nigeria's federal government has been dominated by instability since declaring independence from Britain, and as a result, a unified set of education policies is yet to be successfully implemented. Regional differences in quality, curriculum, and funding characterize the education system in Nigeria. Currently, Nigeria possesses the largest population of out-of-school learning youths in the world. The education system in the South is different from the North. Most northerners hav e memorized the Holy Qur'an and use that as their education. The educational systems in Nigeria are divided into two the public where the student only pays for PTA while the private where students pay school fees and some other fees like sports, exam fees, computer fees etc and they are costly. Therefore, Care and integration of sub-normal children will be necessary if the Nigeria General Educational System will succeed, while the duties of the counsellor remind important to the general education in Nigeria.

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Karapetyan, Marietta A., Nonna Yu Adamyan et Siranush R. Aghajanyan. « CORRECTIVE EFFECT OF BREATHING EXERCISES ON THE HEALTH OF ECOLOGICALLY UNFAVORABLE REGIONAL SCHOOLS CHILDREN ». Proceedings of the YSU B : Chemical and Biological Sciences 57, n^o 1 (260) (27 mars 2023) : 63–67. http://dx.doi.org/10.46991/pysu:b/2023.57.1.063.

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The normal course of biochemical and physiological processes that ensure the vital activity of the organism, among other systems, also depends on the normal functioning of the respiratory system. A number of external and internal factors can affect the indicators of respiratory movements: frequency, depth, respiratory volume: atmospheric pressure, the amount of oxygen in the atmosphere, the ecological state of the environment, various pathologies of the organism, etc., which become the cause of diseases. In the risk group of these diseases are the inhabitants of the areas near the ecologically unfavorable environment, especially the open mines, particularly the school children of that region. It is possible to reduce these risks and prevent diseases of the mentioned systems by the method of special breathing exercises. Residents of ecological regions, in particular adolescents, are at risk. This risk can be reduced by using the breathing exercise method. The purpose of this study was testing the effectiveness of these exercises on the indicators of the respiratory system of teenagers in the Vardenis Region.

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Watters, Diane. « Kαλoι κ'αγαθoι (The Beautiful and the Good) : Classical School Architecture and Educational Elitism in Early Nineteenth-Century Edinburgh ». Architectural History 57 (2014) : 277–321. http://dx.doi.org/10.1017/s0066622x00001441.

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Edinburgh's architecturally magnificent and much-admired historic school buildings, often set in opulent grounds, have come to symbolize the city's ongoing dichotomy between ‘normal’ state schools and ‘elite’ private schools. These schools are conspicuously sited in the most culturally prestigious locations in Edinburgh — the New Town, Old Town and Victorian bourgeois suburbs — and their architecture powerfully underpins their ideologies of longevity and tradition. The solidity of the built ‘heritage’ of these schools, however, obscures a story of great educational complexity and change. Many of the historic buildings are no longer used by the present school institutions; some now have alternative uses. Others have changed fundamentally their social and educational status (several, ironically, were originally built by wealthy donors as charitable orphanages for the ‘deserving poor’ and later converted to fee-paying day schools for the middle classes).The complex history of these schools cannot be understood adequately without reference to the early history of their buildings. This article is intended as an initial exploration of these complexities. It focuses on two key Edinburgh case studies: the Edinburgh Academy (‘the Academy’), built to William Burn's design of 1823 and opened in 1824 (Fig. 1); and the Royal High School of Edinburgh (the ‘Royal High’), built to Thomas Hamilton's design of 1825 and opened in 1829 (Fig. 2). It examines the educational origins, brief, architectural design, and early use of these surviving purpose-built schools and, in particular, the associated negotiations and debate of 1822–23 that occurred at a municipal level, which links their controversial pre-histories.

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Tu, Bogong, Wenqing Fu et Yang Tai. « Implementation of Rules and Routines in Physical Education in China through IOT Systems ». Wireless Communications and Mobile Computing 2022 (25 août 2022) : 1–6. http://dx.doi.org/10.1155/2022/8673371.

