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School Pupils (school + pupil)
Kinds of School Pupils Selected AbstractsSchool pupils observe and publish CV dataASTRONOMY & GEOPHYSICS, Issue 6 2009Article first published online: 23 NOV 200 Time on a remote-control telescope has led to German secondary school students not only collecting useful data, but also being part of the team publishing the results in a professional journal. [source] The value of a questionnaire in assessing the acquisition and retention of basic science knowledge by dental studentsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2000K. S. Last This cross-sectional study aimed to assess and compare, by performances in a questionnaire, the level of knowledge of basic medical sciences in 6th-form school pupils studying science subjects as entrance requirements to University and in 2nd, 3rd and 4th-year undergraduate dental students. A 40-part multiple response, true/false questionnaire, testing recall of factual knowledge in anatomy, biochemistry, physiology and oral biology, was used as the method of assessment. The results suggested that this simple format was an acceptable and useful method of assessment of the knowledge level of the study groups. The difference in scores of knowledge, expected to be higher in 2nd-year students compared to 6th form groups, was greatest in anatomy and oral biology, less in biochemistry and, unexpectedly, was not apparent in physiology. A difference in performance on the knowledge questionnaire was observed between 4th and 2nd year dental students, attributable primarily to decreased scores for 4th year dental students in biochemistry and, to a lesser extent, anatomy. The results obtained with this standardised test of factual knowledge recall may be of value to teachers compiling medical sciences courses for dental undergraduates and to those planning and evaluating new curricula with a less didactic approach. [source] Attitudes to Making Art in the Primary SchoolINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2005Robert Watts Recent research suggests that the majority of primary school teachers in the UK believe that the purpose of teaching art and design is to develop skills associated with creativity, communication and expression. This article is based on research into the attitudes held by primary school pupils towards making art. The reflective nature of many of the responses to the survey provides persuasive evidence of young children's capacity for absorbing relatively complex ideas, which in turn has implications for teacher expectations of pupil learning in art and design. [source] Exploring the nutrition and lifestyle knowledge, attitudes and behaviour of student home economics teachers: baseline findings from a 4-year longitudinal studyINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 4 2008Mary Isobelle Mullaney Abstract It is widely acknowledged that obesity linked with reduced exercise contributes to health problems, and that, conversely, individuals who embark on weight reducing diets may become deficient in key nutrients. It is often advocated that these problems, which can be grouped together as poor dietary practice, be tackled through education. This study attempts to examine the relationship between nutrition education and lifestyle behaviours in a select group of third level students. The Irish Home Economics curriculum aims to teach secondary school pupils about nutrition and lifestyle practices conducive to health. However, the attitudes and lifestyle practices of those teaching this subject have never been examined in Ireland. The purpose of the present 4-year longitudinal study, whose first year findings are presented here, is to investigate the nutrition and lifestyle knowledge, attitudes and behaviours of a cohort of Irish student home economics teachers over the 4 years of their Bachelor of Education (Home Economics) degree course. The study was designed to explore possible changes in knowledge, attitudes and practices over the course of their professional education. Nutritional knowledge was measured using a 220-question adapted version of the test devised by Parmenter and Wardle. Attitudes were measured using a questionnaire adapted from the Pan-EU Survey on Consumer Attitudes to Physical Activity, Body-weight and Health. Food, alcohol consumption and exercise were measured using a 7-day reported dietary/exercise diary. Nutrient intake data were determined using dietary analysis. Weight, height and waist circumference were measured and body mass index (BMI) calculated. When starting college, student home economics teachers have broadly similar anthropometric, dietary and lifestyle characteristics to those of their contemporaries. Mean BMI was identical [24.4 kg/m2 (SD 4.3)] to that reported in the North/South Ireland Food Consumption Survey (NSIFCS) for those aged 18,35 years, although energy intakes were significantly higher in the cohort of student teachers (P = 0.000). Thirty-eight per cent were overweight or obese vs. 33.6% in the NSIFCS. Only 17% (n = 6) of students achieved an intake of 300 µg/day of folate as recommended by the Food Safety Authority of Ireland and only one the recommended intake of non-starch polysaccharides (18 g/day). One in three students in this study smoke (16 of 48) and alcohol consumption was high. Only one student was very active. Students scored a mean of 55% (SD 8%) on the knowledge test, with similar scores attained for specific aspects of nutritional knowledge (i.e. food groups, constituents of foods, current dietary advice, nutrients, lifestyle practices). However, knowledge of nutrition definitions was weaker with a mean score of 31% (SD 8.6%). Students had a positive attitude towards food choice, the link between food and health and control over their own diet. Similar attitudes towards exercise, smoking and alcohol consumption were displayed despite students perceiving themselves as not having a balanced diet, having insufficient exercise and having regretted something done as a result of consuming alcohol. They appear to display optimistic bias in relation to health risks. These findings provide baseline data for the longitudinal study and indicate that those choosing to pursue a career as a home economics teacher in Ireland have similar nutritional and lifestyle characteristics to those of their contemporaries. [source] Participation and study decisions in a public system of higher educationJOURNAL OF APPLIED ECONOMETRICS, Issue 3 2010Stijn Kelchtermans We analyze the decision whether to participate and where and what to study in a public system of higher education, based on a unique dataset of all eligible high school pupils in an essentially closed region (Flanders). We find that pupils perceive the available institutions and programs as close substitutes relative to the outside option. This implies an ambiguous role for travel costs: they hardly affect the participation decision, but have a strong impact on the decision where and what to study. To illustrate how our empirical results can inform the debate on reforming public systems, we