Measuring Science Skills Development in New Zealand High School Students After Participation in Citizen Science Using a DEVISE Evaluation Scale

2021 ◽  
Author(s):  
Robert Lewis ◽  
Sally Carson
Keyword(s):  
High School ◽  
High School Students ◽  
New Zealand ◽  
Citizen Science ◽  
Skills Development ◽  
School Students

Virtual Structures and Collaborative Processes to Enhance Teaching and Learning Across Dispersed Sites

2010 ◽  
pp. 1-13
Author(s):  
Ken Stevens
Keyword(s):  
High School ◽  
High School Students ◽  
New Zealand ◽  
Rural Communities ◽  
Rural Schools ◽  
Teaching And Learning ◽  
School Students ◽  
Audio Technology ◽  
Internet Education ◽  
Educational Structures

This case outlines the development of a pre-internet education initiative in New Zealand that linked eight rural schools, each with declining enrollments, to collaborate through audio technology in sharing specialist high school teachers. The collaborative structure that was formed enabled senior high school students in the intranet to access courses not available on-site, thereby expanding their range of curriculum options. Replication of the New Zealand model in rural Atlantic Canada, enhanced by the Internet, enabled senior students in an intranet to access four Advanced Placement (AP) science subjects, each taught from a participating site. Within the New Zealand and Canadian intranets collaborative teaching and learning has developed. The creation of virtual educational structures that support and enhance traditional classes has expanded the capacity of participating rural schools and reduced the significance of their physical locations. The New Zealand and Canadian initiatives highlight the possibilities of inter-school collaboration to sustain education in small rural communities.

scholarly journals Knowledge of and attitudes towards resuscitation in New Zealand high-school students

2006 ◽  
Vol 23 (12) ◽  
pp. 899-902 ◽  
Author(s):  
M M Parnell ◽  
J Pearson ◽  
D C Galletly ◽  
P D Larsen
Keyword(s):  
High School ◽  
High School Students ◽  
New Zealand ◽  
School Students

scholarly journals A development of motor skills in mental disability interfere?Zihinsel engel motor becerilerin gelişimine de engel mi?

2016 ◽  
Vol 13 (1) ◽  
pp. 1997
Author(s):  
Nurgül Özdemir ◽  
Ali Güreş ◽  
Şaheser Güneş
Keyword(s):  
High School ◽  
High School Students ◽  
Motor Skills ◽  
Research Training ◽  
Mental Disability ◽  
Skills Development ◽  
Rank Test ◽  
School Students ◽  
Post Test ◽  
Shuttle Run

This study aimed to determine the effects of mental disability on the development of motor skills. Research has been performed with the trial.Ataturk Work Education Center and Imam-Preacher School students were collected. 20 business education high school student with the research, with trained intelligence levels of the same age group of 20 high school students without disabilities as for the development of motor skills in 3 days 2 hours training per week for 12 weeks in both groups was built pre-test post-test results were compared. Pretest and posttest measurements, the subjects height, age, flexibility, jump, 50 m.speed, standing long jump, shuttle run were compared by measuring such variables.Groups and within them, as well as evaluating the results pre-test-posttest measurements were compared with each other. SPSS statistical package program was used for statistical analysis of research data 17.00. Analysis of data, arithmetic mean descriptive statistics, Two Way Anova For Mixed Measures Test and Wilcoxon Signed Rank Test For Paired Samples statistical techniques were used. Characteristics of the physical development of the research training of 12 weeks in both groups were similar, but with differing levels of intelligence in the weight ratios of subjects (p =.01), shuttle run (p =.04) and the longest standing jump (p =.04) were significantly skills development. In addition, pre-test and post-test scores of the non-disabled subjects' height (p =.00), jumping (p =.00), speed (p =.00), flexibility (p =.02), skills development was also significant. ÖzetBu çalışmada zeka engelinin motor becerilerin gelişimi üzerine etkilerinin belirlenmesi amaçlanmıştır.Araştırma deneme modelinde yapılmıştır. Araştırma verilerin Aydın Merkez Atatürk İş Eğitim Okulu ile Aydın Merkez İmam- Hatip Lisesi öğrencilerinde toplanmıştır. Araştırmada eğitilebilir zeka düzeyine sahip 20 iş eğitim okulu öğrencisi ile aynı yaş grubunda engelli olmayan 20 lise öğrencisine motor becerilerin gelişimine yönelik olarak 12 hafta boyunca haftada 3 gün 2 saat antrenman yaptırılmış her iki grubun ön test son test sonuçları karşılaştırılmıştır. Öntest ve sontest ölçümlerinde deneklerin boy, yaş, esneklik, sıçrama, 50 m.sürat, durarak uzun atlama, mekik koşusu gibi değişkenlerinin ölçümleri alınarak karşılaştırmayapılmıştır.Sonuçların değerlendirilmesinde gruplar hem kendi içlerindeki hem de birbiri ile ön-test- sontest ölçümleri bakımından karşılaştırılmıştır. Araştırma verilerinin istatistiksel analizinde SPSS 17.00 İstatistik Paket Programı kullanılmıştır.Verilerinanalizinde aritmetik ortalama, Karışık Ölçüler İçin İki Faktörlü Anova Testi, Wilcoxon İşaretli Sıralar Testi istatistik teknikleri kullanılmıştır. Araştırma sonucunda 12 hafta uygulanan antrenmanların etkisiyle fiziksel gelişim özellikleri benzer fakat zeka düzeyleri farklı iki grupta yer alan deneklerin kilo oranlarında (p=.01), mekik koşusu (p=.04) ve durarak uzunu atlama (p=.04) becerilerinde anlamlı düzeyde gelişme gözlenmiştir. Ayrıca engelli olmayan deneklerin öntest ve sontest puanlarının boy (p=.00), sıçrama (p=.00), sürat (p=.00), esneklik (p=.02) becerilerinde de anlamlı düzeyde gelişme görülmüştür.

