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Junior High Schools (junior + high_schools)
Selected AbstractsEfficiency of Junior High Schools and the Role of Proprietary StructureANNALS OF PUBLIC AND COOPERATIVE ECONOMICS, Issue 4 2003by Gian Paolo Barbetta We analyze a sample of 497 schools located in Piemonte, a region in the North-Western part of the country, distinguishing between public, private for-profit and private nonprofit schools. In stage one of the analysis, we provide robust estimates of efficiency scores, using the two most widely known techniques in applied works, namely Data Envelopment Analysis (DEA) and Stochastic Frontiers (SF). In stage two, we suggests that proprietary structure matters in explaining efficiency. Nonprofit schools are more efficient than public ones, whereas for-profit counterparts are outperformed by public producers. Moreover, we find that foreign and disabled students affects negatively efficiency, raising concerns for cream-skimming practices among private producers. Finally, school size is another important determinant of efficiency. [source] Smoking-based selection and influence in gender-segregated friendship networks: a social network analysis of adolescent smokingADDICTION, Issue 7 2010Liesbeth Mercken ABSTRACT Aims The main goal of this study was to examine differences between adolescent male and female friendship networks regarding smoking-based selection and influence processes using newly developed social network analysis methods that allow the current state of continuously changing friendship networks to act as a dynamic constraint for changes in smoking behaviour, while allowing current smoking behaviour to be simultaneously a dynamic constraint for changes in friendship networks. Design Longitudinal design with four measurements. Setting Nine junior high schools in Finland. Participants A total of 1163 adolescents (mean age = 13.6 years) who participated in the control group of the ESFA (European Smoking prevention Framework Approach) study, including 605 males and 558 females. Measurements Smoking behaviour of adolescents, parents, siblings and friendship ties. Findings Smoking-based selection of friends was found in male as well as female networks. However, support for influence among friends was found only in female networks. Furthermore, females and males were both influenced by parental smoking behaviour. Conclusions In Finnish adolescents, both male and female smokers tend to select other smokers as friends but it appears that only females are influenced to smoke by their peer group. This suggests that prevention campaigns targeting resisting peer pressure may be more effective in adolescent girls than boys. [source] Seroprevalence of Helicobacter pylori Infection Among Schoolchildren and Teachers in TaiwanHELICOBACTER, Issue 3 2007Ding-Bang Lin Abstract Background:,Helicobacter pylori are associated with chronic antral gastritis that is related to duodenal ulcer, gastric ulcer, and probably gastric adenocarcinoma. Infection of H. pylori during childhood is considered an important risk factor for gastric carcinoma in adult life. Materials and Methods:, To examine the epidemiologic characteristics of H. pylori infection among schoolchildren in central Taiwan, a community-based survey was carried out using stratified sampling in 10 elementary schools and three junior high schools including students and theirs teachers. Serum specimens of 1950 healthy schoolchildren (aged 9,15 years old) and 253 teachers who were randomly sampled were screened for the H. pylori antibodies by enzyme-linked immunosorbent assay. Statistical analysis was performed by using the spss for Windows statistical software system. Results:, A total of 332 subjects were H. pylori antibodies positive, giving an overall prevalence of 15.1%. The age-specific seropositive rates were 11.0% in 9,12 years age group, 12.3% in 13,15 years age group, and 45.1% in the teacher group. The older the age, the higher the seroprevalence (OR = 11.53; 95% CI = 6.73,19.74; p < .001 for children vs. teachers). There was no difference in the seroprevalence of H. pylori infection by gender, ethnicity, geographical area, socioeconomic level, parental education, sibship size, family members, and source of drinking water. Conclusion:, The teachers had a much higher prevalence of H. pylori antibodies. The finding suggests that these teachers (adults) might be infected in their early childhood and implies that the poor environmental and hygienic conditions might be responsible for it. It seemed that poor water supply system, sewage disposal, and other environmental hygiene in adult might play some roles in H. pylori infection in Taiwan (before early 1980s). [source] Improving middle school climate through teacher-centered changeJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 6 2009Jean E. Rhodes A collaborative school-based intervention aimed at modifying relationships among administrators and teachers was implemented in three middle and junior high schools. Across the intervention schools, teachers were active collaborators in identifying problems and then articulating and implementing customized interventions to redress those problems. Analyses of both teacher (N=180) and student (N=2,631) data provide support for positive outcomes. Teachers' perceptions of school climate improved, and longitudinal models suggested that these improvements mediated the impact of treatment on teacher reports of affiliation and academic focus. In addition, the treatment had a positive impact on teachers' perceptions of principal support, which led to improvements in teacher attitudes. Furthermore, students in the intervention schools reported improvements in school climate relative to students in the comparison schools. Taken together, these results suggest that a strategy of encouraging and supporting teacher-led interventions, customized to the needs and circumstances of each particular school, can successfully revitalize school settings, leading to improvements not only in school's climate, but also in the quality of interactions within the settings. © 2009 Wiley Periodicals, Inc. [source] How can self-regulated learning be supported in mathematical E-learning environments?JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2006B. Kramarski Abstract This study compares two E-learning environments: E-learning supported with IMPROVE self-metacognitive questioning (EL+IMP), and E-learning without explicit support of self-regulation (EL). The effects were compared between mathematical problem-solving and self-regulated learning (SRL). Participants were 65 ninth-grade students who studied linear function in Israeli junior high schools. Results showed that EL+IMP students significantly outperformed the EL students in problem-solving procedural and transfer tasks regarding mathematical explanations. We also found that the EL+IMP students outperformed their counterparts in using self-monitoring strategies during problem solving. This study discusses both the practical and theoretical implications