School Version Research Articles

Dissonance‐based prevention of eating disorder risk factors in middle school girls: Results from two pilot trials

Although several eating disorder prevention programs reduce eating disorder risk factors and symptoms for female high school and college students, few efficacious prevention programs exist for female middle school students, despite the fact that body image and eating disturbances often emerge then. Two pilot trials evaluated a new dissonance-based eating disorder prevention program for middle school girls with body image concerns. Female middle school students with body dissatisfaction from two sites [Study 1: N = 81, M age = 12.1, standard deviation (SD) = 0.9; Study 2: N = 52, M age = 12.5, SD = 0.8] were randomized to a dissonance intervention (MS Body Project) or educational brochure control; Study 2 included a 3-month follow-up. Intervention participants showed significant post-test reductions in only one of the six variables with both Studies 1 and 2 (i.e., pressure to be thin and negative affect, respectively), though post-test effect sizes suggested medium reductions in eating disorder risk factors and symptoms (Study 1: M d = .40; Study 2: M d = .65); reductions at 3-month follow-up in Study 2 were not evident (M d = .19). Results suggest that this new middle school version of the Body Project is producing medium magnitude reductions in eating disorder risk factors at post-test but that effects are showing limited persistence. Continued refinement and evaluation of this intervention appears warranted to develop more effective prevention programs for this age group.

The Expanded School Mental Health Collaboration Instrument [School Version]: Development and Initial Psychometrics

This article presents the psychometric properties of the Expanded School Mental Health Collaboration Instrument [Community Version], a measure for assessing collaboration from the perspective of community-based mental health professionals working in schools. A three-scale instrument (Types of Collaboration, Influences on Collaboration, and Perceived Benefits of Collaboration) was developed based on findings from focus group interviews and a review of the literature. This instrument complements an existing measure of collaboration that considers the perspectives of school professionals involved in expanded school mental health (ESMH). Exploratory factor analyses were used to define a set of factors for each of the three scales. Preliminary psychometric examination suggests this is a promising instrument that should be studied further. Implications for ESMH practitioners and researchers are proposed.

Poe in Cyberspace: Poe MOOC Blog

Poe in Cyberspace: Poe MOOC Blog

The examination of sports effects over high school students resiliency levels

The aim of this study was to examine the resiliency of high school education students and to compare it by athletic or non-athletic factors. A sample of 728 (284 girls, 444 boys) high school students who were chosen randomly among pupils studying in Gaziantep provided responses. High School Version of California Resiliency Rating Scale which was developed in 1999 by WestEd and Duerr Evaluation Resources, and adopted by Ozcan (2005) into Turkish was used as data collection tool. In dependent samples t-test was used to test the statistical differences in mean scores by using SPSS 16.0 program. Analysis indicated that resiliency levels of all students involved in our studies are above average; and when it is evaluated from the point of doing sports, in male high school students it is showed that being athletic have positive affects over the increase of resiliency level; on the other hand, considering female students, it was determined that sport causes more increase in factors described as external resiliency traits of sport; however, it is stated that sport has no affect on internal resiliency traits. As a conclusion, gender variance does not have any influence over resiliency levels of high school sportsman pupils. Key words: Sport, resiliency, high school education

Epistemological beliefs as predictors of self-regulated learning strategies in middle school students

This study examines the contribution of epistemological beliefs to middle school students’ reported use of self-regulated learning strategies. One hundred and sixty 8th and 9th graders from three public middle schools participated in the study. Gender was about equally represented in the sample (89 girls, 71 boys). During the group examination phase, the participants were asked to complete a Greek version of Epistemological Beliefs Questionnaire (EBQ), based on Schommer-Aikins, Mau, Brookhart and Hutter’s (2000) middle school version of EBQ. During the individual examination phase, they were interviewed using the Self-Regulated Learning Interview Schedule (SRLIS). Epistemological beliefs about the speed of learning and the ability to learn significantly predicted the reported use of cognitive as well as motivational regulation strategies. The educational implications of the results are discussed in relation to cultural influences on the formation of epistemological beliefs.

