scholarly journals School Indicators of Violence Experienced and Feeling Unsafe of Dutch LGB Versus Non-LGB Secondary Students and Staff, 2006-2010

2016 ◽  
Vol 31 (20) ◽  
pp. 3413-3442 ◽  
Author(s):  
Ton Mooij
Keyword(s):  
Secondary Students ◽  
Secondary Analysis ◽  
Support Staff ◽  
School Level ◽  
Significant Relationships ◽  
School Variables ◽  
Lgbtq Students ◽  
Mean Differences ◽  
And Behavior ◽  
Lgb Students

Gender and sexual orientation are expressed in heterosexual, lesbian (L), gay (G), bisexual (B), transgender (T), or queer (Q) interests and behavior. Compared with heterosexual persons, LGBTQ persons seem to experience more antisocial behavior, including negative discrimination and violence. To assess differences in LGBTQ-related discrimination in schools, the question for this research is “Do the degrees of violence experienced and feeling unsafe of LGBTQ students and staff in a school differ from those of non-LGBTQ students and staff in the same school?” Secondary analysis was carried out on data from a Dutch national digital monitor survey on safety in secondary schools. In 2006, 2008, and 2010, participation amounted to 570 schools, 18,300 teaching and support staff, and 216,000 students. Four indicators were constructed at the school level: two Mokken Scale means assessing severity of violence experienced and two Alpha Scale means assessing feeling unsafe. Analysis of mean differences showed that LGB students experienced more violence and felt less safe than non-LGB students; LGB staff felt less safe in school than non-LGB staff. When LGB students experienced more violence at school than non-LGB students, LGB students also felt less safe than non-LGB students for all 3 years. No such relationships existed for LGB staff, or between LGB staff and LGB students. No significant relationships were found between the four LGB school indicators and contextual school variables. The outcomes and uniqueness of the study are discussed. Recommendations are made to improve assessment and promote prosocial behavior of students and staff in schools.

scholarly journals Preventing depression in final year secondary students: School-based randomized controlled trial

2020 ◽  
Author(s):  
Y Perry ◽  
A Werner-Seidler ◽  
A Calear ◽  
A Mackinnon ◽  
C King ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Depressive Symptoms ◽  
Secondary Students ◽  
Controlled Trial ◽  
School Level ◽  
Control Group ◽  
Depression Symptoms ◽  
Randomized Controlled ◽  
Control Intervention ◽  
The Impact

Background: Depression often emerges for the first time during adolescence. There is accumulating evidence that universal depression prevention programs may have the capacity to reduce the impact of depression when delivered in the school environment. Objective: This trial investigated the effectiveness of SPARX-R, a gamified online cognitive behavior therapy intervention for the prevention of depression relative to an attention-matched control intervention delivered to students prior to facing a significant stressor-final secondary school exams. It was hypothesized that delivering a prevention intervention in advance of a stressor would reduce depressive symptoms relative to the control group. Methods: A cluster randomized controlled trial was conducted in 10 government schools in Sydney, Australia. Participants were 540 final year secondary students (mean 16.7 [SD 0.51] years), and clusters at the school level were randomly allocated to SPARX-R or the control intervention. Interventions were delivered weekly in 7 modules, each taking approximately 20 to 30 minutes to complete. The primary outcome was symptoms of depression as measured by the Major Depression Inventory. Intention-to-treat analyses were performed. Results: Compared to controls, participants in the SPARX-R condition (n=242) showed significantly reduced depression symptoms relative to the control (n=298) at post-intervention (Cohen d=0.29) and 6 months post-baseline (d=0.21) but not at 18 months post-baseline (d=0.33). Conclusions: This is the first trial to demonstrate a preventive effect on depressive symptoms prior to a significant and universal stressor in adolescents. It demonstrates that an online intervention delivered in advance of a stressful experience can reduce the impact of such an event on the potential development or exacerbation of depression.

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.

Developing a Research-Informed Teaching Module for Learning About Electrical Circuits at Lower Secondary School Level

2018 ◽  
pp. 1-28
Author(s):  
Keith S Taber ◽  
Kenneth Ruthven ◽  
Christine Howe ◽  
Neil Mercer ◽  
Fran Riga ◽  
...  
Keyword(s):  
Secondary Students ◽  
National Curriculum ◽  
Good Practice ◽  
School Level ◽  
Transfer Of Knowledge ◽  
Electrical Circuits ◽  
Teaching Module ◽  
Module Design ◽  
Social Mediation ◽  
Constructivist Perspective

