A school- and community-based outbreak of Mycobacterium tuberculosis in Northern Italy, 1992–3

1994 ◽  
Vol 113 (1) ◽  
pp. 83-93 ◽  
Author(s):  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Index Case ◽  
X Rays ◽  
School Students ◽  
Community Based ◽  
Large Outbreak ◽  
Independent Risk Factors ◽  
Lost To Follow Up

SUMMARYIn late 1992, three cases of smear-positive tuberculosis were diagnosed among secondary school students in Lodi, Italy. The three attended different schools but travelled on the same bus. Schoolmates, other bus riders, family members, and friends underwent tine testing and X-rays. Of the 3188 students tested, 277 (8·7 %) were reactors. Independent risk factors for tine reactivity among students included living in the same town (odds ratio [OR] = 4·8; 95% confidence intervals [CI] = 3·8–6·0); having classroom contact (OR = 4·4; 95% CI = 3·4–5·7); or riding the same bus (OR = 5·4; 95% CI = 4·3–6·7) as a smear-positive case. Twenty-four cases of pulmonary tuberculosis were identified. The index case was a student whose father had had cavitary tuberculosis. Despite being tine test positive in 1989, he was not given prophylaxis and was lost to follow-up. This large outbreak emphasizes the need for identification and prompt chemoprophylaxis of reactors, especially in vulnerable adolescent populations.

scholarly journals Binge drinking and academic performance, engagement, aspirations, and expectations: a longitudinal analysis among secondary school students in the COMPASS study

2017 ◽  
Vol 37 (11) ◽  
pp. 376-385 ◽  
Author(s):  
Karen A. Patte ◽  
Wei Qian ◽  
Scott T. Leatherdale
Keyword(s):  
Relative Risk ◽  
Secondary School ◽  
Binge Drinking ◽  
Postsecondary Education ◽  
Secondary School Students ◽  
Substance Use Prevention ◽  
School Students ◽  
Monthly Basis ◽  
Time Varying Covariates

Introduction The longitudinal relationship between binge drinking and academic engagement, performance, and future aspirations and expectations was examined among a cohort of secondary school students.. Methods In separate multinomial generalized estimating equations models, linked data from Year 1 (Y1: 2012-2013), Year 2 (Y2: 2013-2014), and Year 3 (Y3: 2014-2015) of the COMPASS study (N = 27 112) were used to test the relative likelihood of responses to seven academic indices when binge drinking was initiated in varying frequencies, adjusting for gender, grade, race/ethnicity, tobacco use, and the individual mean of the predictor and all time-varying covariates. Results Among students who had never engaged in binge drinking at baseline, those who reported regular binge drinking at follow-up were relatively less likely to complete their homework, attend class, and value and achieve high grades, with more frequent binge drinking at follow-up generally resulting in larger relative risk ratios. Interestingly, shifting from “never” to “rare/sporadic” binge drinking one to two years later resulted in an increased relative risk of wanting to pursue all levels of postsecondary education. Beginning binge drinking on a “monthly” basis also increased the likelihood of college/ trade or bachelor degree ambitions, relative to high school, but not graduate/professional pathways; while degree aspirations were not associated with initiating weekly binge drinking. Conclusion Results suggest students who initiate binge drinking have poor school performance and engagement, which may interfere with achieving their future academic goals. This study reinforces the reasons substance use prevention should be considered an academic priority, as such efforts may also prove beneficial for educational achievement.

