scholarly journals Effects of school environments on student risk-behaviours: evidence from a longitudinal study of secondary schools in England

2019 ◽  
Vol 73 (6) ◽  
pp. 502-508 ◽  
Author(s):  
Chris Bonell ◽  
Emma Beaumont ◽  
Matthew Dodd ◽  
Diana Ruth Elbourne ◽  
Leonardo Bevilacqua ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Sense Of Belonging ◽  
Value Added ◽  
School Effects ◽  
School Level ◽  
Disadvantaged Students ◽  
Risk Behaviours ◽  
Human Functioning ◽  
Student Risk ◽  
School Organisation

BackgroundThe theory of human functioning and school organisation proposes that schools with rigid ‘boundaries’ (weaker relationships), for example, between staff and students, or learning and broader development, engender weaker student school commitment and sense of belonging, particularly among disadvantaged students, leading to greater involvement in risk-behaviours. Existing studies provide some support but rely on a proxy exposure of ‘value-added education’ and have not explored effects by disadvantage.MethodsWe used longitudinal data from English secondary schools from the control arm of a trial, assessing school-level measures of rigid boundaries, and student commitment and belonging at age 11/12, and student risk-behaviours at age 14/15.ResultsOur direct measures were more strongly associated with risk-behaviours than was value-added education. School-level rigid boundaries were associated with increased alcohol use and bullying. Student belonging was more consistently associated with reduced risk-behaviours than was student commitment. Some school effects were greater for students from disadvantaged subgroups defined in terms of poverty, ethnicity and family structure.ConclusionOur results provide direct support for the theory of human functioning and school organisation and suggest a sense of belonging in school might be particularly protective factor among secondary school students. School effects on risk are generally stronger among disadvantaged students as theorised.Trial registration numberISRCTN10751359

scholarly journals To determine the Influence of Selected School Based Factors on Girls’ Participation Rate in Public Day Secondary Schools in Naivasha Sub-County, Kenya

2018 ◽  
Vol 6 (07) ◽  
Author(s):  
Janet Waithira Gatere ◽  
Prof. J. Kanjogu Kiumi ◽  
Dr. Margaret Ngugi
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Sense Of Belonging ◽  
Negative Impact ◽  
Participation Rate ◽  
Sampling Technique ◽  
Negative Influence ◽  
School Level ◽  
School Based ◽  
Ex Post

The purpose of this study was to assess the influence of selected school based factors on girls’ participation rate in public day secondary schools in Naivasha Sub-County, Kenya. Ex-post facto research design was used in the study. A total of 130 respondents (constituting 26 principals and 104 teachers) from 26 schools were randomly sampled for the study. All the targeted respondents participated in the study giving a response rate of 100%. Simple random sampling technique was used to sample the respondents for the study. Data was collected through a self-administered questionnaire where two sets of questionnaires were developed for data collection; one for principals and the other for class teachers. Descriptive statistics such as means, percentages and frequencies were used to analyze the data while inferential statistics such as simple regression analysis was used to determine the predictive power of school based factors on girls’ participation in school. The study found that three school-level risk factors that had the most negative impact on girls rate of participation in public day secondary schools in the sub-county were: low sense of belonging among girls to their schools, inadequate counseling of girls in schools and low academic performance. Drawing from the computed R2 value (R2 = .426), the study revealed that the selected school level factors were lowering the rate of girls participation in public day secondary schools by almost 43%. The study concluded that that school level factors such as: low sense of belonging among girls to their schools, inadequate counseling of girls in schools and low academic performance had a negative influence on girls’ rate of participation in public day secondary schools in Naivasha Sub-county. It was recommended that public day secondary school educators, specifically principals, counselors and teachers should focus their attention enhancing girls’ participation rate in their schools.

