Public School Students In Grades Research Articles

Increasing disparities in obesity and severe obesity prevalence among public elementary and middle school students in New York City, school years 2011-12 through 2019-20.

Recent national trends in the United States indicate a significant increase in childhood obesity, a major public health concern with documented physical and mental comorbidities and sociodemographic disparities. We aimed to estimate the prevalence of obesity and severe obesity among youth in New York City (NYC) before the COVID-19 pandemic and examine time trends overall and by key characteristics. We included all valid height and weight measurements of kindergarten through 8th grade public school students aged 5 to 15 from school years 2011-12 through 2019-20 (N = 1,370,890 unique students; 5,254,058 observations). Obesity and severe obesity were determined using age- and sex-specific body mass index percentiles based on the Centers for Disease Control and Prevention growth charts. Analyses were performed using multivariate logistic regression models with repeated cross-sectional observations weighted to represent the student population for each year and clustered by student and school. Among youth attending public elementary and middle schools in NYC, we estimate that 20.9% and 6.4% had obesity and severe obesity, respectively, in 2019-20. While consistent declines in prevalence were observed overall from 2011-12 to 2019-20 (2.8% relative decrease in obesity and 0.2% in severe obesity, p<0.001), increasing trends were observed among Black, Hispanic, and foreign-born students, suggesting widening disparities. Extending previous work reporting prevalence estimates in this population, nearly all groups experienced significant increases in obesity and severe obesity from 2016-17 to 2019-20 (relative change = 3.5% and 6.7%, respectively, overall; p<0.001). Yet, some of the largest increases in obesity were observed among those already bearing the greatest burden, such as Black and Hispanic students and youth living in poverty. These findings highlight the need for greater implementation of equity-centered obesity prevention efforts. Future research should consider the influence of the COVID-19 pandemic and changes in clinical guidance on childhood obesity and severe obesity in NYC.

School electrification and academic outcomes in rural Kenya

Between 2014 and 2016, the number of primary schools with electricity rose from 56% to 94%. Schools in proximity to the grid network were connected to grid electricity, while those located further away received solar photovoltaics. Using this rapid electrification expansion as a source of identifying variation in a panel fixed effects model, the paper estimates the impact on school test scores, enrollment, and completion. Additionally, the paper attempts to quantify the effects of lighting on education performance by relying on the off-grid (solar) electricity coefficients. Using a universe of 8th grade students in public schools in Kenya, the paper finds no evidence that electricity affects test scores or enrollment in the short run. However, off-grid electrification increases completion by 1%. Using off-grid estimates, the paper concludes that lighting has a small positive impact on completion but not on test scores or enrollment. This is an extremely short-term evaluation and in the long-run electrification may have larger impacts.

HIGH SCHOOL STUDENTS’ CRITICAL THINKING ABILITY

Problem solving is an important skill, and making decisions about the basis of critical thinking skills. This study is a descriptive qualitative study to describe the critical thinking of 8th grade public junior high school students in the suburbs of Surabaya, East Java in solving TVLS problems. Fifteen junior high school students contributed to the study and were given questionnaires to get three subjects with different critical thinking abilities. Furthermore, each subject was requested to solve TVLS word problems and then interviewed. The instruments used in this study were a critical thinking questionnaire (CTAT), TVLS word problems, semi-structured interview guidelines. The data was analyzed based on indicators that combined the stages of Polya's problem solving and critical thinking. The data were analyzed using critical thinking indicators that have been determined by the authors and the results obtained showed that (1) uncritical and low critical subjects were unable to complete the critical thinking indicators at each stage of problem solving; (2) medium critical, critical, and highly critical subjects were able to complete the critical thinking indicators at each stage of problem solving. For this reason, it is advised that teachers teach their students to think critically in solving problems in every learning process

Keterpelajaran Gerak: Korelasi Keterampilan Psikomotorik dengan Cognitive Function Siswa

