93 Sex differences in ankle sprain treatments in secondary school student-athletes

Context: Socioeconomic status (SES) is a significant predictor of morbidity and mortality across health outcomes. Limited information exists on how school SES impacts athletic training practice when a certified athletic trainer (AT) is present at secondary schools. Objective: To describe contact frequencies and service rates provided by ATs for injuries among secondary school student athletes and how these differ by school SES. Design: Cross-sectional study Setting: Athletic training room (ATR) visit days and AT services were collected from 77 secondary schools. Schools were separated into three school SES groups: affluent (n=31), average (n=29), and disadvantaged (n=17). Patients or Other Participants: Secondary school student-athletes participating in 12 boys' and 11 girls' sports who visited the ATR during the 2014–2015 through 2018–2019 academic years and received athletic or non-athletic injury care. Main Outcome Measures: Contact frequencies expressed as ATR visit days per injury, AT services per injury, and AT services per ATR visit day. Rates for service type utilized were expressed as the total count over reported athlete-exposures. Results: ATs documented 1,191 services. Affluent and average SES school communities provided greater contact frequencies for injury related care compared to disadvantaged school communities, particularly by AT services/injury (7.10±13.08 versus average: 9.30±11.60 and affluent: 9.40±12.20; p=0.020). Affluent school communities provided greater rates of services in five of the eleven service groups reported. No significant differences were observed among school SES groups in therapeutic exercises. Conclusions: Our findings reflect that AT practice characteristics may differ by school SES, but these differences do not appear to result in less medical care. Given the complexity and widespread effects of SES, future investigations should utilize a complex method to determine SES as well as aim to identify how SES may impact secondary school student athletes outside of AT practice characteristics.

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School nurses’ perceptions of concussion management for secondary school student-athletes

Brain Injury ◽

10.1080/02699052.2020.1739334 ◽

2020 ◽

Vol 34 (5) ◽

pp. 665-672

Author(s):

Michelle L. Weber Rawlins ◽

Traci R. Snedden ◽

Melissa C. Kay ◽

Tamara Valovich Mcleod ◽

Cailee E. Welch Bacon

Keyword(s):

Secondary School ◽

Student Athletes ◽

Secondary School Student ◽

School Nurses ◽

Concussion Management ◽

Nurses Perceptions

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Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

Pakistan Journal of Psychological Research ◽

10.33824/pjpr.2019.34.1.2 ◽

2019 ◽

Vol 34 (Spring 2019) ◽

pp. 25-41

Author(s):

Sidra Iqbal ◽

Mah Nazir Riaz

Keyword(s):

Academic Achievement ◽

Secondary School ◽

School System ◽

Cognitive Abilities ◽

Secondary School Student ◽

School Systems ◽

Raven's Standard Progressive Matrices ◽

Post Hoc ◽

Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

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Effect of Resource Factors and Quality of Instruction on Performance in Mathematics of Nigeria Secondary School Students

Journal of Mathematics Education ◽

10.31327/jme.v5i1.1200 ◽

2020 ◽

Vol 5 (1) ◽

pp. 61-69

Author(s):

Umar Abdullahi ◽

Musa Sirajo

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Poor Performance ◽

Secondary School Student ◽

Teaching Staff ◽

Ministry Of Education ◽

School Students ◽

Quality Of Instruction ◽

The Public

It seems that educational system in Nigeria has undergone only quantitative improvement in terms of number of schools and students’ enrolment. However, there has been little effort in respect to the capacity to manage them through provisions of adequate financial, human, material and physical resources. Physical and material resources in secondary schools were discovered to be inadequate and poorly equipped. Some of the secondary school buildings were dilapidated, also the allocated financial resource, teaching and non-teaching staff are grossly inadequate compared with the students’ enrolment. The public, the Ministry of Education and other stakeholders in education are expressing serious concern about the consistency of the poor performance of secondary school students especially in mathematics. Increase in population and the government’s free education programs make people want to take advantage of the education provided. Provision of both professionally qualified and non-qualified teachers by government and non-state providers of education also appear not to ameliorate the problem of declining performances in mathematics. The effect of all these on the public secondary school student academic performance in mathematics concern the researchers of this study. It is against this background that the study sought to empirically investigates effect of resource factors and quality of instruction on performance in mathematics of Nigeria secondary school students.

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Secondary School Student Attitudes toward Sexual Violence: Identifying Clusters and Their Implications for Prevention Programs

Journal of School Violence ◽

10.1080/15388220.2021.1920422 ◽

2021 ◽

pp. 1-13

Author(s):

Victoria L. Dickman-Burnett ◽

Bonnie S. Fisher ◽

Jacinda K. Dariotis ◽

Maribeth Geaman

Keyword(s):

Secondary School ◽

Sexual Violence ◽

Student Attitudes ◽

Secondary School Student ◽

Prevention Programs

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Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

Education Sciences ◽

10.3390/educsci11020087 ◽

2021 ◽

Vol 11 (2) ◽

pp. 87

Author(s):

Matti Hiltunen ◽

Sirpa Kärkkäinen ◽

Tuula Keinonen

Keyword(s):

Teacher Education ◽

Content Analysis ◽

Secondary School ◽

Student Teachers ◽

Secondary School Student ◽

Basic Knowledge ◽

Factual Knowledge ◽

Primary School Student ◽

Video And Audio ◽

Higher Order Questioning

Prior research has shown that both teacher-led and recitation questions dominate in classrooms; teachers ask closed-ended questions more than open-ended questions. Even though classroom questioning has been studied in many previous studies there has been very limited research addressing the questioning of student teachers during inquiry-based biology lessons focusing on the inquiry stages: introduction, examination, and conclusion. In this study, a total of 21 lessons by 12 student teachers in primary and secondary schools were video- and audio-recorded. The recorded discussions were transcribed and the qualities of the questions were analyzed using content analysis, and the questions of student teachers were categorized into 10 different question categories. The findings revealed that primary school student teachers asked mainly for factual knowledge, concepts, and basic knowledge of species in all inquiry stages. Secondary school student teachers also asked mainly for concepts and basic knowledge of species. They also asked students to generate ideas and explain their answers, especially in the examination and conclusion stages. The present study indicates that student teachers’ questioning needs to be developed more towards higher-order questioning such as analyzing, synthetizing, and evaluating to scaffold students in inquiries and develop future teachers’ questioning skills in teacher education.

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