The Sensitivity of Value-Added Modeling to the Creation of a Vertical Score Scale

2009 ◽  
Vol 4 (4) ◽  
pp. 384-414 ◽  
Author(s):  
Derek C. Briggs ◽  
Jonathan P. Weeks
Keyword(s):  
Methodological Approach ◽  
Value Added ◽  
School Effects ◽  
School Level ◽  
Vertical Scale ◽  
Level Data ◽  
Item Level ◽  
The Creation ◽  
Value Added Modeling ◽  
Proficiency Estimation

The purpose of this study was to evaluate the sensitivity of growth and value-added modeling to the way an underlying vertical score scale has been created. Longitudinal item-level data were analyzed with both student- and school-level identifiers for the entire state of Colorado between 2003 and 2006. Eight different vertical scales were established on the basis of choices made for three key variables: the item response theory modeling approach, the calibration approach, and the student proficiency estimation approach. Each scale represented a methodological approach that was psychometrically defensible. Longitudinal values from each scale were used as the outcome in a commonly used value-added model (the “layered model” popularized by William Sanders) as a means of estimating school effects. Our findings suggest that while the ordering of estimating school effects is insensitive to the underlying vertical scale, the precision of such value-added estimates can be quite sensitive to the combinations of choices made in the creation of the scale.

scholarly journals Role of Educational Technology in Public and Private Institutes at Secondary School Level in District Karak (Khyber Pukhtunkhwa) Pakistan

2012 ◽  
Vol 2 (5) ◽  
pp. 39
Author(s):  
Qaiser Suleman ◽  
Ishtiaq Hussain ◽  
Zaitoon Akhtar
Keyword(s):  
Educational Technology ◽  
Secondary Schools ◽  
Secondary Level ◽  
School Level ◽  
Private Institutions ◽  
Chi Square ◽  
Public And Private ◽  
Secondary School Level ◽  
Teachers And Students

Educational technology plays a fundamental role in enhancing teaching learning process. It has facilitated instructional process and made it more productive, dynamic and effective. Therefore the study was conducted to explore the role of educational technology in public and private institutes in district Karak (Khyber Pukhtunkhwa) Pakistan in comparative perspectives. The main objectives of the study were: to compare the availability of educational technology in public and private institutions at secondary level; to compare the usability of educational technology in public and private institutions at secondary level and to know the usefulness of educational technology in public and private institutions at secondary level. All the heads, teachers and students in public and private secondary schools in district Karak constituted the population of the study. In order to ensure adequate sample, 60 heads, 180 teachers and 600 students serving and studying in public and private sectors at secondary school level in District Karak were selected randomly. The study was delimited to the selected male public and private secondary schools. The study was also delimited to those technologies which are commonly used. The study was descriptive in nature therefore, the researchers decided to develop questionnaire for the collection of data. A single questionnaire was developed for the whole sample. Pilot testing was conducted to know the weakness, misconceptions and ambiguities of the questions. After conduction of pilot testing, the questionnaire was revised and then its final version was prepared in the light of valuable suggestions of the heads, teachers and students. The researchers personally visited to the respective sample and distributed the questionnaires among the heads, teachers and students in public and private secondary schools. In this way data was collected. After the collection of data, the data was organized, tabulated and analyzed. The researchers decided to apply chi-square for the statistical treatment of the data. Therefore, chi square was applied to compare the responses of the sample. After analysis of the data, it was concluded that educational technologies are not available in both sectors. Some technologies are available in minor amount but these technologies are not used in both public and private sectors. Key Words:Educational Technology, Availability of Educational Technology, Usability of Educational Technology, Importance of Educational Technology

scholarly journals Is there a Relationship Between School Factors and Students’ Citizenship Education? The Cases of Latvia and Finland Based on IEA ICCS 2016 Data

2021 ◽  
Author(s):  
Ireta Čekse ◽  
◽  
Reinis Alksnis
Keyword(s):  
Citizenship Education ◽  
Sense Of Belonging ◽  
School Level ◽  
School Factors ◽  
Research Application ◽  
Global Issues ◽  
Civic Knowledge ◽  
Significant Relationships ◽  
Global Problems ◽  
Education Study

In this research, the aim was to determine teacher- and school-level factors that are associated with students’ civic knowledge, future engagement in society as a citizen, opinions about future global issues and sense of belonging to their country. For that purpose, the research took IEA International Civic and Citizenship Education Study (ICCS 2016) questionnaire data from Latvian and Finnish students (Latvia n = 3224, Finland n = 3173), teachers (Latvia n = 1933, Finland n = 2097) and schools (Latvia n = 137, Finland n = 174). The study used a subset of the teacher dataset that corresponds only to those teachers who teach civic and citizenship education lessons in school (Latvia n = 131, Finland n = 165). The research shows that there are some significant relationships with teacher- and school-level factors and four student factors: civic knowledge, future engagement, sense of belonging to their country and global problems (sustainability, violence and economy). The research supported by research application no. 1.1.1.2/VIAA/1/16/020.

