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High School Girls (high + school_girl)
Selected AbstractsScience World, High School Girls, and the Prospect of Scientific Careers, 1957-1963HISTORY OF EDUCATION QUARTERLY, Issue 1 2006Sevan G. Terzian First page of article [source] Never Leave Yourself: Ethnopsychology As Mediator of Psychological Globalization among Belizean SchoolgirlsETHOS, Issue 1 2003Eileen P. Andepson-Fye How do transnational ideas and images become psychologically salient to youth in local communities? Based on five years of fieldwork among high school girls in a rapidly changing Belizean community, this article investigates how some transcultural symbolic material (e.g., gender-based maltreatment) becomes psychologically salient in a given society and yet other constructs (e.g., thin body image) can pass by with relatively few consequences in an increasingly transnational world. The ethnopsychological practice of self-protection among young Belizean women, which girls describe as "Never Leave Yourself, " mediates how girls make sense of and incorporate transnational concepts into their lived experience. The current material realities and particular historic moment in Belize also influence variations in how transnational concepts are incorporated. [source] Promoting Physical Activity in GirlsJOURNAL OF SCHOOL HEALTH, Issue 2 2005A Case Study of One School's Success ABSTRACT: This case study profiles one of 24 high schools that participated in a school-based, NIH-funded study to increase physical activity among high school girls. The case study school was one of 12 randomly assigned to the intervention group. The study intervention was based on the premise that a successful intervention is developed and tailored by teachers and staff to fit the context of their school. Intervention guidelines (Essential Elements) and the Coordinated School Health Program (CSHP) model were used to direct intervention activities for physical education, health education, school environment, school health services, faculty/staff health promotion, and family/community involvement. All girls at the case study school received the intervention. A team of school employees provided leadership to develop and implement the intervention in collaboration with a university project staff. Data collected over a two-year period were used to describe changes that occurred in each CSHP area. Key changes were made in the school environment, curricula, policies, and practices. Qualitative measures showed girls more involved in physical activity. Quantitative measures taken in eighth grade, and repeated with the same set of girls in ninth grade, showed increases in both moderate-to-vigorous physical activity (p = < .01) and vigorous physical activity (p = .04). Other schools can use this case to modify components of the CSHP model to increase physical activity among high school girls. [source] The slippery slope: What predicts math grades in middle and high school?NEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 110 2005Miriam R. Linver For middle and high school girls in high-ability math classes, interest and self-concept made a difference for school grades, and for all adolescents, maternal expectations were influential in predicting math grades over time. [source] | ||||||||||