Inconsistencies in Students' Reasoning About Probability

1993 ◽  
Vol 24 (5) ◽  
pp. 392-414
Author(s):  
Clifford Konold ◽  
Alexander Pollatsek ◽  
Arnold Well ◽  
Jill Lohmeier ◽  
Abigail Lipson
Keyword(s):  
Secondary School ◽  
Random Process ◽  
Conceptual Understanding ◽  
Secondary School Students ◽  
Multiple Choice ◽  
School Students ◽  
College Age ◽  
Prediction Scheme ◽  
Multiple Choice Items

Subjects were asked to select from among four possible sequences the “most likely” to result from flipping a coin five times. Contrary to the results of Kahneman and Tversky (1972), the majority of subjects (72%) correctly answered that the sequences are equally likely to occur. This result suggests, as does performance on similar NAEP items, that most secondary school and college-age students view successive outcomes of a random process as independent. However, in a follow-up question, subjects were also asked to select the “least likely” result. Only half the subjects who had answered correctly responded again that the sequences were equally likely; the others selected one of the sequences as least likely. This result was replicated in a second study in which 20 subjects were interviewed as they solved the same problems. One account of these logically inconsistent responses is that subjects reason about the two questions from different perspectives. When asked to select the most likely outcome, some believe they are being asked to predict what actually will happen, and give the answer “equally likely” to indicate that all of the sequences are possible. This reasoning has been described by Konold (1989) as an “outcome approach” to uncertainty. This prediction scheme does not fit questions worded in terms of the least likely result, and thus some subjects select an incompatible answer based on “representativeness” (Kahneman & Tversky, 1972). These results suggest that the percentage of secondary school students who understand the concept of independence is much lower than the latest NAEP results would lead us to believe and, more generally, point to the difficulty of assessing conceptual understanding with multiple-choice items.

scholarly journals Upper secondary school students’ perceptions of and experiences with feedback in English writing instruction

2020 ◽  
Vol 14 (3) ◽  
Author(s):  
Drita Saliu-Abdulahi ◽  
Glenn Ole Hellekjær
Keyword(s):  
Secondary School ◽  
Formative Assessment ◽  
Writing Instruction ◽  
Secondary School Students ◽  
Upper Secondary School ◽  
School Students ◽  
English Writing ◽  
Upper Secondary ◽  
English Writing Instruction

Abstract This paper presents a survey of student perceptions of feedback in English writing in a context where formative assessment is mandatory. The study comprises 329 first year upper secondary school students from seven schools in eastern Norway, and uses a survey to examine their perceptions of and experiences with feedback in EFL writing instruction. Overall, the findings reveal that students receive varied feedback, on language as well as global errors, but primarily to finished and graded texts. There is little use of feedback between drafts, or of oral conferencing and peer-feedback. While many students do not follow up feedback at all, those who do tend to focus on language error correction and less on global errors. However, student follow up in general, and of global errors in particular, increases markedly with unfinished and ungraded texts, possibly because of available time and teacher support during the revision process. This indicates that feedback utilization can be improved by setting aside classroom time to work with texts between drafts during which students can receive teacher support, and by making this an integrated part of English writing instruction. Key words: L 2 writing instruction, feedback/formative feedback, formative assessment, multiple-sourced feedback.   Elevers oppfatninger om og erfaringer med tilbakemeldinger de får i skriveundervisningen i engelskfaget i den vidergående skole Sammendrag Denne artikkelen presenterer en kvantitativ studie av tilbakemeldinger i engelsk skriveundervisning i en kontekst hvor formativ vurdering er læreplanfestet. Den undersøker hvordan 329 norske VG1-studenter fra syv videregående skoler i øst Norge opplever og følger opp tilbakemeldingene de får som del av engelskfagets skriveundervisning. Funnene viser at studentene får variert feedback, med god balanse mellom kommentarene på språkfeil som på mer generelle feil med teksten, men at tilbakemeldingene først og fremst gis til ferdige tekster med karakter. Det er lite bruk av feedback til uferdige, ikke karaktervurderte tekster, av muntlig veiledning og av feedback fra andre studenter. Mens mange studenter ikke følger opp feedback overhodet, øker oppfølgingen, av språkfeil og i enda større grad av såkalte «globale» feil, markant de relativt sjeldne gangene de får til å arbeide med uferdige, ikke karaktervurderte tekster. Dette tyder på at utnyttelsen av feedback kan bedres ved at elevene får arbeide med uferdige tekster og med lærerstøtte mens de reviderer, og dette gjøres til en integrert del av engelskundervisningen. Nøkkelord: L2 skriving, skriveundervisning tilbakemeldinger, formativ vurdering, vurdering for læring, ulike tilbakemeldingsmodaliteter

scholarly journals Effect of the Constructivist Method on Junior Secondary School Students’ Achievement in Poetry: Implications for School Counseling in Nigeria