Moving Beyond Achievement Data

The Student Orientation to School Questionnaire (SOS-Q) is a multidimensional student-centered assessment tool for measuring psychosocial facilitators of student engagement. The SOS-Q is based in research on the self-system models of motivation and direct student input on perceived supports and barriers for high school completion. The current study examined internal measurement properties (factor structure and reliability) of the upper-elementary and high school versions of the SOS-Q in two samples of Grade 4 ( N = 615) and Grades 7 and 9 ( N = 1,356) students, as an important step in the process of scale development and validation. Exploratory and confirmatory factor analyses (EFAs and CFAs) converged on a stable and reliable measurement structure for both versions of the scale, with common factors related to safe and caring school, peer relationships, self-confidence, external and internal resilience, and for the high school version only—perceived utility of school and extracurricular activities. Results are discussed in terms of incorporating the SOS-Q into comprehensive school assessment systems that go beyond the academic achievement and behavioral data and that can have important policy and program implications.

ADHD Prevalence in Lebanese School-Age Population

Objective: The authors conducted an epidemiological study in Lebanon to estimate ADHD prevalence in school-age population. Method: They selected 1,000 children aged between 6 and 10 years, admitted in several schools in Lebanon. In each district, they randomly chose five schools, and in each school two classes. From each class, 10 children were included randomly in the population of the study. For each child, an ADHD-Rating Scale–IV School version was filled by a main teacher. The Home version was filled by the child’s parents. Results: The prevalence of ADHD Inattentive subtype was 3 per 1,000, Hyperactive-Impulsive subtype 12 per 1,000, and ADHD Combined subtype 17 per 1,000. ADHD was significantly more prevalent in boys than in girls. Conclusion: This is the first epidemiological study to be conducted in Lebanon to estimate the prevalence of ADHD among children.

Domain-specific perfectionism in intercollegiate athletes: Relationships with perceived competence and perceived importance in sport and school

ObjectivesTo examine the domain-specific nature of perfectionism in sport and school, and to examine potential links between domain-specific perceived competence, perceived importance (task value), and perfectionism in sport and school. Design and MethodA total of 255 male and female varsity student-athletes from a successful intercollegiate sport program completed domain-specific (i.e., sport and school) versions of Hewitt and Flett's (1991) Multidimensional Perfectionism Scale (HF-MPS). Participants also completed an inventory designed to assess perceived competence (PC) in sport versus school and perceived importance (PI) of success in sport versus school. ResultsExploratory factor analyses conducted on perfectionism data indicated that perfectionist orientations were organized around domain-specific as opposed to global perfectionist tendencies. Regression analyses indicated that PC was a significant predictor of domain-specific levels of self-oriented and socially prescribed perfectionism (ps < .05), and PI was a significant predictor of domain-specific levels of self-oriented, socially prescribed, and other-oriented perfectionism (ps < .001). A repeated-measures MANOVA revealed that student-athletes had significantly higher levels of perfectionism in sport than school (ps < .0001) across all three HF-MPS subscales. ConclusionResults reinforce the value of measuring perfectionism as a domain-specific (rather than global) personality disposition, and identify the potential role that perceived competence and perceived importance may play in the development of domain-specific perfectionism.

Consultancies: A Model for Interdisciplinary Training and Mentoring of Junior Faculty Investigators

The study of complex, health-related problems is often best addressed by interdisciplinary teams, and yet models for training and mentoring junior investigators in an interdisciplinary mode are not widely available. Here, the authors describe their school's version of the consultancy process, a two-year effort (September 2007 to June 2009) sponsored by the University of Washington's Center for Interdisciplinary Geriatric Research, as a model for short-and long-term, interdisciplinary training and mentoring of junior faculty investigators, and evaluate its effects on establishing productive cross-disciplinary linkages among them. Between September 2007 and December 2008, written feedback was collected from participating faculty after each consultancy session. A brief, Internet-based survey of all attendees was conducted in February 2009 to gather information about longer-term implications and benefits of consultancy participation. Most respondents rated sessions highly, and a majority of the respondents reported increased networking opportunities, access to resources, new research questions, access to expertise beyond their disciplines as a result of the sessions, and a positive impact on cross-disciplinary collaborations. Their responses suggest that the consultancy format may stimulate the formation of new interdisciplinary mentoring relationships and foster cross-disciplinary collaborations.

Reliability of the School AMPS measures

Aim: The purpose of this study was to use a variety of methods to evaluate and cross-validate the reliability estimates of the quality of schoolwork performance measures in the School Version of the Assessment of Motor and Process Skills (School AMPS) (1). Methods: Split-half reliability was estimated based on School AMPS data from 6 194 students who had performed at least two school AMPS tasks. Two different split-half methods were used: splitting the School AMPS items vertically and splitting them horizontally. The Rasch equivalent of Cronbach's alpha for the full School AMPS evaluation and standard error of measurement (SEm) were also considered. Results: All three methods yielded high reliability coefficient estimates (r ≥ 0.70) and overall SEm was low. Conclusions: From a practice perspective, the results of this study are of clinical importance as they provide evidence that occupational therapists can have confidence in the consistency of the School AMPS measures when they are used in the process of making decisions about individual students, planning interventions, and later performing follow-up evaluations to measure the outcome.