scholarly journals Development of the Inventory of Supporting for Socio-Emotional Skills, evidence of internal structure controlling for acquiescence

2020 ◽  
Vol 37 ◽  
Author(s):  
Felipe Valentini ◽  
Leonardo de Barros Mose ◽  
Isabella de Sousa Ramos ◽  
Nathalia Martins da Conceição
Keyword(s):  
High School ◽  
High School Students ◽  
Internal Structure ◽  
Emotional Development ◽  
Skills Development ◽  
Validity Evidence ◽  
School Students ◽  
Emotional Skills ◽  
Final Structure ◽  
Random Intercept

Abstract This study aims to develop the Inventory of Supporting for Socio-Emotional Skills, which is an instrument for assessing the support for socio-emotional development provided by teachers, rated by students. It also aims to gather validity evidence of the internal structure of Inventory of Supporting for Socio-Emotional Skills and to control acquiescence. We elaborated the items, which content were evaluated by six experts. For the internal structure, a sample composed of elementary and high-school students (N = 443) was used to answer the instrument. The instrument presented good psychometric parameters after controlling for acquiescence using the Random Intercept Model. The final structure was set as unidimensional. We suggest controlling acquiescence to avoid biased scores. In addition, we make an inventory available that can be helpful for socio-emotional skills development.

scholarly journals Comparison of YouthCHAT, an Electronic Composite Psychosocial Screener, With a Clinician Interview Assessment for Young People: Randomized Controlled Trial (Preprint)

2019 ◽  
Author(s):  
Hiran Thabrew ◽  
Simona D'Silva ◽  
Margot Darragh ◽  
Mary Goldfinch ◽  
Jake Meads ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
New Zealand ◽  
Young People ◽  
Psychosocial Problems ◽  
Anxiety And Depression ◽  
School Students ◽  
Detection Rates ◽  
Face To Face ◽  
School Based

BACKGROUND Psychosocial problems such as depression, anxiety, and substance abuse are common and burdensome in young people. In New Zealand, screening for such problems is undertaken routinely only with year 9 students in low-decile schools and opportunistically in pediatric settings using a nonvalidated and time-consuming clinician-administered Home, Education, Eating, Activities, Drugs and Alcohol, Sexuality, Suicide and Depression, Safety (HEEADSSS) interview. The Youth version, Case-finding and Help Assessment Tool (YouthCHAT) is a relatively new, locally developed, electronic tablet–based composite screener for identifying similar psychosocial issues to HEEADSSS OBJECTIVE This study aimed to compare the performance and acceptability of YouthCHAT with face-to-face HEEADSSS assessment among 13-year-old high school students. METHODS A counterbalanced randomized trial of YouthCHAT screening either before or after face-to-face HEEADSSS assessment was undertaken with 129 13-year-old New Zealand high school students of predominantly Māori and Pacific Island ethnicity. Main outcome measures were comparability of YouthCHAT and HEEADSSS completion times, detection rates, and acceptability to students and school nurses. RESULTS YouthCHAT screening was more than twice as fast as HEEADSSS assessment (mean 8.57 min vs mean 17.22 min; mean difference 8 min 25 seconds [range 6 min 20 seconds to 11 min 10 seconds]; <italic>P</italic>&lt;.01) and detected more issues overall on comparable domains. For substance misuse and problems at home, both instruments were roughly comparable. YouthCHAT detected significantly more problems with eating or body image perception (70/110, 63.6% vs 25/110, 22.7%; <italic>P</italic>&lt;.01), sexual health (24/110, 21.8% vs 10/110, 9.1%; <italic>P</italic>=.01), safety (65/110, 59.1% vs 17/110, 15.5%; <italic>P</italic>&lt;.01), and physical inactivity (43/110, 39.1% vs 21/110, 19.1%; <italic>P</italic>&lt;.01). HEEADSSS had a greater rate of detection for a broader set of mental health issues (30/110, 27%) than YouthCHAT (11/110, 10%; <italic>P</italic>=.001), which only assessed clinically relevant anxiety and depression. Assessment order made no significant difference to the duration of assessment or to the rates of YouthCHAT-detected positive screens for anxiety and depression. There were no significant differences in student acceptability survey results between the two assessments. Nurses identified that students found YouthCHAT easy to answer and that it helped students answer face-to-face questions, especially those of a sensitive nature. Difficulties encountered with YouthCHAT included occasional Wi-Fi connectivity and student literacy issues. CONCLUSIONS This study provides preliminary evidence regarding the shorter administration time, detection rates, and acceptability of YouthCHAT as a school-based psychosocial screener for young people. Although further research is needed to confirm its effectiveness in other age and ethnic groups, YouthCHAT shows promise for aiding earlier identification and treatment of common psychosocial problems in young people, including possible use as part of an annual, school-based, holistic health check. CLINICALTRIAL Australian New Zealand Clinical Trials Network Registry (ACTRN) ACTRN12616001243404p; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=371422.

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