Students and Graduates of Gdynia Primary Schools in the fi rst Post-war Decade (1945–1956)

Teachers’ dropout transpires at high rates in many worldwide education systems. Numerous studies have explored this occurrence at schools in general and have not focused on dropout of teachers for at-risk youth. This paper discusses the relation between school atmosphere and dropout of teachers in schools for at-risk youth. Findings illustrate that the school atmosphere has a considerable weight in the decisions made by teachers in schools for at-risk youth whether to continue teaching. This paper explores this research question by a qualitative research of teachers and principals of at-risk youth. The study is based on interviews conducted with teachers and principals in schools for at-risk youth, according to the following distribution: five persevering teachers, five principals and four dropout teachers from school for at-risk youth. The findings obtained from the interviews comply with the research questions, illustrating that the school atmosphere is essential in the context of dropout of teachers in schools for at-risk youth. The interviewees refer to three main features associated with the school atmosphere: sense of belonging, perception of school as a “home” and a “family” and collaboration. The school atmosphere is greatly important in the integration of teachers in schools for at-risk youth. Moreover, it is vital for the success of at-risk students. This is due to the fact that the way teachers feel at school affects the teaching level in class. Hence, it affects the general functioning of the school which, in its turn, has an impact on teachers’ working conditions.

Kwestie związane ze zdrowiem człowieka są obecnie coraz częściej łączone z głównymi czynnikami wpływającymi na jakość kapitału ludzkiego. W teorii płaszczyzn charakteryzujących kapitał zdrowie wymieniane jest jako jeden z pięciu najważniejszych czynników składających się na tę jakość, obok edukacji, nauki czy wysokich technologii. Jest to jednak czynnik o specyficznym charakterze, gdyż stan zdrowotny danej jednostki zależy w największym stopniu od preferowanego stylu życia, w kształtowaniu którego z kolei niezmiernie ważną rolę odgrywa aktywność fizyczna człowieka. W tym kontekście trzeba oceniać zarówno indywidualne, jak i społeczne działania mające na celu upowszechnianie takiego sposobu życia, który wspomaga biologiczną aktywność organizmu i wzmacnia podstawowe czynności życiowe człowieka. Problemem z tym związanym jest wdrażanie zdrowego stylu życia, opartego na aktywności fizycznej, już od wczesnego dzieciństwa – zwłaszcza wśród młodzieży szkolnej. Z badań Nowaka (2010) wynika, że zachowania prozdrowotne polskiej kadry menadżerskiej są u ponad połowy ankietowanych związane z ich aktywnością fizyczną w okresie szkolnym. Sprawy dotyczące tej aktywności są przedmiotem niniejszego opracowania. Starano się w nim pokazać zarówno aktywność obserwowaną wśród młodzieży gliwickich szkół średnich, jak i jej wielorakie uwarunkowania. Poszukiwano odpowiedzi na kilka pytań, w tym w szczególności:- jak ocenić współczesny stan bazy rekreacyjno-sportowej na tle wcześniejszych okresów historii miasta, tak w odniesieniu do liczby, jak i do struktury rodzajowej urządzeń służących rekreacji, uprawianiu sportów i wypoczynkowi,- jaka jest dostępność tych urządzeń dla mieszkańców Gliwic, rozważana ze względu na ich położenie w przestrzeni miasta, a także jakie są możliwości ekonomiczne korzystania z określonej usługi,- jak kształtuje się aktywność fizyczna młodzieży szkół średnich Gliwic i z jakimi czynnikami osobistymi, ekonomicznymi, a także wynikającymi z dostępności do bazy rekreacyjno-sportowej, można ją łączyć/skorelować.Praca napisana została na podstawie własnych badań (wywiadów z osobami zajmującymi się sportem i rekreacją w czasach PRL-u, badań ankietowych uczniów szkół średnich w Gliwicach oraz materiałów pochodzących ze stron internetowych Urzędu Miasta w Gliwicach), w trakcie których zebrano materiały dotyczące stanu bazy sportowo-rekreacyjnej na terenie Gliwic w okresie powojennym i obecnie oraz określono aktywność fizyczną młodzieży uczącej się w tym mieście.