This research is a quantitative study with a correlational design that aims to determine the relationship between motor learning and cognitive function in students of public elementary schools in Kuantan Tengah District, Kuantan Singingi Regency, Riau Province. The population of this study was fifth grade students for the 2022/2023 school year, with a population of 627 children spread across 27 public elementary schools. The sampling technique used in this research is random sampling. With this technique, I obtained a sample of 94 students. Methods of data collection using tests and measurements of cognitive function and movement skills Cognitive function uses the Concentration Grid Test (CGT) instrument and movement skills by observing movement learning. The results showed that students' cognitive function was in a good category, and their movement learning was also good. The results of the correlation analysis obtained a correlation coefficient of 0.695 &gt; rtable = 0.396. This shows that there is a significant relationship between movement learning and cognitive function in fifth grade public elementary school students in Kuantan Tengah District for the 2022/2023 academic year. The conclusion that can be drawn from the results of the research is that one student's movement learning is influenced by cognitive function. Students who have good cognitive function tend to have good movement skills.

Pengaruh tingkat kecerdasan adversitas dan sikap belajar mandiri siswa terhadap prestasi belajar IPS Siswa kelas 6 Sekolah Dasar di Kecamatan Nalumsari Kabupaten Jepara

This study aims to analyze the effect of analyzing the level of adversity intelligence and students' independent learning attitudes on social studies learning achievement of 6th grade elementary school students in Nalumsari District, Jepara Regency. The object of the research includes three elementary schools, namely SDN Jatisari, SDN 1 Gemiring Lor, and SDN 2 Gemiring Kidul. Data collection techniques using a questionnaire. Data analysis technique with regression analysis with SPSS. The results showed that partially adversity intelligence variable had a significant positive effect on students' social studies learning achievement. Likewise, the development of the independent learning attitude variable has a significant positive effect on students' social studies learning achievement. The results of multiple linear regression show that the adversity intelligence variable and the independent learning variable simultaneously have a significant positive effect on the social studies learning achievement of 6th grade public elementary school students in Nalumsari District, Jepara in the even semester of the 2021/2022 academic year.

Treinamento de habilidades sociais como estratégia de combate ao preconceito contra a diversidade sexual e de gênero

Abstract Objective The aim of this study was to verify the effectiveness of a social skills training program to reduce prejudice against sexual diversity. Method A total of 22 adolescents aged between 14 and 17 years who were 9th grade public school students, participated. The assessment instruments were the Social Skills Inventory for adolescents and the Scale of Prejudice Against Sexual and Gender Diversity. Both instruments were applied before and after training. Results The results indicated a significant reduction in the levels of prejudice against sexual and gender diversity, an increase in the frequency of the issuance of skills related to assertiveness, an affective approach and social resourcefulness and a decrease in the difficulties related to civility. Conclusion The social skills training program proved to be effective, indicating that this is a viable tool for greater acceptance of sexual and gender diversity.

The evaluation of students’ progression in lower secondary education in Brazil: Exploring the path for equity

Improving the access to and quality of compulsory education among children is one of the most promising measures to tackle poverty in the medium-long run. This study examines the individual sociodemographic and educational attributes related to the probability of students’ progression through lower secondary public education in Brazil. Based on the longitudinal design track of a cohort of Brazilian 5th grade public-school students, multilevel logistic regression models are applied to merged databases of the Educational Census and Prova Brasil, which have a national coverage. The response variable is whether the pupil was steadily promoted from the 5th to 9th grade, or not. The predicting variables include students’ prior achievement in reading and mathematics, early experience of grade repetition, preschool attendance, and several sociodemographic attributes such as gender, self-declared race/skin color, socioeconomic status, and proxies of being exposed to extreme poverty. A distinctive aspect of this study is the use of big identifiable data collected by the institute in charge of Brazilian educational evaluation. Our findings show that lower secondary education completion in due time is strongly associated with prior achievement, and that the main effect of students’ socioeconomic status is modest, having a moderator effect with maths. Estimates obtained also give emphasis to the cumulative effect of early grade repetition, preschool attendance, and extreme poverty exposure. Gender and race/ethnicity gaps are shown. Moreover, the students’ progression varies randomly across schools, municipalities, and states; this provides an opportunity for compelling insights into school and higher levels of public policy design, implementation, and evaluation. Results highlight the role of preschool and primary education in the path for equity. Policy and practice implications to reduce the educational equity gap are discussed.

