scholarly journals SCHOOL CULTURE PRESCRIBED IN EXPERIMENTAL SECONDARY SCHOOL CLASSES IN PORTO ALEGRE (1959)

2021 ◽  
Vol 25 ◽  
Author(s):  
Juliana Topanotti dos Santos de Mello ◽  
Norberto Dallabrida
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Secondary School ◽  
Private School ◽  
Ministry Of Education ◽  
Porto Alegre ◽  
Secondary Classrooms ◽  
Female Sex

Abstract This article aims to understand the school culture prescribed in the curricular plans sent to the Ministry of Education in 1959 to obtain authorization for experimental secondary classrooms in some schools of Porto Alegre (RS). Public schools proposed two different courses with nuclei of mandatory and elective subjects. The private school, directed to the female sex, defined only one school course, which consisted of mandatory and elective subjects, in addition to participation in clubs.

scholarly journals Waist Circumference, Waist-to-Height Ratio and Body Mass Index as Parameters of Obesity Among Public Secondary School Students

2020 ◽  
Vol 2 (4) ◽  
Author(s):  
Ebelechuku Francesca Ugochukwu ◽  
Chinyere Ukamaka Onubogu ◽  
Kenneth Nchekwube Okeke ◽  
Victoria Chikodili Ofora ◽  
Chinenye MaryQueen Uju
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Positive Predictive Value ◽  
Negative Predictive Value ◽  
Private School ◽  
Predictive Value ◽  
Secondary School Students ◽  
School Students ◽  
Cross Sectional ◽  
Public Secondary School

Background: Obesity in children is universal affecting all ethnicities, ages, gender and social classes. Public school children consist mainly of the less affluent strata of society, and consequently may not be opportuned to avail themselves of necessary public health interventions as their private school counterparts.          Objective:This study aimed to determine the prevalence of obesity using various anthropometric indices and association of certain factors with obesity among public secondary school students.    Methods:A cross-sectional school-based questionnaire and physical assessment of 593 students aged 10 – 17 years in public schools in Nnewi, Southeast Nigeria was carried out.                                                             Results: There were 289  boys and 304 girls, giving an approximate ratio of 1:1. Most of the students were from the middle and lower socio-economic levels. Girls were physically less active and consumed more junk food than the boys. The mean weight and height varied significantly with age in males, females and both sexes combined together (p <0.001). In general, girls were heavier than boys, while the boys were slightly taller than the girls. Age varied significantly with BMI (P<0.001 for girls and boys), WC (P<0.001 for girls and boys) and WHtR (p=0.034 for boys and 0.024 for girls). BMI performed better than WC and WHtR in identifying children with obesity. When compared with BMI, WC had a sensitivity of 5.2% and a specificity of 100.0% with a positive predictive value of 100.0% and a negative predictive value of 90.7%. WHtR had a sensitivity of 31.0% and a specificity of 99.8% with a positive predictive value of 94.7% and a negative predictive value of 93.0%. BMI had a strong correlation with both WC and WHtR although correlation was stronger with WC (R=704) compared to WHR (R=641). Among the students 9.8% were in the obese/overweight group, made up of 96.6% females, out of which 64.1% were older adolescents aged 15-17 years. Reduced physical activity played a major role in enhancing obesity/overweight, while socio-economic level and diet did not. After logistic regression analysis, age and sex remained significantly associated with being overweight or obese. The odds of being overweight or obese was 32 times in females compared to males and twice in in late adolescence compared to early adolescence.                                                                                                                                      Conclusion:  The obesity/overweight of older adolescent public secondary school girls buttress the importance of physical exercises in curbing obesity. Although easier to perform and very specific, WC and WHtR seemed to miss many adolescents with obesity when compared to BMI.  Therefore, a combination of these indices is recommended while screening adolescents for obesity.

scholarly journals Uruguayan secondary school students speak up about tobacco: results from focus group discussions in and around Montevideo

