What Do We Know About Student Transition?

2017 ◽  
Author(s):  
Ron Avi Astor ◽  
Linda Jacobson ◽  
Stephanie L. Wrabel ◽  
Rami Benbenishty ◽  
Diana Pineda
Keyword(s):  
School Change ◽  
Structural Changes ◽  
Disciplinary Action ◽  
Magnet Program ◽  
New School ◽  
Student Transition ◽  
Low Performing Schools ◽  
12Th Grade ◽  
The Many ◽  
Changing Schools

Understanding how changing schools affects children can help educators in their efforts to create welcoming and supportive school environments. It is also important to be aware of the different types of transitions a student may experience between prekindergarten and high school. While the purpose of this book is to highlight the different ways educators can support children and families changing schools, it’s still important to look at the many reasons why they are changing. School moves are commonly classified as one of two types: structural or nonstructural. Structural changes occur when students are required to switch schools because of the distinct features of or changes within the education system. The most common example of a structural change is promotional, such as when a child finishes 5th grade and goes to a new school for 6th grade. These promotional moves are typically viewed as transitions rather than school moves. The development of new schools to address overcrowding, the rezoning of school boundaries, or the closing of low- performing schools are other examples of structural changes. While students and parents might not always feel positive about a structural move, a student tends to move with peers when these changes happen and thus is not considered a “new student.” Nonstructural mobility, on the other hand, is any school change that is not created by the features of the school system and can be the result of a multitude of life circumstances. These can include a parent’s new job, a divorce, a change in custody or foster family for a child, the result of a disciplinary action at a school, or a conflict with a teacher or another student. Students may also switch schools because they— or their parents— are seeking a specific type of academic program, such as a magnet program or a charter school. According to Dr. Russell Rumberger at the University of California Santa Barbara, 60% of students nationally make unscheduled school changes at some point between kindergarten and 12th grade. A smaller proportion of students experience many more of these changes. The scientific literature shows that both promotional and nonpromotional changes may create challenges.

scholarly journals Entangling Lattice-Trapped Bosons with a Free Impurity: Impact on Stationary and Dynamical Properties

Entropy ◽  
2021 ◽  
Vol 23 (3) ◽  
pp. 290
Author(s):  
Maxim Pyzh ◽  
Kevin Keiler ◽  
Simeon I. Mistakidis ◽  
Peter Schmelcher
Keyword(s):  
Structural Changes ◽  
Many Body ◽  
Wide Range ◽  
Entropy Measures ◽  
Particle Level ◽  
The Many ◽  
The One ◽  
Tunneling Dynamics ◽  
The Individual ◽  
Trapped Bosons

We address the interplay of few lattice trapped bosons interacting with an impurity atom in a box potential. For the ground state, a classification is performed based on the fidelity allowing to quantify the susceptibility of the composite system to structural changes due to the intercomponent coupling. We analyze the overall response at the many-body level and contrast it to the single-particle level. By inspecting different entropy measures we capture the degree of entanglement and intraspecies correlations for a wide range of intra- and intercomponent interactions and lattice depths. We also spatially resolve the imprint of the entanglement on the one- and two-body density distributions showcasing that it accelerates the phase separation process or acts against spatial localization for repulsive and attractive intercomponent interactions, respectively. The many-body effects on the tunneling dynamics of the individual components, resulting from their counterflow, are also discussed. The tunneling period of the impurity is very sensitive to the value of the impurity-medium coupling due to its effective dressing by the few-body medium. Our work provides implications for engineering localized structures in correlated impurity settings using species selective optical potentials.

Elemental Interfaces and Displacive Phase Transformations

2008 ◽  
Vol 59 ◽  
pp. 63-68
Author(s):  
Václav Paidar
Keyword(s):  
Phase Transformations ◽  
Structural Changes ◽  
Atomic Plane ◽  
Many Body ◽  
Single Plane ◽  
Atomistic Models ◽  
Shear Type ◽  
Hcp Structure ◽  
The Many

Two basic processes, namely shear and shuffling of atomic planes can be considered as elementary mechanisms of displacive phase transformations. The atomistic models suitable to investigate the role of interfaces in the structural changes are tested. The many-body potentials are used for the description of interatomic forces. General displacements of atomic planes are examined, i.e. γ-surface type calculations extensively used for stacking fault and lattice dislocation analysis are applied to single plane shuffling and alternate shuffling of every other atomic plane producing in combination with homogeneous deformation the hcp structure. Similar approach considering shear type planar displacements leads to the Zener path between the bcc and fcc lattices. The effect of additional deformation required to obtain the close-packed atomic arrangements is analysed.