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The goal of this research is to determine how norms and practices are implemented in physical education teaching in China’s special region (DIY). This study used a descriptive method study as the design and systematic technique. The analytical quantitative research was applied in this study. Practice in teaching the number of inhabitants in the review is comprised of educators who show in various schools in China, public middle schools, and public senior secondary schools. Using realistic efficient sampling strategy, this concentrate just included educators who work in state-funded schools as members. Furthermore, the proportional sampling was used in this study; the researchers surveyed only 12.5% of primary school instructors at each grade level. A questionnaire was utilized to obtain the data. The survey includes 233 educators who teach at various levels: 185 primary teachers, 27 middle teachers, and 21 secondary school educators. The information investigation results demonstrate that the ID of standards and schedules in actual schooling educating and learning in China overall is acceptable, with a normal worth (mean) of 35.57 (64%). Recognizable proof of rule treatment is sufficient, with a mean of 20.45 (54.1 percent), whereas routine execution is acceptable, with a mean of 14.91 percent (54.1 percent).

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Dr. Ujjwal Paul. « Understanding the Mental Health Issues & ; Position of School-Level Learners in West Bengal, India ». International Journal of All Research Education and Scientific Methods 12, n^o 05 (2024) : 01–06. http://dx.doi.org/10.56025/ijaresm.2023.1205242316.

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‘Mental health’ is a comprehensive term, which refers to the ‘condition of individual’ which consequences from normal organisation of the ‘functioning of the mind’. Mental health among students is a crucial yet often overlooked aspect of education. In recent years, there has been mounting apprehension about the ‘mental well-being’ issues of students, particularly in the context of academic pressure, social dynamics, and familial expectations. This paper aims to investigate and explore the mental health issues at the school level learner in West Bengal, India. The study focused on the review of contemporary situation of mental health, the current state of mental health awareness of school teachers, support in schools and proposes strategies for improvement. The study explores the various factors influencing students' mental well-being, reviewed the mental health positions of adolescent learners at schools and the role of school authorities and Government policies. This paper examines the factors contributing to the mental health challenges faced by students in West Bengal schools, along with potential interventions to address these issues. Through an ample review of literature and qualitative analysis, interviewing the schools teachers this article provides insights into the challenges faced by students in West Bengal and offers recommendations and strategies to enhance their mental health outcomes and sustain positive mental health.

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Dkhar, Sabira Aalia, et Ruqia Quansar. « Home quarantine : why the preference ». International Journal Of Community Medicine And Public Health 7, n^o 7 (26 juin 2020) : 2865. http://dx.doi.org/10.18203/2394-6040.ijcmph20203028.

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In the existing pandemic of COVID-19, we have been hearing a lot about quarantine. Quarantine is to isolate from normal relations and routine activities or communication and is recommended for apparently healthy people who may have been exposed to the virus (suspects) and may potentially transmit the same to others. These healthy individuals may fall sick due to possible exposure and are therefore advised to go on self-quarantine or may be ordered by state or local administration to stay at home or in facilities like hospitals (public or private), hotels, schools, worship places etc. to isolate them from normal relations in order to prevent transmission of virus to others. Quarantine can be unpleasant and lasts for 14 days which is the presumed incubation period for the virus.

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Leo, Aaron, Kristen C. Wilcox, Catherine Kramer, Hal A. Lawson et Mina Min. « Teacher and Student Reciprocal Agency in Odds-Beating Schools ». Teachers College Record : The Voice of Scholarship in Education 122, n^o 12 (décembre 2020) : 1–34. http://dx.doi.org/10.1177/016146812012201212.