2020 ◽  
Vol 12 (5) ◽  
pp. 80 ◽  
Author(s):  
Felix Okechukwu Ugwuozor ◽  
Moses Onyemaechi Ede ◽  
Godwin C. Abiogu ◽  
Justus Chidi Ugwu ◽  
Damian C. Ncheke ◽  
...  
Keyword(s):  
Secondary School ◽  
School Counseling ◽  
Repeated Measures ◽  
Secondary School Students ◽  
Teaching Method ◽  
Control Group ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary

This study examined the effect of the constructivist method on junior secondary school students’ achievement in poetry in Nigeria. Sixty junior secondary class-two students participated in the study. The instrument used was a questionnaire developed by the researchers. The experiment consisted of 12 weeks of full intervention and 6 weeks of follow-up meetings. The study used repeated-measures ANOVA to see the achievement level in poetry of each participant across control and treatment groups post intervention. Results show a significant effect for the constructivist method on achievement in poetry among students in the treatment group compared to the control group. They also show that the effect of the constructivist method on students’ achievement in poetry is not determined by gender. The implications for research and practice are discussed in accordance with these outcomes. The researchers conclude by emphasizing the importance of a follow-up study in the Nigerian context that would make the teaching method more robust through the use of the constructivist method for high academic achievement and improved school counseling.

Dimensions of Summer Science Training Programs as Reflected by their Participants

1966 ◽  
Vol 18 (1) ◽  
pp. 67-73
Author(s):  
C. J. Bartlett ◽  
Harold A. Edgerton
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Training Program ◽  
Secondary School Students ◽  
Training Programs ◽  
School Students ◽  
Follow Up Study ◽  
National Science ◽  
Science Training

As par: of a 1963 follow-up study of participants in the National Science Foundation's 1960 Summer Science Training Program for secondary school students, characteristics of the program, as reflected by the questionnaire responses of the participants, were subjected to factor analysis. Responses to 57 items from the questionnaire were judged relevant to the study and were organized to reflect the post SSTP experience and career development of participants in 134 programs. Twelve factors emerged from the analysis.

scholarly journals EVALUATING THE EFFECT OF INTERVENTIONS ON BREAST SELF-EXAMINATION KNOWLEDGE AND PRACTICE AMONG ADOLESCENT FEMALE SECONDARY SCHOOL STUDENTS IN DELTA STATE, NIGERIA

2021 ◽  
Vol 9 (1) ◽  
pp. 517-523
Author(s):  
Amosu AM ◽  
Akpo MO ◽  
Akinboye DO
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Adolescent Females ◽  
Control Group ◽  
School Students ◽  
Breast Self Examination ◽  
Significant Difference ◽  
Knowledge And Practice ◽  
Self Examination