This chapter discusses the design and development of a teaching module on electrical circuits for lower secondary students (11-14 year olds) studying in the context of the English National Curriculum. The module was developed as part of a project: “Effecting Principled Improvement in STEM Education” (epiSTEMe). The electricity module was designed according to general principles adopted across epiSTEMe, drawing upon research and recommendations of good practice offered in curriculum guidance and the advice offered by classroom practitioners who tested out activities in their own classrooms. The module design was informed by the constructivist perspective that each individual has to construct their own personal knowledge and so rejects notions that teaching can be understood as transfer of knowledge from a teacher or text to learners. However, the version of constructivism adopted acknowledged the central importance of social mediation of learning, both in terms of the role of a more experienced other (such as a teacher) in channeling and scaffolding the learning of students and the potential for peer mediation of learning through dialogue that requires learners to engage with enquiry processes and interrogate and critique their own understanding.

Exploration of Relationships among Individual and Organizational Characteristics, Nurse Leader Fatigue, and Turnover Intention

2018 ◽  
Vol 62 (1) ◽  
pp. 627-631 ◽  
Author(s):  
Sarah Brzozowski ◽  
Jessica G. Rainbow ◽  
Barbara Pinekenstein ◽  
Élise Arsenault Knudsen ◽  
Linsey Steege
Keyword(s):  
Turnover Intention ◽  
Secondary Analysis ◽  
Chronic Fatigue ◽  
Nurse Leaders ◽  
Organizational Characteristics ◽  
Individual Factors ◽  
Significant Relationships ◽  
Nurse Leader ◽  
Different Types ◽  
Mediating Factor

Understanding nurse leader fatigue and its relationship with turnover intention is essential for maintaining a viable leadership workforce. This secondary analysis of a national survey of nurse leaders explored the relationships of organizational and individual factors with nurse leader fatigue and turnover intention. A nurse leader’s membership in individual and organizational classes is associated with differences in acute and chronic fatigue levels. There were significant relationships between acute and chronic fatigue states and turnover intention. Acute fatigue was a mediating factor between individual and organizational classes and turnover intention. Future interventions to decrease nurse leader turnover intention could be tailored for different types of organizations, individual classes and fatigue type.

scholarly journals Young People and School GCSE Attainment: Exploring the ‘Middle’

2013 ◽  
Vol 18 (1) ◽  
pp. 210-221 ◽  
Author(s):  
Roxanne Connelly ◽  
Susan J. Murray ◽  
Vernon Gayle
Keyword(s):  
Young People ◽  
Large Scale ◽  
Parental Education ◽  
Early Adulthood ◽  
Secondary Analysis ◽  
School Level ◽  
Social Characteristics ◽  
Negative Consequences ◽  
School Attainment ◽  
Education Levels

The term ‘missing middle’ has been used to describe the position of ordinary young people in youth research. There have been recent appeals for youth researchers to concentrate upon the lives of ordinary young people and to better document their educational experiences through the secondary analysis of large-scale social surveys. This paper presents a series of exploratory analyses that attempt to identify the school-level educational attainment and social characteristics of ordinary young people using contemporary survey data. We undertake a series of exploratory analyses of data from the British Household Panel Survey. These data cover the period directly after General Certificate of Secondary Education (GCSE) qualifications were introduced. The dataset provides measures of school attainment and suitable individual, household and parental measures. We detect gender differences in school GCSE performance, with females outperforming males. There are some effects due to differences in parental education levels and household circumstances. There is a large group of young people who fail to gain any GCSEs, their attainment falls far short of benchmark standards, and has negative consequences. In contrast gaining a moderate level of GCSEs at school has a positive effect in relation to employment in early adulthood. Our analyses fail to convince us that there are distinctive, or discrete, categories of GCSE attainment. The evidence explored here persuades us that there are no crisp boundaries that mark out a ‘middle’ category of moderate GCSE attainment. We conclude that there are clear benefits to understanding school attainment as being located upon a continuum, and that measures which reflect the heterogeneity of GCSE performance as fully as possible should be preferred.

scholarly journals Adjustment of Higher Secondary Students of NCR (National Capital Region)

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Dr. Ekta Chauhan
Keyword(s):  
Secondary Students ◽  
Social Adjustment ◽  
Emotional Adjustment ◽  
Uttar Pradesh ◽  
Female Students ◽  
School Level ◽  
National Capital Region ◽  
School Students ◽  
Male And Female ◽  
Gender Biases