The toll of disruptions

2017 ◽  
Author(s):  
Peggy D. Bennett
Keyword(s):  
Disciplinary Action ◽  
Peace Of Mind ◽  
Daily Experiences ◽  
Discipline Problem ◽  
Look Back ◽  
Fast Pace ◽  
Low Levels ◽  
The Many ◽  
A Minor ◽  
The Impact

“This job is driving me crazy . . . literally!” Spoken by a frenzied educator, these words testify to the many disruptions that hap­pen in schools. The fast pace of our myriad daily experiences can cause our thoughts to disconnect, our minds to overload, our brains to feel like they are on the verge of explosion. We remember the time a fight broke out in class and we had to stop it. We remember the time the principal punished our stu­dent (without our knowledge) for a minor infraction. We remem­ber the time a child vomited on our new shoes and we had to wear them the remainder of the day. These are the standout episodes. The disruptions are certainly memorable, and they can make for good- natured storytelling. According to Jones, however, the toll of these big moments of disruption pales in comparison to the smaller ones. Both com­mon and constant, small disruptions erode our patience and rob our peace of mind. Like the constant drip of a faucet or hum of a motor, it is the underlying persistence of sound and motion that can zap our energy and compromise our endurance. Are we aware of or immune to the low levels of noise and disarray in our classes? Are our students? While perhaps not warranting punishment or disciplinary action, small disruptions may be subliminal, but they are powerful. For the vitality of our students and ourselves, noting the impact of small interruptions may be worth a look, a listen, and a resolution. The most persistent misconception about discipline is that the most important problems in discipline management are the biggest problems, the crises. Certainly they are the most memorable. When teachers look back over the year, they will certainly remember the time the fight broke out or the time a student told them to do an unnatural act . . . . The most important and costly type of discipline problem in any classroom is the small disruption . . . . Ironically, therefore, the most important discipline problem in the classroom is the small disruption, not the crisis. It is the small disruption by its very frequency that destroys the teacher’s patience by degrees and destroys learning by the minute.

Mobility in Student Data Systems

2017 ◽  
Author(s):  
Ron Avi Astor ◽  
Linda Jacobson ◽  
Stephanie L. Wrabel ◽  
Rami Benbenishty ◽  
Diana Pineda
Keyword(s):  
Current Data ◽  
Data Systems ◽  
Homeless Students ◽  
New School ◽  
Student Data ◽  
Mobile Students ◽  
Definition Of ◽  
Additional Support ◽  
Changing Schools

For schools to be more proactive about addressing the needs of transitioning students and families, it’s important that district officials have a good sense of how often students are changing schools, who these students are, where they’re coming from, and where they’re going. Currently, there is wide variation in how states handle mobility in their student data systems. While some states have a specific definition of mobility, there are also differences in those definitions. By law, states track migrant and homeless students, but not all flag other groups of students that are likely to be mobile, such as military-connected students or those in foster care. Another complication is that when students move, schools do not mark the reason for the transition. Without knowing the reason for the change, all mobile students are lumped into one category— movers. But, as the previous chapter showed, the circumstances surrounding a move can affect students in different ways and have implications for how schools respond. If a move is proactive, for example, the family and the child may feel less stress and the student might feel more positive about the experience. If the change into a new school is reactive—caused perhaps by a difficult financial situation or leaving a negative situation at another school— the student and parents might feel more anxiety about the new school and need additional support and friendship during that time. Current data systems and the information they provide make it very difficult for researchers to separate the effect of the school move from the effect of the circumstances surrounding the move. These are important distinctions for educators to consider. Data systems do allow for researchers and practitioners to understand if a student moved during the summer or during the academic year. The timing of moves may be suggestive of the type of move a student is making; proactive moves may be more likely to occur in the summer months when learning will not be disrupted. Mid-year moves may have a proactive element, such as families moving for a better job, but they may also be reactive in nature, such as a loss of housing.

scholarly journals Comprehensive model for X-ray-induced damage in protein crystallography

2019 ◽  
Vol 26 (4) ◽  
pp. 945-957 ◽  
Author(s):  
David M. Close ◽  
William A. Bernhard
Keyword(s):  
Structural Changes ◽  
Theoretical Calculations ◽  
Comprehensive Model ◽  
Additional Insight ◽  
Radiation Physics ◽  
X Ray ◽  
Fundamental Understanding ◽  
Radiation Induced ◽  
The Many ◽  
Significant Effort

Acquisition of X-ray crystallographic data is always accompanied by structural degradation owing to the absorption of energy. The application of high-fluency X-ray sources to large biomolecules has increased the importance of finding ways to curtail the onset of X-ray-induced damage. A significant effort has been under way with the aim of identifying strategies for protecting protein structure. A comprehensive model is presented that has the potential to explain, both qualitatively and quantitatively, the structural changes induced in crystalline protein at ∼100 K. The first step is to consider the qualitative question: what are the radiation-induced intermediates and expected end products? The aim of this paper is to assist in optimizing these strategies through a fundamental understanding of radiation physics and chemistry, with additional insight provided by theoretical calculations performed on the many schemes presented.