More information is needed to document the prevalence of health risk factors in youth. The purpose of this study is to compare the prevalence of physical inactivity, smoking and overweight/obesity among youth in urban and rural schools. Data were obtained from a Student Physical Activity and Smoking Survey of 2,697 high school students in four urban schools in Ontario and four rural schools in Alberta. Prevalence of physical inactivity was assessed by examining compliance with Canada's Physical Activity Guide to Healthy Active Living, and with daily energy expenditure classification values. Prevalence of smoking was assessed by examining current smoking status. Overweight and obesity prevalences were examined by comparing BMI values to the BMI index for age and sex percentiles set by the Centers for Disease Control and Prevention. Physical activity prevalence was found to be low in our study, with only 57.0% of youth achieving Canada's Physical Activity Guidelines, and with 26.0% classified as sedentary based on the daily energy expenditure classification values. A higher proportion of rural students reported "trying smoking" than urban school students (73.0% versus 64.4%, p<0.001). A significantly higher proportion of rural males were 'overweight' than urban males, and a significantly higher proportion of rural females were 'obese' in comparison to urban females. Our findings add further support for an urgent need to promote physical activity among Canadian youth. Additionally, our results suggest that it is especially important to target rural students, particularly girls, for smoking prevention programs. Future studies are required to examine such rural and urban differences within provinces.

Research on new immigrant incorporation and schooling inequalities has almost entirely neglected the experiences of schooling for children of immigrants in new destinations. Additionally, while the ethnographic literature on children of immigrants focuses on high school students, recent studies show that patterns of minority achievement deficit become set in significant ways by middle school. Using participant observation, this study investigates the experiences of immigrant and second-generation Mexican American youth in a small-town Pacific Northwest junior high school in order to understand their low academic achievement when compared with the U.S.-born Anglo youth at the school. Building on the segmented assimilation model and stratification literature on minority youth in school, this study finds that the school community marginalizes Mexican American students. This study highlights how marginalization in school for Mexican American youth is not limited to the urban high school setting, and that school factors across different contexts persist in creating academic disadvantage for Mexican American youth and especially for boys.

Implementation of the subject-subject approach to a child as an equal partner; development of their subjectification in the learning process is now becoming the leading factor that ensures the process democratization and modernization of the educational process, which shapes the competitiveness of not only an individual but of the kazakhstan nation, as a whole. Subject-subject interaction means the establishment of the so-called “pedagogy of cooperation”, the co-management by participants in the educational process, and its democratization and humanization. An important peculiarity of the devel- opment of education in Kazakhstan is the threefold prevalence of rural schools over urban schools. As a percentage, this amounts to: 76.7% versus 23.3%. The most indicative in this regard is the situation in the South Kazakhstan region, which is the most densely populated. The implementation of the subject- based approach in school education in the region, the assessment of the degree of “modernization of public consciousness” and its ability to perceive the trends of humanization and democratization of the educational process are of scientific and practical interest in the context of fundamental reform in the educational system and Kazakhstan’s search for the educational ideal. The purpose of this article is to determine the specifics of the process of democratization in the relationships between of teachers and schoolchildren in urban and rural schools in the Republic of Ka- zakhstan to develop appropriate measures to improve the system and content of education. The methodology and method of the research includes analysis of foreign and domestic publications on the development of a democratic style of interaction in the teaching and educational process, with a view to cultural characteristics, regional differences in urban and rural environments; comparative-com- parative method, document analysis, survey methodologies were used, in accordance with the qualita- tive research strategy (questionnaires and in-depth interviews of schoolchildren and teachers). Research Findings. Currently, the educational environment of the Republic of Kazakhstan is rethink- ing the process of development of competences and the system of values of the younger generation, taking into account the increasing influence of the globalization process and the value transformation in Kazakhstan’s society. Proceeding from the fact that the opinions of schoolchildren and practicing teach- ers can suggest ways to improve the educational process while maintaining its educational potential, we have conducted a study in the target group of schoolchildren and teachers from urban and rural schools, comparing their approaches and suggestions on the development of a humanistic form of the relationship between participants in the educational process. The study demonstrated that there is difference in how students from urban and rural schools see the factors that shape the subject-subject relationships that develop during the educational process. These features should be considered during the transformation. The author of the article focused his&nbsp; attention&nbsp;&nbsp; on them in this publication. Key words: Subject-subject interactions, Modernization of education, Subjectivity of the shcoolchil- dren’s personality, cooperation in the educational process.