Gender differences in quality of schoolwork task performance among typically developing students and students at risk of or with mild disabilities

Aim: As no studies have examined for gender differences in quality of schoolwork task performance, the purpose of this study was to examine whether there is a gender difference in quality of schoolwork task performance among students at risk of or with mild disabilities, and to compare any identified differences to those that might exist among their typically developing peers. Methods: The participants were 2510 students (typically developing = 412 girls, 422 boys; at risk = 147 girls, 379 boys; mild = 242 girls, 901 boys), 4–10 years of age. Schoolwork task performance was measured using the School Version of the Assessment of Motor and Process Skills (School AMPS). Results: Regression analyses revealed no significant gender or age-by-gender interaction effects for any of the three groups (typically developing, at risk, mild). Interpretation: The results, focused on occupational performance, complement prior research that has focused on examining for gender differences in behaviour, academic achievement, and coordination among students with mild disabilities. These results also suggest that current School AMPS normative values, based on combined gender means, are valid.

The Unidentified (review)

Reviewed by: The Unidentified April Spisak Mariz, Rae. The Unidentified. Balzer + Bray/HarperCollins, 2010. [304p.] ISBN 978-0-06-180208-9 $16.99 Reviewed from galleys R Gr. 8-10. Fifteen-year-old Kid is not used to standing out in the Game, the futuristic, corporate-driven version of school in this world where the government dropped the ball on education and businesses were all too happy to step in. The kids do seem to be learning, but ads, sponsorships, and competition are equally important, and Kid is usually too quiet to attract much attention. Her notice of an act of guerilla theater and her early response to it catches the eye of key individuals on both sides, however. Soon Kid is being courted by an anti-corporate group rebelling against the complete lack of privacy and independence, while at the same time she is being offered lucrative sponsorships by companies that seem to think she represents a safe demographic of individuals happy to buy "rebellion" instead of whatever the mainstream is doing. Mariz carefully presents Kid, baffled by the spotlight and longing for days when she could just coast, as not quite being what either group wants, placing her plausibly in a confused middle ground as she, like most teens, struggles to balance individuality and capitalism. Even within the garish descriptions of cool products, there is a quiet in the narrative, a subtlety that matches the caution with which Kid navigates the world. Pair this with Anderson's Feed (BCCB 11/02) for dual examinations of the kids tuned in 24/7 to a world that always has something to sell. [End Page 139] Copyright © 2010 The Board of Trustees of the University of Illinois

North Star and Southern Cross: Shakespeare's Comedies in Australia, 1903–1904

Michael Gow's celebrated play Away (1986) commences with a tatty school version of Shakespeare's A Midsummer Night's Dream. Set in the era of anti-Vietnam War protests, Away ironically salutes the iconic performance traditions of the ‘romantic’ Dream. At the Prince's Theatre, Manchester, in 1901–02, actor-manager Robert Courtneidge directed elaborate productions of this play and As You Like It, and under the management of George Musgrove toured them to Australia, where Twelfth Night was added. These productions' ensemble casting was central to Courtneidge's and Musgrove's ambitions for addressing the ‘distinctive geographies’ of regional taste. Veronica Kelly is an Honorary Research Advisor at the University of Queensland. Her book The Empire Actors: Stars of Australasian Costume Drama 1890s–1920s is published by Currency House (2010).

Cross-Regional Validation of the School Version of the Assessment of Motor and Process Skills

The objective was to determine whether the School Version of the Assessment of Motor and Process Skills (School AMPS) is valid when used to evaluate students in different world regions. Participants were 984 students, ages 3-13 yr, from North America, Australia and New Zealand, United Kingdom, and the Nordic countries, matched for age and diagnoses. We used FACETS many-faceted Rasch analyses to generate item difficulty calibrations by region and evaluate for significant differential item functioning (DIF) and differential test functioning (DTF). Four School AMPS items demonstrated DIF but resulted in no DTF. This study provided support for occupational therapists using the School AMPS to evaluate students' quality of schoolwork task performances across regions because the School AMPS measures are free of bias associated with world region.