Predictive Validity of Student Risk Screening Scale for Internalizing and Externalizing Scores in Secondary Schools

2018 ◽  
Vol 27 (2) ◽  
pp. 86-100 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
Wendy Peia Oakes ◽  
Emily D. Cantwell ◽  
David J. Royer ◽  
Melinda M. Leko ◽  
...  
Keyword(s):  
High School Students ◽  
Predictive Validity ◽  
School Level ◽  
Lower Grade ◽  
School Students ◽  
Risk Screening ◽  
Grade Point ◽  
Student Risk ◽  
Internalizing And Externalizing ◽  
Screening Scale

In this article, we examined predictive validity of Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) scores for use at the middle ( N = 2,313 from four middle schools) and high ( N = 2,727 from two high schools) school level. Results indicated middle and high school students with high levels of risk according to fall SRSS-IE scores (particularly those with externalizing behaviors) were likely to have lower grade point averages, fail more courses, have more nurse visits, and spend more time in in-school suspensions compared with students at low risk for externalizing and internalizing behaviors. Education implications, limitations, and future directions are presented.

scholarly journals Individual-, family-, and school-level interventions targeting multiple-risk behaviours in young people

2012 ◽  
Author(s):  
Georgina MacArthur ◽  
Ruth Kipping ◽  
James White ◽  
Catherine Chittleborough ◽  
Raghu Lingam ◽  
...  
Keyword(s):  
Young People ◽  
School Level ◽  
Risk Behaviours ◽  
Individual Family ◽  
Multiple Risk

Teacher Quality Gaps by Disability and Socioeconomic Status: Evidence From Los Angeles

2020 ◽  
pp. 0013189X2095517
Author(s):  
Ijun Lai ◽  
W. Jesse Wood ◽  
Scott A. Imberman ◽  
Nathan D. Jones ◽  
Katharine O. Strunk
Keyword(s):  
Los Angeles ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Quality ◽  
Empirical Work ◽  
Value Added ◽  
General Education Teachers ◽  
School Level ◽  
Quality Teachers ◽  
Evaluation Scores

Although most students with disabilities (SWDs) receive instruction from general education teachers, little empirical work has investigated whether these students have suitable access to high-quality teachers. We explore the differences in teacher quality experienced by SWDs and students without disabilities (non-SWDs) in the Los Angeles Unified School District, examining how access varies within schools as well as across school-level disadvantage rates. We leverage several different indicators of teacher effectiveness for general education teachers who instruct both SWDs and non-SWDs. We find that SWDs are significantly more likely to have teachers with lower math value-added (–0.024 standard deviations) than their non-SWD peers, and we find emerging gaps in teacher evaluation scores and exposure to novice teachers. In general, these gaps do not vary by school-level disadvantage.

scholarly journals Creation of the gender-equitable school index for secondary schools using principal components analysis

2020 ◽  
Author(s):  
Irina Bergenfeld ◽  
Emma C Jackson ◽  
Kathryn M Yount
Keyword(s):  
Secondary Schools ◽  
Principal Components Analysis ◽  
Principal Components ◽  
Drop Out ◽  
School Level ◽  
Pass Rates ◽  
Middle Income ◽  
Middle Income Countries ◽  
Education And Health ◽  
Components Analysis

Abstract Background Higher schooling attainment for girls is associated with improved maternal and child health outcomes. In low- and middle-income countries, girls drop out of school at higher rates than boys beginning in early adolescence due to factors such as son preference and lack of access to menstrual supplies. Methods Using principal components analysis, we created a gender-equitable school (GES) index with data from 159 secondary schools in Nepal to measure school-level factors that may influence girls' secondary school pass rates. Results A component describing girls’ safety and hygiene was positively associated with school-wide pass rates for girls, and to a lesser degree for boys. Conclusions The GES index has diagnostic and programmatic utility in programs aimed at supporting girls’ education and health.

Sign in / Sign up

Export Citation Format

Share Document