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Background/Context In the field of education, the lens of agency has provided a valuable conceptual alternative to deterministic portrayals of schools as oppressive institutions where teachers and students have little power over the conditions in which they teach and learn. A number of studies have investigated teacher and student agency, but few have explored the relationships between the two, particularly in regard to how teacher and student agency relate in high-need and high-diversity contexts with exemplary student graduation outcomes. Purpose/Focus of the Study In an effort to address the paucity of research investigating the relationships of teacher and student agency, this analysis draws on seven qualitative case studies of secondary schools achieving a trend of above-predicted (i.e., odds-beating) graduation outcomes. We pursued the overarching research question: What are the relationships between teacher and student agency in odds-beating schools? Setting The study took place in a purposeful sample of odds-beating secondary schools identified through multiple regression analyses. The sample included schools in rural, suburban, and more urban communities and were distributed across various geographic regions in the state of New York. All schools shared a pattern of above-predicted graduation outcomes, taking into account student demographic factors (percentage of students economically disadvantaged, African American/Black, Hispanic/Latinx, and English language learners). All schools met the criteria of being within the normal range for wealth ratio as well. Research Design This qualitative multiple case study focused on data generated from interviews and focus groups with 302 participants, including teachers, student support specialists, and school and district leaders, as well as field notes gathered during guided school tours, and documents. These data were analyzed using qualitative comparative analysis methods in multiple phases of deductive and inductive coding. Conclusions Study findings indicate that when teachers are offered opportunities to act as agents, they tend to offer opportunities to their students similarly. This research also suggests that affordances for teachers to assert agency can mitigate the constraining effects of state accountability system compliance-oriented practices. We conclude that teacher and student reciprocal agency merits further study and offers theoretical insights of particular import in high-needs and high-diversity school contexts.

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Klochko, Asmik R., et Polina A. Topaeva. « Current trends in the architectural design of inclusive schools ». Stroitel'stvo : nauka i obrazovanie [Construction : Science and Education] 11, n^o 3 (30 septembre 2021) : 23–40. http://dx.doi.org/10.22227/2305-5502.2021.3.2.

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Introduction. The co-authors address current trends in the architectural design of inclusive schools. Their mission is to maximize the social involvement and integration of disabled children into groups of kids. The purpose of this research is to identify guidelines for designing inclusive schools and to make recommendations for the design of inclusive schools that conduct adaptation events. Materials and methods. The co-authors have used methods of comparative analysis and synthesis of foreign and Russian research, literary and design materials; findings of sociological surveys; a multidisciplinary approach that encompasses medicine, social science, and legal norms, that influence the guidelines for designing inclusive schools. Results. The research is focused on developing guidelines for designing inclusive schools and recommendations on the design of inclusive schools whose administration conducts adaptation events for children with minor disabilities and a normal level of intelligence, the vision acuity of, at least, 0.4 diopters, the hearing impairment of 26 to 40 dB, minor muscle-skeleton disorders, including wheelchair users, capable of getting around on their own. These results may be taken advantage of by architects, designing inclusive schools; they can also be taught at universities of architecture. Conclusions. The co-authors make recommendations for the design of inclusive schools designated for particular categories of disabled persons. The analysis of problems in the context of architectural and space-planning design of inclusive school buildings will allow to improve their structure and study their typology with a view to further development. The development of inclusive education, which is also regarded from the standpoint of architectural and space-planning design, draws human attention to the problem of responsibility for disabled children that must be be assumed by the society and the state.

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Prodan, V. « Education in conditions of war and emergency situations : experience of countries and prospects for Ukraine ». Uzhhorod National University Herald. Series : Law 1, n^o 78 (28 août 2023) : 126–32. http://dx.doi.org/10.24144/2307-3322.2023.78.1.20.

