Predictors of adolescents not smoking: Student and school-level influences

2005 ◽  
Author(s):  
Donna Murnaghan ◽  
Colleen MacQuarrie ◽  
Debbie MacLellan ◽  
Bob Gray ◽  
Chris Blanchard ◽  
...  
Keyword(s):  
School Level

Challenging occupational stereotypes: Women's training roadshows and guidance at school level

1989 ◽  
Vol 17 (1) ◽  
pp. 59-67
Author(s):  
Jane Pilcher ◽  
Sara Delamont ◽  
Gillian Powell ◽  
Teresa Rees
Keyword(s):  
School Level ◽  
Occupational Stereotypes

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

2020 ◽  
Vol 4 (2) ◽  
pp. 174
Author(s):  
Meida Rachmawati ◽  
Suzana Widjajanti ◽  
Ahmad Ahmad ◽  
Aslan Aslan
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Curriculum Design ◽  
Scientific Evidence ◽  
School Curriculum ◽  
School Level ◽  
English Learning ◽  
Learning Method ◽  
School Students ◽  
Scientific Publications

This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia. Keywords: English Camps, Learning Method, Fun English Learning

STUDY OF PEDIATRIC INJURIES: PATTERNS AND OUTCOME

2019 ◽  
Vol 3 (8) ◽  
Author(s):  
Yasir. B. Elshambaty
Keyword(s):  
School Level ◽  
Common Mechanism ◽  
Injury Patterns ◽  
Severe Injuries ◽  
Injured Child ◽  
Cross Sectional ◽  
Pediatric Injuries ◽  
Pediatric Injury ◽  
The Common ◽  
Structured Questionnaire

Purpose this study aims to show the patterns and outcome of pediatric injury among those living in Albaha region in Saudi Arabia Methods this is a cross-sectional descriptive household-based study, included children between 0-17 years old both male and female. The data were collected with structured questionnaire between 20 Nov – 20 Dec 2018 and  analyzed with SPSS version 25 Results the total of participants was 257 injured child. 199(77.4%) are male and 58(22.6%) are female. About 44%of them were injured at pre-school level and 56% were traumatized at school age. The least incidence of injury occurred in those less than 2 yrs and higher incidence in those between 3-10 yrs old. The most common mechanism of injury was falling from height. The most affected group age by RTA accidents was 11-17 yrs old. Approximately 83% of the injured children required hospital management. Only one third of the injuries were  associated complications. The most common injured anatomic part was the upper limb and the least affected part was the spine. Only 5% of the injuries were associated with a disability and the common was loss of organ or part of it. Paralysis occurred in less than 1% and head injury resulted in disabilities more than 1%. Conclusion the vast majority of the injuries in our participants are not serious. The severe injuries were associated with RTA-related trauma. Most of injuries due to falling from height are not serious. We recommend not to allow the children to drive cars. Keywords: pediatric injuries; injury patterns; household.

Analisis Kemampuan Penalaran Matematis Mahasiswa Calon Guru Matematika Sebagai Kajian Evaluasi

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Hanifah Nurus Sopiany
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Good Reason ◽  
School Level ◽  
Real Analysis ◽  
Reasoning Ability ◽  
School Students ◽  
Secondary School Level

Penalaran matematis menggunakan pola pikir logis dalam menganalisa suatu masalah yang nanti pada akhirnya akan ditandai dengan aktivitas menyimpulkan atas masalah tersebut. Seseorang yang memiliki penalaran yang baik, tentunya akan berhati-hati dalam bertindak dan memutuskan sesuatu. Materi-materi pada kalkulus merupakan materi yang ada pada tingkat sekolah menengah yang nantinya menjadi lahan mengajar mahasiswa calon guru matematika S-1. Kemampuan penalaran yang dikaji mempengaruhi pembelajaran mahasiswa kedepannya karena berlaku pada matakuliah lanjut, contohnya pada kemampuan pembuktian akan selalu digunakan pada matakuliah persamaan diferensial, struktur aljabar, analisis  vektor, analisis real, dll. Sedangkan sebagai calon guru yang nantinya mengajar pada tingkat sekolah menengah, maka kemampuan penalaran ini menjadi salah satu capaian pembelajaran matematika bagi siswa sekolah menengah, maka oleh karena itu guru yang mengajarnya haruslah memiliki kemampuan penalaran yang baik. Analisis kesalahan sangat penting untuk melakukan evaluasi dan refleksi pada struktur soal maupun pada perlakuan dalam pembelajaran dalam upaya memperbaiki kemampuan penalarannya.   Mathematical reasoning uses a logical mindset in analyzing a problem that will eventually be marked by concluding activity on the problem. Someone who has good reason, will certainly be careful in acting and deciding something. The material content on the calculus is the material that exists at the secondary school level which will become the field of teaching the prospective master of math teacher bachelor. The reasoning ability studied influences student learning in the future as it applies to advanced courses, for example in the ability of proof will always be used in the course of differential equations, algebraic structure, vector analysis, real analysis, etc. While as a teacher candidate who will teach at the secondary school level, then this reasoning ability becomes one of the achievements of mathematics learning for high school students, therefore teachers who teach it must have good reasoning ability. Error analysis is very important to evaluate and reflect on the problem structure as well as on the treatment in learning in order to improve the reasoning ability.

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