assess the effects of tuition fee increases. Uniform cost-based tuition fee increases achieve most of the welfare gains; the additional gains from fee differentiation are relatively limited. These welfare gains are quite large under conservative assumptions on the social cost of public funds, and there is a substantial redistribution from students to outsiders. Copyright © 2009 John Wiley & Sons, Ltd. [source] Age-Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning BehaviorLANGUAGE LEARNING, Issue 2 2008Judit Kormos Our study describes the motivation for learning English as a foreign language in three distinct learner populations: secondary school pupils, university students, and adult language learners. Questionnaire data were collected from 623 Hungarian students. The main factors affecting students' second language (L2) motivation were language learning attitudes and the Ideal L2 self, which provides empirical support for the main construct of the theory of the L2 Motivational Self-System (Dörnyei, 2005). Models of motivated behavior varied across the three investigated learner groups. For the secondary school pupils, it was interest in English-language cultural products that affected their motivated behavior, whereas international posture as an important predictive variable was only present in the two older age groups. [source] RUN/EDIT information processing mode and phasic cardiac accelerationPSYCHOPHYSIOLOGY, Issue 6 2008Tytus Sosnowski Abstract Our previous research showed that tasks demanding running of ready-to-use programs (RUN tasks) caused a greater tonic heart rate increase than did tasks that require problem solving (EDIT tasks). We found also a similar though not so consistent effect in the analysis of phasic cardiac acceleration. The aim of the present study was to replicate the last finding using new experimental tasks. Fifty-four male secondary school pupils were divided randomly into three experimental groups. Each group performed a different version of a nonsignaled reaction time (RT) task: simple RT, sensory choice RT, and semantic choice RT. Participants had to respond within an established time limit, but this limit was continuously modified in such a way that each participant was given positive feedback in approximately 50% of trials. According to expectations, the simple RT task evoked greater phasic cardiac acceleration than did the choice RT tasks. [source] Cyberbullying: its nature and impact in secondary school pupilsTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 4 2008Peter K. Smith Background:, Cyberbullying describes bullying using mobile phones and the internet. Most previous studies have focused on the prevalence of text message and email bullying. Methods:, Two surveys with pupils aged 11,16 years: (1) 92 pupils from 14 schools, supplemented by focus groups; (2) 533 pupils from 5 schools, to assess the generalisability of findings from the first study, and investigate relationships of cyberbullying to general internet use. Both studies differentiated cyberbullying inside and outside of school, and 7 media of cyberbullying. Results:, Both studies found cyberbullying less frequent than traditional bullying, but appreciable, and reported more outside of school than inside. Phone call and text message bullying were most prevalent, with instant messaging bullying in the second study; their impact was perceived as comparable to traditional bullying. Mobile phone/video clip bullying, while rarer, was perceived to have more negative impact. Age and gender differences varied between the two studies. Study 1 found that most cyberbullying was done by one or a few students, usually from the same year group. It often just lasted about a week, but sometimes much longer. The second study found that being a cybervictim, but not a cyberbully, correlated with internet use; many cybervictims were traditional ,bully-victims'. Pupils recommended blocking/avoiding messages, and telling someone, as the best coping strategies; but many cybervictims had told nobody about it. Conclusions:, Cyberbullying is an important new kind of bullying, with some different characteristics from traditional bullying. Much happens outside school. Implications for research and practical action are discussed. [source] Enabling pupil participation in a study of perceptions of disengagement: methodological mattersBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 4 2007Jackie Ravet Guidance and legislation in the UK suggest that it is becoming increasingly important to listen to the voices of pupils, to acknowledge their rights and to consult and collaborate with them in the development of personalised approaches to their education. In this article, Jackie Ravet, lecturer in inclusive practice at the University of Aberdeen, explores the methodological issues raised by a study of pupil perceptions of their disengagement in the primary classroom. She examines how an interpretative methodology was adapted to enable a group of eight- and nine-year-old primary school pupils to reflect upon their responses to learning and to express their interpretations, explanations and evaluations of their disengagement. Jackie Ravet's article details the array of interpretative methods used throughout her study with a particular focus upon a sequence of practical, activity-based interview formats designed to enable pupil communication and participation. This exposition is followed by a critique of the methodology and a discussion of its implications for research involving young children. The article closes with a call for pupils to be more effectively involved in reflecting upon the processes of participative research and in meaningful partnerships for school improvement. This article will be of interest to anyone seeking to enhance consultation and collaboration with pupils. [source] Raising the issue of domestic abuse in schoolCHILDREN & SOCIETY, Issue 3 2005Helen Alexander Previous studies suggest that around 30 per cent of children may witness domestic abuse, by which we mean physical or mental violence perpetrated by men on women. This paper reports the views of older children,a group from which there is little direct evidence available. Ninety-eight percent of pupils in a Scottish Secondary School consented to participate. Thirty-two per cent wrote that they were currently witnessing domestic abuse. We compared their responses with those of pupils who said they were not currently experiencing domestic abuse and found marked differences. For example ten ,experiencing' pupils said a young person might feel suicidal in this situation, a response that was not used at all by ,non-experiencing' pupils. This group also wrote a greater number and wider range of negative descriptors for how a young person might feel. These results have implications for the well-being of young people experiencing domestic abuse. There may be scope for building on this methodology for further education and training among school pupils and their teachers, and to highlight the crucial support that these pupils may need. 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