scholarly journals CAREER MYTHS FROM STUDENTS AND EDUCATORS PERSPECTIVE

2021 ◽  
Vol 4 ◽  
pp. 190-200
Author(s):  
Agita Šmitiņa
Keyword(s):  
Structural Changes ◽  
Career Guidance ◽  
Technological Development ◽  
Working Environment ◽  
Guidance System ◽  
Career Support ◽  
Economic Changes ◽  
12Th Grade ◽  
Social Fund ◽  
Educational Staff

Drastic and structural changes in the labour market and organizational environment related to the Covid-19 pandemic, rapid technological development, general globalization trends, demographic deterioration and other economic changes signal the need to find new approaches to the classical career management paradigm. Several studies on occupational segregation show that various stereotypes and misconceptions affecting the choice of occupations for young people are still relevant, but changes in the working environment also determine changes in this context. The European Social Fund project “Career Support in General and Vocational Education Institutions” has made huge contributions to the improvement of the career guidance system in Latvia since 2016, developing and approbating career development support action plans, along with informative and methodological materials, as well as educating career counsellors and support specialists, thereby updating their approaches to career guidance and management. This study analysed the views of students and educational staff about current beliefs and stereotypes about career choices and management. Data from the 96 specialists and managers surveyed from different educational institutions reveal that educators have a strong belief in the importance of career stability. A majority believe that career choice is not always a guided process, although most support the involvement of career professionals. The importance of prestigious education and hard work, as well as success in one’s career, is emphasized. The 10th through 12th grade students were surveyed in 2019–2020 in Daugavpils, Dobele, Ogre and Riga general educational schools. In the opinions of these pupils, there is evidence of various stereotypes regarding the choice of profession, as well as the correspondence of career beliefs and convictions within the dynamics of modern working life. 

scholarly journals ‘It’s not because we don’t believe in it...’: Headteachers’ perceptions of implementing physically active lessons in school

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Ingrid Skage ◽  
Sindre M. Dyrstad
Keyword(s):  
School Change ◽  
Teaching Method ◽  
Phenomenological Approach ◽  
Physically Active ◽  
Factors Affecting ◽  
Telephone Interviews ◽  
School Based ◽  
Academic Time ◽  
The Many ◽  
The City

Abstract Introduction Implementation of school-based physical activity (PA) programmes has proven to be difficult, particularly due to schools’ focus on academic performance and lack of organisational support for PA interventions. However, physically active lessons (PA integrated into academic lessons) holds promise as a teaching method that increases children’s PA levels without reducing academic time. Headteachers play a significant role in facilitating change in school, but little is known about headteachers’ attitudes towards physically active lessons and their benefits. The purpose of this study was to explore headteachers’ perceptions of physically active lessons, and identify factors affecting headteachers’ acceptance or rejection of physically active lessons implementation. Method A total of 29 semi-structured telephone interviews were conducted with headteachers in primary and secondary schools in the city of Stavanger, Norway. Adopting a phenomenological approach, qualitative data were analysed using inductive content analysis. Results Although most of the headteachers believed that physically active lessons could contribute positively to pupils’ health and learning, only four of 29 schools decided to proceed with implementation. Physically active lessons were more likely to be adopted when the intervention addressed a clearly defined priority area at the school. Change overload and lack of in-depth knowledge of physically active lessons’ function and intent appeared to be the most important factors for choosing not to implement physically active lessons. Conclusion One of the major challenges for headteachers was deciding which of the many proposed changes the school should prioritise. If physically active lessons was to be prioritised by headteachers it is very important to communicate thoroughly to the headteachers what the schools can achieve by implementing physically active lessons and how the innovation aligns with school policies and goals. Given the flexibility inherent in physically active lessons and the schools’ differing needs and priorities, it was important to emphasise to headteachers that physically active lessons could be adapted to different local school contexts.

scholarly journals “Developmentalist Brazil” (1945-1964) as a concept: historicizing and (re)periodizing development in Brazil

2020 ◽  
Vol 40 (2) ◽  
pp. 332-354
Author(s):  
ALEXANDRE DE FREITAS BARBOSA
Keyword(s):  
World Economy ◽  
Structural Changes ◽  
Research Programme ◽  
The Other ◽  
Development Pattern ◽  
New Development ◽  
Capitalist World Economy ◽  
Capitalist World ◽  
The Many ◽  
The One