of supporting SRL in mathematical E-learning environments. [source] Enhancing the quality of argumentation in school scienceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2004Jonathan Osborne The research reported in this study focuses on the design and evaluation of learning environments that support the teaching and learning of argumentation in a scientific context. The research took place over 2 years, between 1999 and 2001, in junior high schools in the greater London area. The research was conducted in two phases. In phase 1, working with a group of 12 science teachers, the main emphasis was to develop sets of materials and strategies to support argumentation in the classroom, and to support and assess teachers' development with teaching argumentation. Data were collected by video- and audio-recording the teachers' attempts to implement these lessons at the beginning and end of the year. During this phase, analytical tools for evaluating the quality of argumentation were developed based on Toulmin's argument pattern. Analysis of the data shows that there was significant development in the majority of teachers use of argumentation across the year. Results indicate that the pattern of use of argumentation is teacher-specific, as is the nature of the change. In phase 2 of the project, the focus of this paper, teachers taught the experimental groups a minimum of nine lessons which involved socioscientific or scientific argumentation. In addition, these teachers taught similar lessons to a comparison group at the beginning and end of the year. The purpose of this research was to assess the progression in student capabilities with argumentation. For this purpose, data were collected from 33 lessons by video-taping two groups of four students in each class engaging in argumentation. Using a framework for evaluating the nature of the discourse and its quality developed from Toulmin's argument pattern, the findings show that there was improvement in the quality of students' argumentation. This research presents new methodological developments for work in this field. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 994,1020, 2004 [source] Schooling as a Knowledge System: Lessons from Cramim Experimental SchoolMIND, BRAIN, AND EDUCATION, Issue 1 2010David Chen This article describes an experiment utilizing a research and development strategy to design and implement an innovative school for the future. The development of Cramim Elementary School was a joint effort of researchers from Tel-Aviv University and the staff of the school. The design stage involved constructing a new theoretical framework that defined school as a knowledge system, based on the state of the art, interdisciplinary study of the nature of humans, and the nature of knowledge. A new school design emerged based on this theoretical framework and the school was opened in 1995. Action research followed for 8 years and the results indicated that the school has emerged as a learning organization and successfully integrated knowledge technologies into the learning processes of both students and teachers. Differentiated teaching strategy resulted in a significant increase in achievements (+11% in maths, literacy, and science; +10% in literacy in kindergarten; persistence of higher achievement in junior high schools). The greatest beneficiaries were low-achieving students. As the school is a highly complex system, individual variables contributing to the increased effectiveness could not be isolated. The article's conclusion is that experimental schools are a productive strategy to bring about changes, but unless these schools are part and parcel of the culture of the mainstream education system culture, they are destined to remain isolated cases. [source] Establishing the cut-off point for the Oppositional Defiant Behavior InventoryPSYCHIATRY AND CLINICAL NEUROSCIENCES, Issue 1 2008Yuzuru Harada md Abstract The purpose of the present paper was to make a detailed examination of the cut-off point for the Oppositional Defiant Behavior Inventory (ODBI). The subjects were 56 untreated boys (age 6,15 years), who were diagnosed to have oppositional defiant disorder and who presented between December 2001 and March 2008. Controls were 690 boys with no history of contacting hospitals and no developmental or behavioral disorders at two elementary schools and two junior high schools in a city and its suburbs. It was shown that the level of opposition in boys could be evaluated regardless of the age groups by the ODBI, because there was no significant difference in the ODBI score for the one-way analysis of variance. Based on the sensitivity (88.2%), specificity (90.0%), positive predictive value (75.0%) and negative predictive value (95.7%), a score of 20 points was thus established as a suitable cut-off point to distinguish the children who are eligible for ODD diagnosis from those who are not. [source] A follow-up study of graduates from special classes for school refusers in junior high schoolsPSYCHIATRY AND CLINICAL NEUROSCIENCES, Issue 1 2004AKIRA TAKEI MD No abstract is available for this article. [source] Further validation of the Systematic Screening for Behavior Disorders in middle and junior high school,PSYCHOLOGY IN THE SCHOOLS, Issue 7 2009Michael J. Richardson The Systematic Screening for Behavior Disorders (SSBD), a screening system to identify elementary students at risk for emotional and behavioral disorders, was evaluated for use in middle and junior high schools. Teachers completed SSBD Stages One and Two on students in grades 6 to 8 who had characteristics of internalizing or externalizing disorders. Teacher, parent, and self-rating forms of the Achenbach System of Empirically Based Assessment (ASEBA) and the Social Skills Rating System (SSRS) were also completed on 66 students nominated via the SSBD as at risk for internalizing and externalizing problems. Office discipline referrals and grade point averages, for students nominated at SSBD Stage One, were compared with nonnominated students resulting in medium to large effect sizes. Small to moderate correlations were also found between SSBD Stage Two scores and ASEBA and SSRS scores, including several from the parent and student forms. © 2009 Wiley Periodicals, Inc. [source] SCHOOL CHOICE AND STUDENT SORTING: EVIDENCE FROM ADACHI WARD IN JAPAN,THE JAPANESE ECONOMIC REVIEW, Issue 4 2009ATSUSHI YOSHIDA We examine whether the school choice programme of public junior high schools in Adachi ward has caused student sorting and has thus increased the differences in scores between the schools. We find that students are sorted in the sense that the students living in the school attendance areas where there is a higher proportion of high-status occupations are more likely to select private schools even after the introduction of the school choice programme, or they select public schools with higher scores. Adachi's average scores relative to the Tokyo average have improved, while the between school differences in scores have not expanded. [source] | |||||||||||||||||||