Maladjustment in any way leads to lot of social, psychological and behavioural problems. Present research paper is an attempt to find out the difference in the level of adjustment of male and female higher secondary students of NCR region, so that the measures are taken at school level to enhance the levels of adjustment amongst school students enabling them to become better performers at school and to deal with gender biases prevalent in Indian system. For this study a sample of 200 higher secondary students (100 female students and 100 male students from higher secondary classes) was selected with the help of stratified random sampling method from Ghaziabad and Gautam Budh Nagar of Uttar Pradesh, India. For collection of data A.I.S.S(Adjustment Inventory For School Students) by Prof. A.K.P. Sinha and Prof .R.P. Singh (published by National Psychological Corporation, Agra, India) was administered on selected sample. With the help of this study significance of differences with respect to emotional adjustment, social adjustment, educational adjustment and total adjustment between female and male higher secondary students, is analyzed. These differences in adjustment between male and female students were compared with the help of statistical Analysis: mean, standard deviation and t value. Analyses of data revealed that significant differences exist at .05 and .01 levels between male and female higher secondary students only in the area of social adjustment.

scholarly journals Admission Test as Predictor of Performance of Students in the English Subject

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Magdalena M. Ocbian ◽  
Michael P. Gamba ◽  
Jhonner D. Ricafort
Keyword(s):  
High School ◽  
Secondary Students ◽  
Positive Relationship ◽  
Pearson Correlation ◽  
School Level ◽  
College Level ◽  
Test Results ◽  
High School Level ◽  
Admission Test ◽  
English Subject

Admission testing is an integral part of higher education institutions (HEIs) in maintaining the quality educational standards. Through testing, the HEI’s can objectively select applicants that are likely to succeed in their intended course. The study was conducted to determine the predictive validity of the admission Tests of the secondary and college levels to their performance in English subjects using the descriptive-correlational designs. The respondents were the secondary students of the SSC Laboratory High School and First-Year college students from school years 2009-2012. The Pearson Correlation was used to determine the relationship of the admission test results and the performance of the identified respondents on the English subject. The GPA on English and SSC Admission test results on college level shows a moderate positive relationship. Also, high school level denotes a strong positive relationship. This relationship had been manifested in 40% of the respondents in secondary level, and 13% of the respondents in college level. This significant relationship suggests that admission test determines the potential performance of the students in their English subject in both secondary and tertiary level. Thus, it was concluded that SSC Admission Test is a valid predictor of the students’ performance in English subject.

scholarly journals Developing Students’ Character through Integrated Anti-Corruption Education

2019 ◽  
Vol 3 (2) ◽  
pp. 112-121
Author(s):  
Baharuddin Baharuddin ◽  
Ita Sarmita Samad
Keyword(s):  
School Level ◽  
Healthy Environment ◽  
Cultural Approach ◽  
Daily Behavior ◽  
And Behavior ◽  
Cognitive Attitudes ◽  
Attitudes And Behavior

Corruption has become an acute problem for the Indonesian people since independence. Various efforts have been made to hack the corruption problem but have not succeeded. The cultural approach would be a solution to the problem. The cultural approach in question is education. Through education, prevention of corruption can be done by creating a healthy environment, strengthening character, and internalizing the noble values ​​in daily behavior for students. Strengthening of character is reflected by cultivating shame, socialization about the importance of honest culture and the bad of cheating both directly and indirectly. Termsuk by making the "Honesty Canteen" to build the honest value habituation of the students. Another effort that can be done is to integrate anti-corruption education in the subjects taught at school. In anti-corruption education must integrate three main domains, namely the domain of knowledge (cognitive), attitudes and behavior (affection), and skills (psychomotor). Implementation of anti-corruption education at the school level can use an integrative-inclusive strategy (inserted in existing subjects) and exclusive (special/individual subjects).

Predicting Postsecondary Enrollment With Secondary Student Engagement Data

2020 ◽  
Vol 38 (7) ◽  
pp. 882-899
Author(s):  
Kathleen Fraysier ◽  
Amy Reschly ◽  
James Appleton
Keyword(s):  
High School ◽  
Student Engagement ◽  
Secondary School ◽  
Secondary Students ◽  
School Engagement ◽  
Early Warning Systems ◽  
School Level ◽  
Secondary Student ◽  
Postsecondary Enrollment ◽  
The Relationship

As the economic landscape changes, a college degree has become increasingly necessary for securing employment in an information-based society. Student engagement is an important factor in predicting and preventing high school dropout, and improving student outcomes. Although the relationship between secondary school engagement and high school completion is well supported in existing research, the relationship between secondary school engagement and postsecondary enrollment and persistence is unclear. In this study, we examined whether students’ engagement in high school predicts postsecondary matriculation and persistence in the first year after accounting for demographic and school-level variables. Results indicated secondary student engagement does predict postsecondary enrollment and persistence beyond academic and behavioral variables. Consistent with research among secondary students, the Future Goals and Aspirations Scale of the Student Engagement Instrument was the strongest engagement predictor. Results have implications for early warning systems and college retention efforts.

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