Nicotine vaping for relaxation and coping: Race/ethnicity differences and social connectedness mechanisms

The current study examined race- and ethnicity-based differences in the reasons that youth report for vaping, with an emphasis on understanding the relationship between race/ethnicity and vaping for relaxation and stress/anxiety coping. This work also sought to go beyond examining race-based differences as a cause of tobacco-use disparities by assessing social connectedness factors that mediate relationships between race/ethnicity and vaping for relaxation and coping. Research questions were tested using data from the 2019–2020 California Student Tobacco Survey, a representative school-based survey of 10th and 12th grade public school students throughout schools in California. Overall, 7.78% of the sample reported using nicotine vapes in the past 30 days. The final sample included 11,112 high school student current vape users. The most important reason that youth vaped was for relaxation and stress/anxiety coping, with racial and ethnic minorities most likely to report this vaping motivation. Analyses of the structural mechanisms underlying the relationship between race/ethnicity and vaping reasons showed that minority youth reported lower school, peer, and family connectedness when compared to White youth. Lower school and family connectedness were in turn correlated with being motivated to vape to relax or relieve stress and anxiety, and lower overall mental health. Findings imply that future intervention efforts might profitably focus on reducing stressors associated with relaxation and stress/anxiety coping motivations and highlight the importance of connectedness for indirectly decreasing vape use risk by improving negative mood and mental health.

Investigation of Psychometric Properties of Multiple-Choice Items Developed By Turkish Teachers

The main purpose of this research is to determine the psychometric properties of the items (questions) developed by Turkish teachers. The research was conducted with 320 teachers who teach Turkish to 8th grade students in public schools in Ankara in during the 2020-2021 academic year. Turkish subtest items of LGS (High School Enterance System) central exam verbal section were evaluated by field experts and a blueprint was created. Each achievement in the blueprint was randomly assigned to a teacher and he/she was asked to develop a multiple-choice item which has moderate difficulty and high discrimination to measure this achievement. The multiple-choice items written by the teachers were applied to the 8th grade students and the psychometric properties of the items were estimated from the students’ responses. According to the results of the research, it was found that the content validity ratios, reliability and validity coefficients, item factor loadings, and differential item function values of the items developed by the teachers were at an insufficient level. Item difficulties were easy and the discrimination indexes were at a level that could be taken to the test by only correction.

Perceptions of tenth grade students in public schools in Jerash governorate about vocational education

The study aims to identify the perceptions of tenth grade students in public schools in Jerash governorate regarding vocational education. The study used the descriptive survey method. The sample of the study consisted of (300) students, The study was applied to them. The study found that the level of perceptions of tenth grade female students in public schools in Jerash governorate regarding vocational education was high. The study also showed the existence of statistically significant differences at the level of significance (α = 0.05) due to the effect of the student’s achievement level in favor of high, and the existence of statistically significant differences at the level of significance (α = 0.05) attributed to the effect of the parent’s education level in favor of a bachelor and above, and the existence of relevant differences Statistical significance at the level of significance (α = 0.05) attributed to the effect of the average household income, and the differences came in favor of each of (500-1000) dinars, and more than (1000) dinars. The study presented a number of recommendations, the most important of which are: Raising the level of awareness of society groups as a whole, its institutions, the educational community and its institutions of the importance of vocational education in general, and directed at females in particular. Raising awareness of female students in the basic stage of the essence of vocational education through the media, advisory bulletins, field visits and trips to colleges and vocational institutes.