This study examined the integration of strategies of parental care to enhance morality in the youths in secondary schools managed by the Catholic Diocese of Morogoro. This study guided by one research question applied Deontology theory. The study adopted a convergent research design under the mixed research approach. A stratified random and purposive sampling technique was used to obtain 2 Heads of Schools, 2 Parish Priests, 20 Teachers, 30 Students and 30 Parents. Qualitative reliability was established by using the member-checking technique. The study also ensured the validity and reliability of the data collection instrument by involving two research experts and the Cronbach Alpha technique. The study collected quantitative data by using questionnaires and qualitative information through semi-structured interviews and focused group discussions. The reliability of tools for quantitative data was established at Cronbach Alpha technique. The Hypothesis was tested through Simple Linear Regression. The study found parents have abandoned their children, for they are not responsible towards them, and inadequate moral teachings in secondary schools. Consequently, the youth lack guidance, protection, life support, and moral exemplars for emulation, thus they tend to adopt immoral behavior from various sources around them. A study concludes that the strategies of parental care will help in resolving immoral behavior, including lying, stealing, sexual abuse, violence, insults and irresponsibility that are currently facing the youths in schools and the society in general. The study recommended that the education stakeholders should employ adequate teachers to teach morals at all levels of education and to design an appropriate intervention that enhances morality in the youth. The study also insisted parents to be the role model of morality and being responsible to their children by caring, nurturing and supporting them for the enhancement of morality.

This study concerns the assessment of the effects of Index of Principals’ Perception of School Climate (PPSC), intimidation of students and gender in Moroccan public schools on student performance in science. The study focused on fourth grade students who participated in the TIMSS 2007. The objective of this study is to answer the following research questions: (1) Do schools make a difference in science achievement? (2) What is the effect of the index of principals’ perception of school climate (PPSC) on student achievement? (3) What is the impact of intimidation by other students and gender on student achievement? What is the difference between urban and rural schools in science achievement? The results of the multilevel analysis show that the total variance situated at the school level is 24% in urban school, 50% in rural school and 42% in urban and rural together. Also, they affirm as the intimidation penalizes students’ performances in sciences, the PPSC index is negatively correlated with the students’ performances and the urban schools are favored compared to those in the rural areas.

To ensure inclusive, equitable quality education, and encourage educational opportunities for lifelong learning worldwide; the United Nations set sustainable development goals (SDG) to achieve quality education. Thus, using SDG 4 quality education and system theory, this research seeks to identify the effects of educational management on quality education in rural and urban primary schools in Ghana. Moreover, the mediating role of internet facilities in educational management and quality education relationhsip has been discussed. Thus, 745 urban and 471 rural head teachers and teachers from Ghana participated in an online survey. The data was compiled and executed by structural equation model using SPSS-AMOS. The result reveals that educational management has a positive effect on quality education in urban and rural schools. In addition, urban schools have more quality education than rural schools. Although internet facilities have a positive effect on quality education their absence weakens the quality of education in urban and rural schools. Moreover, it is recommended that the Ministry of Education should arrange professional training for supervisors and head teachers to boost their monitoring and supervision strategies. Furthermore, Parents Teacher Associations can provide funding to support the monitoring and supervision activities to achieve success. Lastly, quality internet facilities should be built with limited charges in rural and urban schools.