ABSTRACT The paper presents an alternative periodization of the debate and practice of development in Brazil. It starts with a brief depiction of Rômulo Almeida’s trajectory. It states that during the second Vargas government, a group of bureaucrats - coined as “State organic intellectuals” - occupy a new social position. As the process of economic development unfolds, new contradictions arise, so as other social positions. In the second part, new categories are constructed in order to describe the different conceptions of development during the period 1945-1964. Then, after presenting the many uses of the concept of “developmentalism” over history, the paper delves into the concept of “Developmentalist Brazil” in order to get into the inner dynamic of the period. The purpose is to integrate ideas and social positions, on the one hand, and structural processes, on the other, by addressing the conflicts over development strategies. The “Post-Developmentalist” period (1964-1980) is characterized as a rupture in its attempt to put in place a new development pattern to solve the rising contradictions faced during the “Developmentalist Brazil” period (1945-1964). At the end, we put forth a research programme that could possibly lead to the understanding of Brazil’s structural changes in the context of the post-1980 new capitalist world-economy.

scholarly journals The Marketingisation of Higher Education

2020 ◽  
pp. 221-233
Author(s):  
Paul Gibbs
Keyword(s):  
Higher Education ◽  
Structural Changes ◽  
Skill Sets ◽  
League Tables ◽  
Return On Capital ◽  
It Support ◽  
The Many ◽  
World Class Universities ◽  
The University ◽  
Teaching In Higher Education

AbstractThis chapter does not stress the marketisation of higher education rather focuses upon the way in which this is done; the marketingisation of higher education. I do not deny that widening access to skills that can fuel growth is a logical extension of a consumerist ideology. What follows acknowledges these structural changes and then focuses on how marketing is a consequence and reinforce of such structural change. Indeed there is a substantial literature which addresses it (e.g. Molesworth et al. Having, being and higher education: The marketization of the university and the transformation of the student into consumer. Teaching in Higher Education, 14(3), 277–287, 2009; Brown R, Carasso H, Everything for sale? The marketisation of UK higher education. Routledge, London, 2013). Nor does it support that marketingation has brought no or only limited contributions to higher education. The expansion of the privileges of higher education to the many from the few, the greater governance and transparency of the process and practices of higher education institutions in their compact with society and a clearer ways to evaluate these activities have, to varying degrees, enhanced higher education. These interventions have opened the market for world class universities (WCUs) allowing them global as well as local reach. Yet it is strange that these improvements are consequences of market interventions by Governments, by publishers in terms of league tables, and by employers in terms of preferred (mythical?) skill sets and not for educative purposes. The emergent practices encouraged by these interventions increase the influence of marketing and facilitate a metamorphosis of institutions from educational entities to market responsive service providers whose intent focuses on impact and enhanced return on capital. This leads WCUs into the endless and Sisyphusan striving, often devoid of any ultimate worthy end but ends which are an inevitable consequence of managing rapidly increasing competition and shifting demands effectively rather than educative priorities. The chapter describes and discusses the consequences.

scholarly journals Mechanisms of transcriptional regulation of ecdysone response

2019 ◽  
Vol 23 (2) ◽  
pp. 212-218 ◽  
Author(s):  
M. Yu. Mazina ◽  
N. E. Vorobyeva
Keyword(s):  
Salivary Glands ◽  
Structural Changes ◽  
Gene Activation ◽  
Regulatory Elements ◽  
Cell Type Specificity ◽  
Excellent Description ◽  
The Many ◽  
General Aspects ◽  
Available Information

The mechanisms of ecdysone-dependent expression have been studied for many decades. Initially, the activation of individual genes under the influence of ecdysone was studied on the model of polythene chromosomes from salivary glands of Drosophila melanogaster. These works helped to investigate the many aspects of the Drosophila development. They also revealed plenty of valuable information regarding the fundamental mechanisms controlling the genes’ work. Many years ago, a model describing the process of gene activation by ecdysone, named after the author – Ashburner model – was proposed. This model is still considered an excellent description of the ecdysone cascade, which is implemented in the salivary glands during the formation of the Drosophila pupa. However, these days there is an opinion that the response of cells to the hormone ecdysone can develop with significant differences, depending on the type of cells. The same genes can be activated or repressed under the influence of ecdysone in different tissues. Likely, certain DNA-binding transcription factors that are involved in the ecdysonedependent response together with the EcR/Usp heterodimer are responsible for cell-type specificity. A number of transcriptional regulators involved in the ecdysone response have been described. Among them are several complexes responsible for chromatin remodeling and modification. It has been shown by various methods that ecdysone-dependent activation/repression of gene transcription develops with significant structural changes of chromatin on regulatory elements. The description of the molecular mechanism of this process, in particular, the role of individual proteins in it, as well as structural interactions between various regulatory elements is a matter of the future. This review is aimed to discuss the available information regarding the main regulators that interact with the ecdysone receptor. We provide a brief description of the regulator’s participation in the ecdysone response and links to the corresponding study. We also discuss general aspects of the mechanism of ecdysone-dependent regulation and highlight the most promising points for further research.

Sign in / Sign up

Export Citation Format

Share Document