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Education is an important vector for the development of the state and civil society. Taking into account the latest trends in education in Ukraine, namely the state of war, the coronavirus pandemic and other conditions, which in their essence contradict the normal existence and functioning of the constitutionally guaranteed right to education, this manuscript acquires scientific importance and novelty.Within the scope of scientific research, we analyzed and deduced the understanding of the terms: «education», «war», «emergency situations». Thus, under the concept of «education», the author proposes to understand a set of worldview, cultural, scientific and practical skills, abilities and competencies that are formed in the process of systematic acquisition and renewal of knowledge by a person, both individually and in specially organized institutions and premises, such as schools, universities or other educational institutions. According to the author, «war» is a conflict between two or more conflicting parties, which is characterized by the open use of weapons and violence in order to achieve political, territorial, ideological or other goals. Emergency situations, in turn, usually mean any circumstances of man-made, natural or social nature, which are characterized by a violation of the normal conditions of life of the population, have led or may lead to human and material losses, pose a threat to the life and health of citizens, cause the limitation of constitutional rights and freedoms.At the same time, the author outlined the peculiarities of the functioning of education in warring countries (Syria, Afghanistan, Sudan, Yemen, the Democratic Republic of the Congo, etc.) and presented key points from borrowing the experience of these countries regarding the provision and accessibility of education in conditions of war, namely: the development of mobile educational groups and schools in shelters, the use of distance learning, support for educational initiatives of humanitarian organizations, support for schools in temporary shelters, and adaptation of educational programs to conflict conditions.

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Ramadani, Rizki, Yuli Adha Hamzah et Arianty Anggraeni Mangerengi. « Indonesia's Legal Policy During COVID-19 Pandemic : Between the Right to Education and Public Health ». Journal of Indonesian Legal Studies 6, n^o 1 (31 mai 2021) : 125–56. http://dx.doi.org/10.15294/jils.v6i1.43555.

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Basically, every country is obliged to ensure quality education without discrimination against every citizen, including Indonesia. Recognition of the right to education is so important that it becomes one of the goals of the state as stated in the Preamble of the 1945 Constitution, namely to educate the nation's life. However, since the COVID-19 pandemic hit the world, the education sector has also been affected. People have no choice, but to implement the Covid-19 prevention habits and protocols. In the case of Indonesia, the government has closed the schools and universities since mid-March 2020 and switched to the online learning system. In this article, the author will explain the Indonesia’s legal policy in fulfilling the community’s right to education during pandemic, at the same time analyzing how government responds to the public demands. This normative legal research is conducted using a conceptual and statutory approach, which will then be analyzed descriptive-qualitatively. The result shows that educational policies during COVID-19 pandemic can be divided into two phases: early pandemic and new normal transition. In the first phase, the government focused on protecting the health and safety to all communities in the education institution areas by implementing certain protocols, closing the schools and switching to distance/online learning. Although public health and safety are top priorities, the policies resulted in disparities among students. While in the new normal transition phase, The government tends to respond to public demands on education problems by loosening its policies a little through schools disclosure and providing the internet support in online learning

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Ogren, Christine A. « Rethinking the "Nontraditional" ; Student from a Historical Perspective : State Normal Schools in the Late Nineteenth and Early Twentieth Centuries ». Journal of Higher Education 74, n^o 6 (2003) : 640–64. http://dx.doi.org/10.1353/jhe.2003.0046.

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NV, Agu, Ulasi TO, Okeke KN, Ebenebe JC, Echendu ST, Nriezedi CA, Nwaneli EI et al. « Prevalence of Overweight and Obesity among Secondary Schools Adolescents in Onitsha, Anambra State Nigeria ». International Journal of Medical Science and Clinical Invention 9, n^o 01 (6 janvier 2022) : 5891–99. http://dx.doi.org/10.18535/ijmsci/v9i01.02.