The Effectiveness of the RAFT Strategy in Developing Creative Writing Skills of Eighth Grade Students in Public Schools

The creative writing is very important for students; where it develops their imagination and helps them choose the vocabulary in which to express their ideas. The RAFT strategy is useful to develop students' creative writing skills. The current research aimed to identify the effectiveness of the RAFT strategy in developing the creative writing skills of eighth-grade students in public schools in the State of Qatar. The research sample consisted of two groups: the controlled group and the experimental one. Each group contained (46) male and female students from the eighth grade. The RAFT strategy was applied to the experimental group students. The traditional method was also applied to the students of the control group. The students of the two groups were also pre-and post-tested in the creative writing skills test. The results of the research revealed that there were statistically significant differences between the mean scores of the students of the control group and students of the experimental group in the post-test of creative writing in favour of the experimental group. The research also recommended employing the RAFT strategy to develop creative writing skills in different educational stages. Keywords: RAFT strategy - creative writing - Arabic language DOI: 10.7176/JEP/12-32-03 Publication date: November 30 th 2021

Gender differences in reading skills in english: a case study of 11th grade public school students in UAE

This study aims to examine gender differences in reading skills (literal, inferential, critical, and appreciative) of 11th Grade students in public high schools in UAE and determine to what extent they are statistically significant. The survey uses a quantitative questionnaire about reading skills (literal, inferential, critical, and appreciative) in English. A total of 600 students (n = 300 male, n = 300 female) participated in this survey. A one-way ANOVA test is employed for data analysis. The results indicate that female students obtain higher mean scores (M = 3.54, SD =1.08) for reading practices with lower-level thinking skills (literal reading) and experience inferential and critical reading practices more than male students. However, they exhibit no significant difference in reading practices with lower-level thinking skills and inferential, critical, and appreciative reading skills in English. Future studies could extend this research domain to other countries in the Middle East with large student samples.

The Impact of Using Educational Robot through Integrative Approach on the Achievement of Tenth-Grade Students in Trigonometry

The study aimed at investigating the impact of using the educational robot through the integrative approach on achievement among tenth grade students in trigonometry. To achieve the aims of the study the researchers developed an academic unit adopting the integrated approach by using Educational Robot. The sample of the study consisted of (120) students of the tenth grade students in public schools in the city of Amman, divided equally into two groups: experimental and control. Achievement test in mathematics was used, which were validity and reliability was verified. The results of the study showed a statistically significant difference (α≤0.05) between the averages of the two groups experimental (which used the educational robot) and the control group (which did not use the educational robot) in mathematical achievement in favor of the experimental group. The study did not show an interaction between the use of the educational robot and the gender of the student in the mathematics achievement in the students of the tenth-grade students. In light of the study's findings, the researchers recommend using modern technology tools such as robot to teach mathematics. Keywords: Educational robot, achievement, trigonometry, integrative approach

The association between experiences of religious discrimination, social-emotional and sleep outcomes among youth in Australia

BackgroundReligious-based hate crimes are on the rise worldwide. However, the relationship of religious discrimination on health and well-being, especially earlier on the lifecourse, is largely understudied. This study examines the prevalence of religious discrimination and the relationship it has on social-emotional adjustment and sleep outcomes among a diverse sample of students in Australia. MethodsData came from Speak Out Against Racism, a population-representative cross-sectional study of 4664 public school students in grades 5–9 in Australia in 2017. An adaption of the Adolescent Discrimination Distress Index (ADDI), was used to derive four measures of religious discrimination (peer, school, societal and the sum of those as a “total” score). The Strengths and Difficulties Questionnaire measured the total difficulties, conduct, emotional, and prosocial behavior subscales. Measures of sleep outcomes included duration, latency, and disruption. Results27 % (95 % CI 22.82, 31.12) of students reported experiences of direct total religious discrimination with higher levels being reported by students identifying as a religious minority. There was strong evidence that experiences of religious discrimination (across all four sources) was related to all measures of socioemotional adjustment and sleep outcomes. DiscussionReligious discrimination is an understudied form of social disadvantage that has implications for adolescents’ development, health and well-being. Conclusion: More programs, particularly in the school-context, address religious-based discrimination may reduce inequities in health.