2017 ◽  
Vol 26 (2) ◽  
pp. 15-24
Author(s):  
Erin Peterson ◽  
Melissa Harrell ◽  
Andrew Springer ◽  
José Medina ◽  
Lucía Martinez ◽  
...  
Keyword(s):  
Public Schools ◽  
Focus Group ◽  
Environmental Factors ◽  
Secondary School ◽  
Focus Groups ◽  
Private School ◽  
Easy Access ◽  
Grocery Stores ◽  
Tobacco Prevention ◽  
School Students

This qualitative research study investigated intrapersonal, interpersonal, and environmental factors that shape young adolescent tobacco use behaviors in Uruguay. Focus groups were conducted in the summer of 2012 and fall of 2013 in four secondary schools in Montevideo, Uruguay, including two private schools and two public schools. A total of four focus groups were led in each school, composed of 4–6 students each, 16 focus groups in total. Data analysis utilized NVivo software and included deductive and inductive content analysis. Overwhelmingly, students reported that the onset of smoking occurred in the second year of secondary school. The primary intrapersonal factors that were found to be universal among respondents identified that smoking was a performance in groups, to garner attention from their peers. Students interviewed most often stated that the greatest interpersonal factors for smoking were to look older, as a rite of passage, and for group membership. Environmental factors cited most often indicate that they smoked during unsupervised time, either at night or around the short Uruguayan school day. Focus group interviews revealed that adolescents had easy access to cigarettes for purchase through small family owned grocery stores, even though laws exist preventing the sale of cigarettes to minors. Few differences were cited between strata related to cigarette use in adolescents. The differences that do exist are most apparent across gender, though there were a few observed differences when stratified by public and private school. Findings from this study indicate that key factors across ecological levels (intrapersonal, interpersonal, and environmental) should be taken into consideration when designing tobacco prevention programs for youth in Uruguay. A multiple-component approach which addresses risk factors at all of these levels, implemented in schools, may be particularly well-suited to this setting.

scholarly journals Public school students at a clear disadvantage in English language vocabulary production

Káñina ◽  
2020 ◽  
Vol 44 (2) ◽  
pp. 69-94
Author(s):  
Damaris Castro-García
Keyword(s):  
Public Schools ◽  
Public School ◽  
Private School ◽  
English Language ◽  
Teaching Methodology ◽  
Ministry Of Education ◽  
School Students ◽  
Public School Students ◽  
Minimum Number ◽  
Based Instruction

The aim of the present study is to offer a comparative perspective on the level of attainment of productive vocabulary in three different high school settings in the Costa Rican educational system. The study compares the results obtained in two tasks that demand controlled production and free productive vocabulary from students who attend these schools. The vocabulary was measured through the Productive Vocabulary Levels Test (PVLT) and a free composition, respectively. The first school is a school where content based instruction is implemented. The second school, a semi-private school, offers more hours of instruction of English as a Foreign Language than the minimum required by the Ministry of Education, although English is not used to teach non-language subjects. In the third school, a public school, the minimum number of hours officially required is offered to the students (532 hours). The results in the controlled productive vocabulary task and in the free composition favor, by far, the performance of the students who are taught using English as a medium of instruction. These results point to a much-needed change in the teaching methodology of EFL in Costa Rica, especially when it comes to the teaching practices implemented in most public schools.

scholarly journals Problem Solving Performance in Physics Among Secondary School Students in Dire Dawa Ethiopia

2021 ◽  
Author(s):  
Mustefa Jibril
Keyword(s):  
Public Schools ◽  
Problem Solving ◽  
Secondary School ◽  
Private School ◽  
Secondary School Students ◽  
Background Variable ◽  
School Students ◽  
Differential Performance ◽  
Dire Dawa ◽  
Better Than

The main aim of this study was to assess problem solving performance in physics of grade 9th students. A test of reasoning was administered to a sample of 578 students. The results show differential performance of the students. Question based performance with background variable as school sector shows that performance of private school students was significantly better than students of public schools. Similarly female private school students performed well than male private school students.

scholarly journals The Experimental Classes: Different Secondary Education in Brazil in 1950s and 1960s

2020 ◽  
Vol 7 (1) ◽  
pp. 133-146
Author(s):  
Norberto Dallabrida
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Catholic Schools ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
The Public ◽  
Historical Investigation ◽  
Pedagogical Models ◽  
Educational Conditions

