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Schools Project (school + project)
Selected AbstractsThe Selection of Contents in School Projects in SpainCURRICULUM INQUIRY, Issue 3 2000Maria Clemente Studies on curricular contents have predominantly been focused along lines that are sociopolitical (what type of culture is selected by general policies) and epistemological (history of disciplines and their role in the configuration of what school knowledge is). These studies have also moved within a sphere that is prior to the decisions taken in a school or classroom, even though they have served to sustain a large part of the actions that teachers have carried out in this respect. In the present article our aim was to learn how teachers decide on educational contents, since new Spanish educational policy demands that teachers participate in the selection of the contents to be taught at their schools. In order to learn how this is done, our research began with the definition of six criteria (epistemological, factual, pedagogical, pragmatic, psychological and socioideological) that teachers could employ in the selection of contents, in order to subsequently verify the importance of each by means of a questionnaire. The questionnaire was answered by approximately 900 teachers from Infant and Primary Compulsory Education. The results obtained have allowed us to include in our conclusion different ideas and initiatives that could be taken in relation to content selection. These have to do, above all, with the training of teachers in schools. [source] Teachers, Schools, and Academic AchievementECONOMETRICA, Issue 2 2005Steven G. Rivkin This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. Unique matched panel data from the UTD Texas Schools Project permit the identification of teacher quality based on student performance along with the impact of specific, measured components of teachers and schools. Semiparametric lower bound estimates of the variance in teacher quality based entirely on within-school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience. The results suggest that the effects of a costly ten student reduction in class size are smaller than the benefit of moving one standard deviation up the teacher quality distribution, highlighting the importance of teacher effectiveness in the determination of school quality. [source] Assessing the effectiveness of a school-based oral health promotion programme in Yichang City, ChinaCOMMUNITY DENTISTRY AND ORAL EPIDEMIOLOGY, Issue 5 2009Bao-Jun Tai Abstract,,, Objectives:, To assess the outcome of oral health promotion in schoolchildren over a 3-year period in Yichang City, Hubei, China. Methods:, In a cluster randomized controlled trial, the concept of the World Health Organization Health Promoting Schools Project was applied to primary schoolchildren. Seven intervention schools and eight control schools were randomly selected from one district by stratified cluster sampling. The study was conducted as a 3-year follow-up study. After 3 years, 661 children remained in the intervention group and 697 children in the control group. Data on dental caries, plaque accumulation, and sulcus bleeding were collected by clinical examination, while behavioural data were gathered by self-administered questionnaires. Results:, The 3-year net mean DMFS increment score was 0.22 in the intervention schools and 0.35 in the control schools (P < 0.013). A statistically significant difference in mean plaque (P < 0.013) and sulcus bleeding (P < 0.005) increment scores after 3 years was found between the two groups. Statistically significant higher scores were observed in restorations received and sealants placed, and a lower score in untreated dental caries, in children from the intervention group than the control group after 3 years (P < 0.01). In addition, more children in the intervention schools adopted regular oral health behavioural practices such as brushing their teeth at least twice a day, visiting the dentist within the past calendar year, and using fluoride toothpaste. Conclusion:, The study suggests that the school-based oral health promotion was an effective way to reduce new caries incidence, improve oral hygiene and establish positive oral health behavioural practices in the targeted schoolchildren. [source] Ethnographic exposures: Motivations for donations in the south of Laos (and beyond)AMERICAN ETHNOLOGIST, Issue 2 2010HOLLY HIGH ABSTRACT In January 2009, I arranged the renovation of a school in my field site in the south of Laos with funds raised from donors in Australia. This project was initiated at the request of village leaders, and, initially, I saw it as a chance to acknowledge the generous assistance that residents had granted me during my fieldwork. However, the execution of the project was tense, particularly when it brought to the surface long-running ambiguities arising from my adoption as a daughter into a particular Lao family. This adoption, like the school project itself, involved a series of donations that could be interpreted as either self-serving or altruistic,or both. Antagonisms, repressed in donations intended to produce solidarity, make frequent return and imbue those donations with an ambiguous character. Thus, although such exchanges are essential to everyday life in the south of Laos (and to fieldwork), they are also precarious and can lead to conflict as easily as to peace. This ambivalence is especially pronounced in the cross-cultural context of fieldwork, in which the ethnographer is invited to seek out relationships of solidarity and shared understanding but also confronts his or her own specificity. [Laos, the gift, ethnographic fieldwork, fantasy, exchange] [source] Outreach after IYA2009 , a school projectASTRONOMY & GEOPHYSICS, Issue 4 2010Article first published online: 23 JUL 2010 International Year of Astronomy 2009 was a catalyst for astronomical societies and groups worldwide to do a bit more to engage the general public , but in many cases IYA2009 was only the start of a new enthusiasm for astronomy. This is the case for one state secondary school, whose outreach work is going from strength to strength. [source] Winter Art Education ProjectINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2007Timo Jokela The purpose of this article is to describe how the Department of Art Education at the University of Lapland in Finland has developed winter art as a method of environmental and community-based art education. I will focus on the Snow Show Winter Art Education Project, a training project funded by the European Union and the State Provincial Office of Lapland. The general aim of the project was to increase the know-how of winter art in Northern Finland. This goal was put into practice through workshops on snow construction, documentation of winter art, winter-oriented media production, and snow and ice sculpting; through continuing education seminars, workshops, and school projects for teachers; and through public lectures and seminars on winter and winter art. In this article, I describe the challenges that winter offers to community and environment-based art education in the North. Further, I introduce the methods of implementation and the outcomes of winter art exercises carried out by several schools in Lapland in cooperation with and inspired by the Snow Show Winter Art Education Project. [source] Web portal design guidelines as identified by children through the processes of design and evaluationPROCEEDINGS OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 1 2006Andrew Large The Web is an important source of information for school projects, but young users do not always find it easy to locate relevant material. A critical factor in success is the portal through which they search or browse web content. Traditionally web portals have been designed by adults with young users in mind, but there is very little evidence that the latter make use of them. In this paper design guidelines are elaborated for such portals that are based upon focus group and operational evaluations by elementary school students of two prototype web portals designed by two intergenerational teams, each comprising elementary school students and adult designers. The evaluations offer strong support for involving children throughout the design process for portals that both in presentation and functionality reflect the cognitive and affective needs of young users rather than adults. [source] | |||||||||||||