Background: Adolescent females have reduced ability to self-detect breast abnormalities early. Improving their knowledge and practice of breast self-examination (BSE) will reverse this trend. Objective: This study evaluated the effect of two interventions on BSE knowledge and practice among in-school adolescent females in Delta State, Nigeria. Methods: A quasi-experimental research was conducted among ninety female secondary school students selected using a multistage sampling technique from three public secondary schools in the state. There were three groups: two experimental groups and a control. Experimental groups had BSE educational pamphlet alone (BPAM), and a combination of BSE pamphlet and BSE training (BPAME). The control group had a cervical cancer educational pamphlet. Participants were followed-up for eight weeks after the study implementation. Data analysis was done using SPSS version 23.0. Results: Mean age of respondents was 15.64 ± 1.33years. There was a significant difference in the respondents' level of BSE knowledge between baseline and 8 weeks follow-up (BPAM=5.20±2.28 to 21.56±1.85, t =29.44, 29 p<.05; BPAME=7.03±1.13 to 21.73±1.26, t =31.77, p<.05), and a significant difference in the level of BSE practice 29 between baseline and 8 weeks follow-up (BPAM 0.33±1.21 to 4.90± 1.56, t =13.25, p<.05; BPAME= 32.76±4.66 29 to 63.83±2.80, t =18.99, p<.05). Both interventions had same impact on BSE knowledge (Effect size ES=0.97, 29 p=0.000) but BPAME had a higher impact on BSE practice [(BPAM: ES=0.87, p=0.000) and (BPAME: ES=0.92, p=0.000)]. Conclusion: Both interventions had significant influence on the respondents' knowledge and practice of BSE but combined BSE pamphlet and training had more impact on BSE practice.

scholarly journals Students’ Voice Toward Good English Teachers' Characteristics at Secondary Schools in Indonesia

2016 ◽  
Vol 3 (1) ◽  
pp. 78
Author(s):  
Sukardi Weda
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
English Teachers ◽  
School Students ◽  
Voice Teachers ◽  
Clear Explanation ◽  
Strongly Agree ◽  
Lesson Objective ◽  
Descriptive Method

This research aims at finding out the secondary school students’ voices towards good English teachers’ characteristics and the most dominant good teachers’ characteristics preferred by the students. This research employed descriptive method supported by descriptive statistics. There were thirty-two students participated in this research who were in the second year in 2012. The instrument used in this research was the checklist in which the students were asked to choose the descriptions which consisted of three choices; disagree, agree, and disagree. The research reports illustrate that students' voices toward good English teachers' characteristics in English as a Foreign Language (EFL) at a secondary school in Indonesia are ranging from explaining lesson objective clearly to provide jokes while teaching. The most dominant good teachers' characteristics preferred by the secondary school students were "gives clear explanation" in which there were 56.25% students gave "strongly agree" answer. There were also "56.25% students gave "strongly agree" answer to "the teacher should provide jokes or funny stories in the classroom setting." There were 65.62% students gave "agree" answer to "the teacher should use a variety of materials." There were 65.62% students gave "agree" answer to "the teacher should be relaxed and he should create a pleasant atmosphere." Well prepared is also important in the classroom, where there were 62.5% students gave "agree" answer to this statement. There were 43.75% students gave "disagree" answer to “gives follow up/feedback.” Even though, the “disagree” choice to this statement is highest than other choices in the “disagree” choice but the “agree” and “strongly agree” choice have higher score, because the accumulation of the total score is 56.25%. This means that the teachers need to give feedback to students’ works in the classroom. Keywords: students’ voice, teachers’ good characteristics, EFL, secondary school

Evaluation of programs for adolescents with greater psychosocial needs: community-based Project P.A.T.H.S. in Hong Kong

2017 ◽  
Vol 29 (1) ◽  
pp. 23-31 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Moon Y.M. Law
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Secondary School Students ◽  
Program Effectiveness ◽  
Tier 2 ◽  
Perceived Effectiveness ◽  
Psychosocial Needs ◽  
School Students ◽  
Community Based ◽  
Chinese Secondary School Students

Abstract This study examined the perceptions of the Tier 2 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social programmes) among Chinese secondary school students displaying greater psychosocial needs. Results showed that participants held positive views of program qualities, implementer qualities, as well as the perceived effectiveness of the program. Significant grade differences in terms of various indicators of satisfaction related to program qualities, implementer qualities, and program effectiveness were found. Correlation analyses showed that there were significant inter-relationships amongst program qualities, implementer qualities and program effectiveness. In line with the predictions, both program qualities and implementer qualities were significant predictors of perceived program effectiveness. The present study provides support for the perceived effectiveness of the Tier 2 Program of the Project P.A.T.H.S. in the community-based project context.

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