The aim of this paper is to understand the normative prescription and experimental secondary school implantations in Brazil in the late 1950s, and the developments in the decade that followed. Thus, attempts to shed light on the political and educational conditions that enabled the Ministry of Education and Culture to bring in legislation that allowed the implementation of the so-called experimental secondary-school classes. This paper also focuses on the pedagogical practices in these experimental classes, taking into account that most of them were appropriated from French pedagogical models – the classes nouvelles in public schools and personalized and communitarian pedagogy in Catholic schools. It uses the circulation and appropriation concepts, understood from the perspective of the historian Roger Chartier, who considers that cultural goods circulate and are used in different ways, so that the reception is held with creativity through resistance, resignification and arrangements. This historiographical perspective is adopted in the educational field to acquire the pedagogical circulation and appropriation model operations. This documental corpus of this historical investigation is made up of written documents from French educational institutions – the Centre International d`Études Pédagogiques, located in Sèvres, and the Centre d`Études Pédagogiques de Paris – and the archives of university institutions and Brazilian school collections. This paper analyses the Ministry of Education’s legislation on the experimental classes (1958) and the uses of French pedagogical models in the public system and Catholic schools.

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

2016 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Halis Sakız
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Social Acceptance ◽  
School Administrators ◽  
Migrant Children ◽  
Eastern Region ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
School Cultures ◽  
Inclusive School

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures.  Keywords: Migrant children; inclusive school culture; qualitative research; Turkey 

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

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.

SCHOOL CULTURE AND CLIMATE, FACTORS FOR AN EFFECTIVE SCHOOL

2018 ◽  
Vol 28 (3) ◽  
pp. 757-760
Author(s):  
Besa Dogani
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Resistance To Change ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
Effective School ◽  
Teacher Student ◽  
Controlled Systems ◽  
Adult Culture ◽  
Culture And Climate

The need for change is particularly expressed in educational organizations. In education, the changes are always associated with the reforms required by the Ministry of Education and Science, and much less often seen as a permanent process that is initiated and continues throughout each school. That is exactly why the school, especially at this time of decentralization, should appear as the initiator of the change. However, it must be noted that in the teaching, non-teaching staff, and in the school leadership, there is resistance to school changes. Hence the idea that resistance to change would be reduced if the director and employees feel the need for change, if they are the initiators of the change or at least participate in the planning and execution of the change. The complexity of the school stems from the everyday relations of a teacher - student, teacher - teacher, and pupil - student. The most frequent occurrence of this is the so-called collision of generations. It practically means a clash of two cultures - climates, an adult culture (teachers), and a culture of youth (students). It all takes place in an environment with its own surrounding called school. This environment and this surrounding are characterized by certain traditions, customs, norms, habits, achieved results, manners of behaviour and communication, religion and so on. All this together with all its complexity, dynamism and openness we call the culture of the school. The word culture has a Latin origin - colare, which means nurturing, developing and embellishing. Culture and climate are interactive states of common characteristics of group influence on the environment. The paradigm of school culture goes hand in hand with the paradigm of inequality and the option of greater autonomy in schools. According to several authors, schools should not be forced to produce quick results, only for the benefit of politicians and for public satisfaction. This means that the educated results should be held accountable by the school principals, not the ministers. This practically means penetration into management, from slow changes to controlled systems (top-down changes), to school support systems (bottom-up changes). It is important to note that each school has its own recognizable culture. The school's culture can be increased in different ways. Basically, it is a content of mutually divided values. Divided values can also be experienced in the form of rituals and repetition ceremonies. This paper aims to show that through the improvement of school culture and school climate, a positive atmosphere of order and discipline, a way of communicating staff, established vision for development will be ensured, and all this towards the construction of an effective and efficient school.

scholarly journals Factors associated with dating violence in young university students of Veracruz - Boca del Río

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S I Valencia Almeida ◽  
J E Villegas Domínguez ◽  
E A Villegas Vázquez ◽  
J C Leyva Chipol ◽  
F G Márquez Celedonio
Keyword(s):  
Public Schools ◽  
University Students ◽  
Dating Violence ◽  
Private School ◽  
Protective Factor ◽  
Research Question ◽  
Social Situation ◽  
Cross Sectional ◽  
Factors Associated ◽  
Del Rio