Introduction. A significant number of migrant children in Russian schools from cities and rural settlements of Central Asian countries makes it relevant to study the possibilities of supporting their academic motivation, taking into account national and cultural characteristics. The aim of the study is to identify the features of academic motivation of adolescent students in rural and urban schools of the Fergana region. Materials and methods. The study involved 576 teenagers from urban and rural schools of the Fergana region. Methods: "Questionnaire of academic self-regulation of primary and middle school students SRQ-A", "Children's questionnaire of the optimistic style of explaining successes and failures", "Multidimensional scale of satisfaction with life of schoolchildren", "Scale of depression, anxiety and stress". Mathematical and statistical processing of the obtained data was carried out using the Kolmagorov-Smirnov K-S criterion, cluster analysis of the k-means method, the Kruskal-Wallis H-criterion and the Mann-Whitney U-criterion. Results of the study. Students of urban schools have higher rates on the scales of "cognitive motivation", "motivation for self-development", "identified motivation" and "introjected motivation". Using cluster analysis, motivational profiles of students in urban and rural schools were obtained. Motivational profiles of students in urban schools: a) with predominant external motivation; b) with predominant internal motivation, c) students whose learning activities are influenced by both external and internal factors. Motivational profiles of students in rural schools: a) with a high level of both internal and external motivation; b) with an average level of internal and external motivation; c) having a low level of internal and external motivation. A comparative analysis of the identified motivational profiles using the H Kruskal Wallis and U Mann-Whitney criteria made it possible to identify the characteristics of life satisfaction, an optimistic style of explaining the reasons for successes and failures, as well as the level of depression, anxiety and stress among adolescent students in rural and urban schools in the Fergana region. KEYWORDS Discussion and conclusion. The level structure of the learning motivation of rural schoolchildren can be explained by the appearance in their motivation profile of the "Alienated" group - teenagers with a low level of external and internal motivation, when the educational environment does not serve as an environment for satisfying their current needs and is not controlled by the people around them due to the fact that they do not see the importance of the child's education. A group of urban and rural teenagers “Value-oriented towards education” was identified - with a high level of external and internal motivation, whose values of obtaining education are supported by the adults around them.

In this article, Paris explores the deep linguistic and cultural ways in which youth in a multiethnic urban high school employ linguistic features of African American Language (AAL) across ethnic lines. The author also discusses how knowledge about the use of AAL in multiethnic contexts might be applied to language and literacy education and how such linguistic and cultural sharing can help us forge interethnic understanding in our changing urban schools. The article not only fosters an understanding of how AAL works in such multiethnic urban schools, but also sheds light on opportunities for a pedagogy of pluralism—a stance toward teaching both within and across differences.

More information is needed to document the prevalence of health risk factors in youth. The purpose of this study is to compare the prevalence of physical inactivity, smoking and overweight/obesity among youth in urban and rural schools. Data were obtained from a Student Physical Activity and Smoking Survey of 2,697 high school students in four urban schools in Ontario and four rural schools in Alberta. Prevalence of physical inactivity was assessed by examining compliance with Canada’s Physical Activity Guide to Healthy Active Living, and with daily energy expenditure classification values. Prevalence of smoking was assessed by examining current smoking status. Overweight and obesity prevalences were examined by comparing BMI values to the BMI index for age and sex percentiles set by the Centers for Disease Control and Prevention. Physical activity prevalence was found to be low in our study, with only 57.0% of youth achieving Canada’s Physical Activity Guidelines, and with 26.0% classified as sedentary based on the daily energy expenditure classification values. A higher proportion of rural students reported “trying smoking” than urban school students (73.0% versus 64.4%, p<0.001). A significantly higher proportion of rural males were ‘overweight’ than urban males, and a significantly higher proportion of rural females were ‘obese’ in comparison to urban females. Our findings add further support for an urgent need to promote physical activity among Canadian youth. Additionally, our results suggest that it is especially important to target rural students, particularly girls, for smoking prevention programs. Future studies are required to examine such rural and urban differences within provinces.

The Student-Bully Problem, an assessment of cognitive developmental stage adapted from Commons et al.’s (2006) Counselor-Patient Problem, was administered to 176 adolescent participants and 77 adult participants at an urban high school, urban middle school, and mid-size college (N = 253). This study investigated the following inquiries: At what cognitive developmental stages (as defined by the Model of Hierarchical Complexity) do urban high school and middle school students reason about bullying? How effective is the Student-Bully Problem at measuring cognitive developmental stage? Item and person Rasch scores were used to identify each participant’s cognitive developmental stage of performance on the Student-Bully Problem, and to identify the item difficulty of the Student-Bully Problem’s items. The Rasch analysis was also used to assess the validity and reliability of the Student-Bully Problem. Participants performed at the preoperational through metasystematic stages on the Student-Bully Problem. The Student-Bully Problem proved to be a useful tool in assessing cognitive developmental stage of performance in reasoning about bullying in school age youth. The Student-Bully Problem was modified with the goal of improving the instrument’s effectiveness. Consequently, the Student Bully Problem ( 2.0) was created and administered to 116 urban high school students. Initial results (see discussion) indicate the modified version could be more effective

Spiritual issues are culturally important for many youth in urban schools. In this article, the authors describe how spirituality is associated with cultural values, mental health, coping strategies, and adjustment among culturally diverse youth. Using the case of a 17‐year‐old Samoan high school student, the authors demonstrate how spiritual issues related to faith, meaning making, and cultural identity can be addressed in a school counseling context.