Digital era bullying: An examination of adolescent judgments about bystander intervention online

Adolescents are increasingly exposed to online bullying, yet little is known about how to promote bystander intervention in response to cyberbullying. This study examines the influence of personal, family, and societal factors on adolescents' moral judgments and expected bystander responses to cyberbullying with 6th (N = 425, Mageinyears = 11.31, SD = 0.62), and 9th (N = 403, Mageinyears = 14.31, SD = 0.52) grade public school students. Hierarchical regressions demonstrated that sympathy and family management were related to ratings of cyberbullying as less acceptable. Participants who reported experiencing more racial discrimination judged cyberbullying as more acceptable. Additionally higher levels of empathy, secure attachment, and family management were related to higher intentions to intervene. Our findings suggest that family, societal and personal factors are all relevant to adolescents' evaluations of and responses to cyberbullying. These findings can guide future anti-bullying interventions to encourage bystander intervention in online settings.

Stereotype threat effects on Italian girls' mathematics performance: A failure to replicate.

Many studies have found that males, on average, perform better than females in mathematics, although the size of this gender gap is small and varies considerably across countries. Stereotype threat has been proposed as a principal cause of this gender gap. From this perspective, females' performance is affected by fear of confirming a negative stereotype about females' mathematical ability and this stereotype can be activated by an experimental manipulation that reminds females of the stereotype. Yet, evidence of a stereotype threat effect on mathematics performance in childhood and adolescence has been mixed. The present study replicated a highly cited study of stereotype threat among Italian adolescents with a much larger sample of Italian ninth grade (89 male, 75 female, mean age = 14.2) and eleventh grade (84 male, 80 female, mean age = 16.2) public high school students. Performance in tests administered both before and after the experimental manipulations were analyzed with a series of logistic mixed-effects models. Model comparisons confirmed that males performed better than females, but the probability of a stereotype threat effect was infinitesimal. We conclude that Italian adolescent gender differences in mathematics may not be explained by stereotype threat effects. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

A cross-sectional analysis of snacking habits, eating habits, physical activity, and indicators of obesity among high school students in Jakarta, Indonesia.

BackgroundChanges in the lifestyle and eating habits of people in large cities in Indonesia have increased the risk of obesity. In Indonesia, the prevalence of obesity in adolescents increased from 1.6% in 2013 to 4.0% in 2018; in Jakarta, it increased from 4.2% in 2013 to 8.3% in 2018. Obesity is closely related to health behavior in adolescence, and it is a risk factor for the occurrence of non-communicable diseases (NCDs). This study aimed to describe the snacking habits, eating habits, physical activity, and indicators of obesity among adolescents in Jakarta.Design and MethodsThis study used a cross-sectional design involving 170, 10th–12th grade public high school students in Jakarta Province, recruited using purposive sampling technique. Using standardized instruments, the following surveys were delivered online: The Beverage and Snack Questionnaire, the Eating Habits Questionnaire, and the Youth Risk Behavior Survey Questionnaire (Q78). The Chi-squared test was used to determine the correlation between the study's variables.ResultsThe majority of the 170 respondents were female (81.2%). Among the respondents, 11.2% were obese and 6.5% were overweight. Of the 170 respondents 52.4% had the habit of snacking, 64.1% had healthy eating habits, 73.5% engaged in physical activity ≤3 days/week, 79.4% watched TV <3 hours/day, and 61.2% played video games and spent time on computers ≥3 hours/day. The bivariate analysis results showed that there was no significant relationship between snacking habits, eating habits, and physical activity with indicators of obesity (p>0.05).ConclusionsIn general, the respondents in our study were found to have a healthy lifestyle, thus helping to prevent the development of an NCD. However, a number of the respondents were overweight and obese.

