scholarly journals Physical Activity During Recess Outdoors and Indoors Among Urban Public School Students, St. Louis, Missouri, 2010–2011

2013 ◽  
Vol 10 ◽  
Author(s):  
Irene Tran ◽  
B. Ruth Clark ◽  
Susan B. Racette
Keyword(s):  
Physical Activity ◽  
Public School ◽  
School Students ◽  
Public School Students ◽  
Urban Public School

Academic Differences Between an Urban Nativity School and an Urban Public School District

2020 ◽  
pp. 003329412096727
Author(s):  
Kristen Haeberlein ◽  
Paul J. Handal ◽  
Luke Evans
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Public School ◽  
School District ◽  
Postsecondary Education ◽  
Dropout Rate ◽  
Public School District ◽  
School Students ◽  
Public School Students ◽  
Urban Public School

Previous research suggests that both poverty and minority status significantly influence academic achievement. Nativity schools, which have been extensively researched, have been found effective for students coming from low socioeconomic statuses and diverse backgrounds. Differences were examined between an urban public school district and an urban parochial school that uses the Nativity model (henceforth referred to as Nativity School). The purpose of this study was to determine if students from Nativity School were able to achieve significantly above that which urban public school students achieved. Specifically, academic achievement in the areas of mathematics, language arts, and science were analyzed, as well as high school dropout rate, high school graduation rate, and entrance into postsecondary education. Nativity School used the Iowa Test of Basic Skills (ITBS) to measure achievement longitudinally and reported stanines and local and national percentile ranks, while the public school system used the Missouri Assessment Program (MAP) and provided four descriptor categories (i.e., Below Basic, Basic, Proficient, and Advanced). Below Basic and Basic referred to students who demonstrate the skills outlined by the Missouri Show-Me Standards inconsistently and/or incorrectly, while students who perform in the Proficient and Advanced categories demonstrate these skills consistently, at or above grade level. Results revealed Nativity School students significantly improved their academic achievement scores and were more likely than urban public school students to graduate high school and enroll in postsecondary school. Interpretation and implications of these results and limitations are explored.

scholarly journals Obesity and Aerobic Fitness among Urban Public School Students in Elementary, Middle, and High School

PLoS ONE ◽  
2015 ◽  
Vol 10 (9) ◽  
pp. e0138175 ◽  
Author(s):  
B. Ruth Clark ◽  
M. Leanne White ◽  
Nathaniel K. Royer ◽  
Tamara L. Burlis ◽  
Nicholas C. DuPont ◽  
...  
Keyword(s):  
High School ◽  
Public School ◽  
Aerobic Fitness ◽  
School Students ◽  
Public School Students ◽  
Urban Public School

Novos modelos de educação superior

2020 ◽  
Author(s):  
Manuel Tavares Gomes ◽  
Eduardo Santos ◽  
Sandra Gomes ◽  
Daniel Pansarelli ◽  
Donizete Mariano ◽  
...  
Keyword(s):  
Higher Education ◽  
Public School ◽  
Empirical Research ◽  
Graduate Program ◽  
Point Of View ◽  
School Students ◽  
Public School Students ◽  
New Models ◽  
Cognitive Justice ◽  
Access Policies

This book, consisting of nine chapters, is the result of multiple theoretical and empirical research carried out by students in the post-graduate program in education (PPGE) at Universidade Nove de Julho (UNINOVE). The object of the research was to carry out a study on the new models of higher education, implemented in Brazil between 2005 and 2013. The studies carried out focus, above all, on institutional principles, student access policies, the internationalization process, quota policies, and mechanisms for inclusion in higher education for public school students. These were studies that used, as a theoretical basis, epistemological models of a counter-hegemonic character and, from a methodological point of view, an essentially qualitative approach. The studies showed, generically, the possibility of building other models of higher education capable of overcoming the elitism, characteristic of traditional universities. The inclusion of students from public school reveals that it is possible to make higher education a right for everyone, democratizing it, in the sense of establishing social and cognitive justice. Keywords: higher education; new models; empirical research; Brazil; social and cognitive justice.

Data Science Summer Academy for Chicago Public School Students

2019 ◽  
Vol 21 (1) ◽  
pp. 49-52
Author(s):  
Bamshad Mobasher ◽  
Lucia Dettori ◽  
Daniela Raicu ◽  
Raffaella Settimi ◽  
Nasim Sonboli ◽  
...  
Keyword(s):  
Public School ◽  
Data Science ◽  
School Students ◽  
Public School Students ◽  
Chicago Public School ◽  
Summer Academy

scholarly journals Household Chores or Play Outdoors? The Intersecting Influence of Gender and School Type on Physical Activity Among Indian Adolescents

2020 ◽  
Vol 47 (5) ◽  
pp. 682-691
Author(s):  
Ilana G. Raskind ◽  
Shailaja S. Patil ◽  
Nikhil Tandon ◽  
Sharanya Thummalapally ◽  
Michael R. Kramer ◽  
...  
Keyword(s):  
Physical Activity ◽  
Confidence Interval ◽  
Private School ◽  
Rate Ratio ◽  
School Type ◽  
School Students ◽  
Public And Private ◽  
Active Time ◽  
Public School Students ◽  
Indian Adolescents

Most Indian adolescents, particularly girls and private school students, do not engage in sufficient physical activity (PA). Current understanding of these sociodemographic differences is limited by a focus on exercise, which may not fully capture PA in developing countries. We examined how gender and school type are associated with multiple PA domains and whether associations with gender differ by school type. We randomly selected an equal number of girls and boys (ages 13-16 years) from public and private schools in Southern India ( n = 395). Cross-sectional 24-hour time-use surveys measured PA, which was categorized into three domains: chores, errands, and work; play; and transportation. Negative binomial and logistic regression modeled relative differences in domain-specific PA minutes and the probability of engaging in ≥60 minutes of moderate-to-vigorous PA (MVPA), respectively, in the prior 24 hours. Girls and boys were equally likely to meet MVPA recommendations. However, girls spent twice as much active time completing chores, errands, and work (rate ratio = 1.98, 95% confidence interval = [1.32, 2.98]), while boys spent twice as much active time playing (rate ratio = 2.11, 95% confidence interval = [1.23, 3.62]). Public and private school girls spent more active time in chores, errands, and work than boys; however, gender differences were greater among public school students ( p value for interaction <.05). Although comparable MVPA levels for girls and boys are beneficial for physical health, girls may gain fewer cognitive, social, and emotional benefits associated with play. Additional research may clarify why the gendered burden of household responsibilities was greater among public school students. School-based programs to engage girls in active play may help reduce inequities.

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