Abstract Introduction In the Mexican - American population, violence occurs between 10 and 40% of initial affective relationships. Veracruz is one of the main Mexican states that suffers violence and is the one with the largest number of femicides (3.44 per 100,000 women). Research question: what are the associated factors in the victimization in the courtship of young university students from the Veracruz - Boca del Río conurbation zone? Methods A cross-sectional, prospective, observational and analytical study was conducted from August to November 2019. University students enrolled in a higher education educational program in public and private universities of Veracruz-Boca del Río, who have had the minus a dating relationship and those who did not agree to participate were excluded. Violence in dating was quantified with the “Questionnaire on Violence in Dating (CUVINO)” (Alfa Cronbach 0.91). The spss v22 software was used to analyze the data. Results 680 participants were included, distributed in private schools (56.47%) and public schools (43.52%), with 444 (65.2%) women and 236 (34.7%) men. The prevalence of dating violence was 74.9%, however, only 21.6% of the participants considered having had such a relationship. The factors associated with dating violence were studying in a private school (OR = 0.62 IC95% 0.4-0.9), witnessing some act of violence in your family (OR = 1.47 IC95% 1.02-2.12), meeting a friend with a relationship violent (OR = 2.0 95% CI 1.4-2.9), believe that abuse exists in courtship (OR = 4.7 95% CI 2.9-7.4) and suspect that you may be in a violent relationship (OR = 4.67 95% CI 2.22- 9.83), while not witnessing any act of violence in your family (OR = 0.61 95% CI 0.4-0.8) is a protective factor to avoid violence in dating, all these values with p &lt; 0.05. It was not associated with violence. Conclusions Violence in dating is associated with behaviors of family members and friends of the violent. Key messages The social situation close to a person influences the violence allowed in their courtship. Young people normalize violence in a relationship, since many of them do not identify it when living it.

scholarly journals ERICA: use of screens and consumption of meals and snacks by Brazilian adolescents

2016 ◽  
Vol 50 (suppl 1) ◽  
Author(s):  
Juliana Souza Oliveira ◽  
Laura Augusta Barufaldi ◽  
Gabriela de Azevedo Abreu ◽  
Vanessa Sá Leal ◽  
Gisela Soares Brunken ◽  
...  
Keyword(s):  
Public Schools ◽  
Video Game ◽  
Private School ◽  
School Students ◽  
Male Adolescents ◽  
Complex Sampling ◽  
Range Type ◽  
Complex Sampling Design ◽  
The Media ◽  
Age Range

ABSTRACT OBJECTIVE To describe the length of exposure to screens and the prevalence of consumption of meals and snacks by Brazilian adolescents in front of screens. METHODS We evaluated 74,589 12 to 17-year old adolescents from 1,247 schools in 124 Brazilian municipalities. A self-administered questionnaire was used. Its segment regarding nutrition contained questions about using TV, computers, and video game systems, having meals while watching TV, and consuming snacks in front of screens. Consumption of meals and snacks in front of screens was analyzed according to the following variables: geographical region, gender, age range, type of school (public or private), and school shift. The prevalences and their respective 95% confidence intervals were estimated under a complex sampling design. RESULTS A great deal of the adolescents (73.5%, 95%CI 72.3-74.7) reported spending two or more hours a day in front of screens. That habit was more frequent among male adolescents, private school students, morning shift students, and students from Brazil’s South region. More than half of the adolescents (56.6%, 95%CI 55.4-57.8) reported almost always or always having meals in front of TV, and 39.6% (95%CI 38.8-40.5) of them said they consumed snacks in front of screens exactly as often. Both situations were the most prevalent ones among the girls, who attended public schools and were from Brazil’s Midwest region. CONCLUSIONS Length of exposure to screens and consumption of meals and snacks almost always or always in front of screens are high among Brazilian adolescents. It is necessary to develop strategies aiming to reduce the length of screen use, considering the media reality that children and adolescents have been experiencing from earlier and earlier ages. That context must therefore be analyzed in an indissociable way.

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