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Background: The prevalence of obesity is increasing worldwide, both in developed and developing countries. In Nigeria, obesity is emerging as an important public health problem. Childhood and adolescent obesity results in adult obesity with the resultant morbidities. Objectives: This study determines the prevalence of overweight and obesity in apparently healthy secondary school adolescents. Methods: This study was a cross-sectional study of secondary school adolescents aged 10-19 years randomly selected from two public schools and three private schools. The weights and heights of the study subjects were measured using standard equipment. BMI was computed using the standard formula weight (kg) / height2 (m). Using the WHO; 2007 age and sex-specific BMI percentile cut-offs, the subjects were classified as underweight (3rd to <15th percentile), normal (15th to <85th percentile), overweight (85th to <97th percentile) or obese ≥97th percentile. Results: Data were initially collected from 1250 participants, but 52 were excluded from improperly completed questionnaires. Thus, 1198 students were ultimately included in the study, giving a response rate of 95.8%. These included 621 females (51.8%) and 577 males (48.2%) aged 10-19 years, giving an F: M ratio of approximately 1: 0.9. The mean age of the students was 15.07 ±1.96 years overall, 15.13 ± 2.08 years for males and 15.03 ± 1.83 years for females. There was no statistically significant difference between males and females in the distribution of age groups (p=0.12). The mean BMI was 21.51±3.57kg/m2 for females and 20.22±3.16kg/m2 for males. The BMI was significantly higher in females in all age groups (p<0.001) except for those aged 10-<12 years (p=0.13). The prevalence rates of overweight and obesity were 14.4% and 5.1%, respectively. The prevalence rates of overweight and obesity were significantly higher in females than males (17.7% vs 10.7%, 5.6% vs 4.5% respectively (p<0.001) and most prevalent among the early adolescence (10<12yrs; p= 0.04). Conclusion: Prevalence of overweight and obesity is high among secondary school adolescents in Onitsha, Anambra state. There is a need for regular monitoring of weight and height as an early measure to prevent and control overweight and obesity.

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Caiaphas Makadi, Yila, Abecca Stephen Sati et Ismail Dankaka. « Geospatial Distribution of Public Secondary in Gombe Local Government Area, Gombe State of Nigeria ». International Journal on Research in STEM Education 1, n^o 1 (30 novembre 2019) : 30–39. http://dx.doi.org/10.31098/ijrse.v1i1.59.

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The paper reviews research tradition of accessibility level and spatial distribution of student in public secondary school in gombe local government area, Gombe state. Primary and secondary data were used for the study. Primary data was collected using questionnaire and a hand-held GPS receiver to capture the coordinate points of schools and other relevant data. Secondary data include administrative map, population figures of both students and Teachers, Names and addresses of the secondary schools in the study area. The data were analyzed using geographic information techniques. From the data survey carried out, the result of the analysis showed the accessibility level and spatial distribution of school in Gombe were seventeen (17) public senior secondary and total number of students were nineteen thousand and eleven (19,011). The nearest neighbor analysis (NNA) for the spatial pattern of school were carried out based on each ward in study area which as ten (10) wards in each ward revealed two major spatial distributions. The spatial pattern of the Gombe LGA has Nearest Neighbour Ratio (NNR): 3.385087, Bolari East ward with NNR: 3.385087 and Shamaki wards NNR: 1.600148, which showed dispersed pattern, while Jekada Fari ward with NNR: 0.214890, Pantami ward with NNR: 0.226863, and Herwo Gana wards with NNR: 0.185239, were showed clustered pattern. The nearest neighbor index shows clustered pattern for all the wards in the local government area except Bolari East and Shamaki wards that has dispersed pattern of distribution. The implication of these two patterns means that accessibility is poor in the study area. Students travel than normal to overcome the function of distance.

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Karim, Nur Syasya, et Meredian Alam. « Struggling with Digital Pandemic : Students’ Narratives about Adapting to Online Learning at Home during the COVID-19 Outbreak ». Southeast Asia : A Multidisciplinary Journal 21, n^o 2 (15 décembre 2021) : 15–29. http://dx.doi.org/10.1108/seamj-02-2021-b1002.

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With the ongoing catastrophe of the COVID-19 pandemic, the world seems to have come to a standstill. Daily living routines, work, and schools predominantly launched into a state of confusion, and people across the globe excessively find ways to cope with their experiences of this traumatic disaster. Concerning schools, the pandemic has dramatically challenged the education system with teaching and learning processes managed remotely, utilising online platforms. This paper explores university students’ perception of online learning, specifically during the outbreak of the COVID-19 pandemic, to uncover how they respond to this ‘new normal’ digital mode of teaching and learning and how they seek to regain control over the sudden shift in their lives. Through interviews with students from Universiti Darussalam (UBD) and Universiti Islam Sultan Sharif Ali UNISSA, this original article reveals students’ transformative behaviours during online learning, and institutional supports that contribute to the shaping of students' online learning experiences in Brunei.

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