The Opt-Out Movement in New York: A Grassroots Movement to Eliminate High-Stakes Testing and Promote Whole Child Public Schooling

PurposeOver the last five years, approximately 50% of the students in Nassau and Suffolk counties on Long Island and 20% across New York State have opted out of the yearly standardized tests for third through eighth grade. This article focuses on two grassroots organizations, New York State Allies for Public Education (NYSAPE) and Long Island Opt Out (LIOO), the two parents who have been central to the organizations’ success, and the strategies and tactics that the two organizations have adopted to achieve such a high opt-out rate in New York.ContextSince the passage of the No Child Left Behind Act of 2001 (NCLB), third through eighth grade public school students have been required to take yearly standardized tests. The most recent version of the exams focused on assessing students, their teachers, and schools based on the Common Core State Standards. Many educators and parents have argued that the standards and assessments negatively affect student learning. In response, educators, parents, teachers, and students have lobbied and publicly testified in an effort to reduce the length of the exams, if not eliminate them. However, the testimonies have had almost no impact on the policymakers. Consequently, some parents concluded that the only way to influence policymakers is to get enough students to opt out of the tests so that the scores were not valid and thus could no longer be used to compare students and teachers within and across schools for accountability purposes.Research DesignThis study is drawn from a qualitative research project in which we conducted interviews to understand how the opt-out movement developed and the strategies it adopted in relation to high-stakes testing in New York. The interviews with two parent leaders from NYSAPE and LIOO are the main data source for this article.FindingsNYSAPE and LIOO can be characterized as real grassroots social movements in that all members have input in the goals and organizing strategies, and unpaid leaders emerge from the membership. Further, because the organizations lack permanent funding, they have to be innovative in using media. By motivating and empowering others and using social media such as Facebook and Twitter, they built a large network and a strong base so that they could influence policymakers and respond quickly at the local and state levels.ConclusionTheir organizing strategies exemplified the participatory and grassroots nature of the new social movements as theorized by McAlevey. The opt-out movement is pushing back not only against high-stakes testing but also against the larger neoliberal construction of parents as simply consumers of schooling, rather than as active, informed citizens. The movement also supports whole-child schooling.

Social Patterning of Racial Discrimination Among a Diverse Sample of School-Aged Children in Australia.

To examine the prevalence of young childrens' reported experiences of racial discrimination and to assess whether discriminatory experiences vary by gender, religion and country of birth. Data came from Speak Out Against Racism (SOAR), a cross-sectional study of 4664 public school students in grades 5-9 in two Australian states in 2017. An adaption of the Adolescent Discrimination Distress Index (ADDI), as a measure of discrimination, was used across four Indigenous and ethnic categories (Indigenous, Asian and non-Asian visible minorities, Anglo/European). Effect-measure modification (EMM) examined how experiences of racial discrimination across ethnic groups varied by gender, country of birth and religion. A sizeable proportion (40%) of students reported experiencing racial discrimination. Indigenous, Asian and non-Asian visible minority students reported higher rates of experiencing racial discrimination than their Anglo-European peers. Male students reported higher rates of experiencing racial discrimination than female students. Foreign-born students reported experiencing racial discrimination more often than native-born students, and both Christian and religious minorities experienced racial discrimination more often than students identifying with the dominant "No religion" group. The findings highlight the prevalence of racial discrimination among adolescents and how gender, country of birth and religion can increase risk of these experiences.

Developing an Interactive Environment Through the Teaching of Mathematics with Small Robots.

The article is the product of the study “Development of innovative resources to improve logical-mathematical skills in primary school, through educational robotics”, developed during the 2019 school year in three public schools in the province of Chiriquí, Republic of Panama. The teaching-learning process in students is influenced by aspects inside and outside the classroom, since not all schools have the necessary resources to deliver content or teaching material. The general objective of the project is to design, develop and implement educational robotics to improve logical-mathematical skills aimed at preschool and first grade students in public schools, using programmable educational robots. For this, a set of resources and activities were developed to improve the logical-mathematical skills of the initial stages, in public schools, obtaining significant results. Playful activities favor the teaching-learning process. Considering the analysis of the results made on the data obtained through the applied collection instruments, it can be argued that in general terms the values indicate that the students obtained a favorable level of performance in the different challenges proposed. The project has allowed the academic community to have an application of great value that allows teaching about the conservation of natural sites. The project only covers the area of mathematics in preschool and first grade.