Αim: To investigate whether and to what extent students attending small rural primary schools are "disadvantaged" compared to students attending urban schools as well as what are the differences in their performance and consistency in their attendance in the 1st grade of secondary school (gymnasium).&#x0D; Methodology: we chose for our research the quantitative research approach, to study a large number of cases and analyze statistically the research data. More specifically, the choice of the sample which included all the students who studied in the secondary schools of the Prefecture of Arta and specifically in the 1st grade, after collecting their report cards , was considered more reliable. The sample of the research, therefore, consists of 364 students who used to study during the school year 2012-2013 in the prefecture of Arta in the 1st grade of secondary school (gymnasium) and was made by simple random sampling.&#x0D; Results: As evidenced by the research findings, students who attended urban primary schools, achieve better performance in the first class of secondary school. In particular their average grade of achievement is higher especially in Mathematics and Modern Greek Language &amp; Literature where they achieve also higher grades. However, as far as Science classes are concerned, no difference in grades is observed. Finally, regarding the continuous attendance of students, those who attended small primary schools had more absences during the school year.&#x0D; Conclusion: The results of the research show a number of differences in the performance of students who have previously attended urban and rural primary schools, with those of urban schools being superior. However, the factors that constitute an obstacle to the proper and smooth operation of a rural school are numerous and also, the advantages of a rural school are difficult to be measured quantitatively.

Background: The implementation of the School Health Program (SHP) is core to the realization of the goal of National Policy on Education. Despite the formulation and adoption of the National School Health Policy (NSHPo) in Nigeria in 2006, no study has been conducted to evaluate the quality of its implementation. This study was carried out to appraise the quality of implementation of the program in public primary schools in rural and urban Local Government Areas (LGAs) of Oyo State, Nigeria. Methodology: The study utilized a comparative cross-sectional design. A two-stage sampling technique was used to select 49 public primary schools; 26 rural and 23 urban, from two selected LGAs. Observational checklist (OC) was used to assess the SHP in the selected rural and urban schools from the LGAs. The checklist comprised of 4 sections; the school administrative information and implementation items for each of the three main components of the SHP as listed below i.e. School Health Services (SHS), School Health Education (SHE) and Healthful School Environment (HSE). The overall quality of implementation was measured by assessing the availability, appropriateness and functionality of basic health, sanitation and education facilities on a 79-point scale (SHS-21, SHE-10, HSE-48). Scores of <40%, 40-49% and ≥50% were categorized as poor, fair and good quality of implementation of the SHP respectively. Data were analyzed using SPSS version 22. Results: All the schools in both the urban and rural public primary schools had functional Parent Teacher Association. Neither the rural nor the urban public primary schools had trained first aiders, school health assistants or school health nurses. Even though most (87.8%) of the schools had first aid boxes (rural-100% versus urban-73.9%), 56.5% and 23.1% of the first aid boxes in the urban and rural public schools contained nothing. Only 8.7% of the urban schools had a sick bay. None of the public primary schools in both the rural and urban locations had major communicable health problems, HIV/AIDS education and use and abuse of drugs in their health instruction curriculum. Majority of the schools in the rural locations (88.5%) had sources of water supply compared with 10 (43.5%) of the schools in urban LGAs. Some (38.8%) of the schools had refuse bins located either on the corridors or at the corners of the classrooms. Higher proportions of schools in the urban areas (27.8%) had dustbins compared with (20.7%) of the rural schools. Overall, (59.2%) schools had poor quality of implementation of the SHP (rural-65.4% versus urban- 52.2%). Conclusion: The study revealed poor quality of implementation of the school health program in the selected rural and urban public primary schools in Oyo State as various essential equipment/items for effective school service delivery were either inadequate or lacking. There is a need for concerted efforts to improve/upgrade the standard of the program in both rural and urban public primary schools in the State.