Imagining cosmopolitan space: spectacle, rice and global citizenship

How do you stage the world? This article reviews how a series of performance installations by the theatre company Stan's Cafe have approached global space. It examines the way Plague Nation and Of All the People in All the World tackle national and global scale through the representation of populations. Drawing on a discussion of cosmopolitanism by the geographer, David Harvey, the paper argues that the school versions of Plague Nation point towards a geographically rooted drama pedagogy for global citizenship. This pedagogy displays political and aesthetic features in common with Baz Kershaw's theorisation of ‘spectacles of deconstruction’. The article concludes by exploring how the installations' own global travels might be understood as a practice of global citizenship.

2007년 개정 초등학교 교육과정의 철학·내용체계·운영의 방향에 대한 비판적 고찰

The purpose of this study is to look out the philosophy, items of contents, and implementing direction of '2007 revised national curriculum' in elementary school. 2007 revised national curriculum was developed according to the principle named momentary-partial improvement. So, the philosophy and items of contents in 7th curriculum are kept up in 2007 revised national curriculum. Especially, the curriculum embodies the fundamental idea of becoming to realize its nature in the hands of agents of schooling guided by student based curriculum, curriculum for improving the schooling in its nature, and curriculum for maintaining the quality of schooling.&#x0D; The idea pursues the grounding abilities and habits for learning and life as version of elementary school to 'devotion to the welfare of mankind' as the ideal image of man in Korea. To carry through out the purpose, the curriculum has three areas of activities: school subjects activity, extraordinary activity, and discretionary activity. Moreover, teacher runs standard times alloted in the curriculum intentionally. Of course, in this case, teacher must obey the guidelines connected with the matter in the curriculum. In addition to this limitation, teacher is forced to conform with the implementing plans of each areas in the curriculum. 2007 revised national curriculum is designed to fulfill the balance between generality in degree of nation and peculiarity in school through this ways.

Confirmatory Factor Analysis of the Scales for Diagnosing Attention Deficit Hyperactivity Disorder (SCALES)

The diagnostic criteria for attention deficit hyperactivity disorder have evolved over time with current versions of the Diagnostic and Statistical Manual, (4th edition), text revision, ( DSM-IV-TR) suggesting that two constellations of symptoms may be present alone or in combination. The SCALES instrument for diagnosing attention deficit hyperactivity disorder was analyzed using confirmatory factor analysis. For both the home and school versions, a two-factor structure comprising items designed to measure inattention and hyperactivity/impulsivity showed best fit to the data. A three-factor model splitting the hyperactivity and impulsivity items onto separate factors resulted in similar fit, but with a correlation between these two factors of .94 on both versions of the instrument. The two-factor structure is preferred, lending support for the DSM-IV-TR criteria.

An Analysis of LEED and BREEAM Assessment Methods for Educational Institutions

This study examines the differences between two environmental assessment methods for the K-12 education sector: the United States Green Building Council's (USGBC) LEED Schools Version 3.0 and the British Research Establishment's (BRE) BREEAM Education issue 2.0. Credit requirements are compared side-by-side and against recommendations from researchers in areas such as acoustics, lighting and indoor environment quality. Strengths in the two schemes and areas for improvement are highlighted, with acknowledgement that each scheme offers components and techniques from which the other could benefit.

Learning is Still the Same

Learning is learning and technology is technology. The two are related if and only if the technology makes it possible to learn something that can be learned in no other way. E-learning is quite often a watered down version of school. Whether it relies on computers, mobile devices, or any other technology the question is, "Is it any better than what it replaced?"

Adaptación y validación de la versión española de la Escala de Motivación Educativa en estudiantes de educación secundaria postobligatoria

ResumenEl propósito de este trabajo fue adaptar y validar la Escala de Motivación Educativa (EME-E) en estudiantes de Secundaria postobligatoria. Participaron en el estudio 425 estudiantes, 239 de bachillerato y 186 de ciclos deformación profesional. La versión española adaptada denominada Escala de Motivación Educativa en secundaria (EME-S) mostró una estructura factorial oblicua de siete factores. Los resultados mostraron correlaciones positivas entre las subescalas más autodeterminadas y las variables autoestima y autoconcepto académico. La fiabilidad mostró niveles adecuados. El análisis de varianza multivariado mostró un perfil más autodeterminado en las mujeres y en los estudiantes de ciclos de formación profesional. Finalmente, los resultados apoyan parcialmente la utilización de la EME-S en el contexto de la educación secundaria postobligatoria para evaluar los diferentes tipos de motivación.