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size</title> <meta name="description" content="Search results for: school size"> <meta name="keywords" content="school size"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="school size"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 8825</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: school size</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8825</span> Class-Size and Instructional Materials as Correlates of Pupils Learning and Academic Achievement in Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aanuoluwapo%20Olusola%20Adesanya">Aanuoluwapo Olusola Adesanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Adesina%20Joseph"> Adesina Joseph </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examined the class-size and instructional materials as correlates of pupils learning and academic achievement in primary school. The population of the study comprised 198 primary school pupils in three selected schools in Ogun State, Nigeria. Data were collected through questionnaire and were analysed with the use of multiple regression and ANOVA to analysed the correlation between class-size, instructional materials (independent variables) and learning achievement (dependent variable). The findings revealed that schools having an average class-size of 30 and below with use of instructional materials obtained better results than schools having more than 30 and above. The main score were higher in the school in schools having 30 and below than schools with 30 and above. It was therefore recommended that government, stakeholders and NGOs should provide more classrooms and supply of adequate instructional materials in all primary schools in the state to cater for small class-size. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class-size" title="class-size">class-size</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20materials" title=" instructional materials"> instructional materials</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement "> academic achievement </a> </p> <a href="https://publications.waset.org/abstracts/10419/class-size-and-instructional-materials-as-correlates-of-pupils-learning-and-academic-achievement-in-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8824</span> A Study on the Relationships among Teacher Empowerment, Professional Commitment and School Effectiveness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20C.%20Lin">S. C. Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20F.%20Hung"> W. F. Hung</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20W.%20Cheng"> W. W. Cheng </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher empowerment was regarded as investing teachers with the right to participate in the determination of school goals and policies and to exercise professional judgment about what and how to teach. Professional commitment was considered as a person’s belief in and acceptance of the values of his or her chosen occupation or line of work, and a willingness to maintain membership in that occupation. An effective school has been defined as one in which students’ progress further than might be expected from consideration of its intake. An effective school thus adds extra value to its students' outcomes, in comparison with other schools serving similar intakes. A number of literature from various countries explored that teacher empowerment and professional commitment significantly influenced school effectiveness. However, there lacked more empirical studies to examine the relationships among them. Hence, this study was to explore the relationships among teacher empowerment, professional commitment and school effectiveness in junior high schools in Taiwan. Samples were seven hundred and five junior high school teachers selected from Taichung City, Changhua County and Nantou County. Questionnaire was applied to collect data. Data were analyzed by using descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression analysis. The findings of this study were as follows: First, the overall performances of teachers’ perceptions of teacher empowerment, teacher professional commitment and school effectiveness were above average. Second, the teachers’ perceptions of teacher empowerment were significant different in gender, designated duty, and school size. Third, the teachers’ perceptions of teacher professional commitment were significant different in gender, designated duty, and school size. Fourth, the teachers’ perceptions of school effectiveness were significant different in designated duty. Fifth, teacher empowerment was mid-positively correlation by teacher professional commitment. Sixth, there was mid-positively correlation between teacher empowerment and school effectiveness. Seventh, there was mid-positively correlation between teacher professional commitment and school effectiveness. Eighth, Teacher empowerment and professional commitment could significantly predict school effectiveness. Based on the findings of this study, the study proposed some suggestions for educational authorities, schools, teachers, and future studies as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=junior%20high%20school%20teacher" title="junior high school teacher">junior high school teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20empowerment" title=" teacher empowerment"> teacher empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20commitment" title=" teacher professional commitment"> teacher professional commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20effectiveness" title=" school effectiveness"> school effectiveness</a> </p> <a href="https://publications.waset.org/abstracts/24352/a-study-on-the-relationships-among-teacher-empowerment-professional-commitment-and-school-effectiveness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24352.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">462</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8823</span> Intercultural Competency for Teachers at the Public Multicultural Alternative School for Immigrants and Multicultural Family Student’s School Maladjustment in Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiseob%20Chung">Kiseob Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyeonmin%20Kang"> Hyeonmin Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore what is intercultural competency needed for teacher through their experience at the public multicultural alternative school. The public alternative multicultural school is an accredited school for immigrants or students from multicultural families who have experienced school maladjustment at public school. This school has self-regulation in curriculum and function of bridge to public school by helping their adaptation. In particular, this study answers the following questions: What are the most difficulties for teacher at the multicultural alternative school in comparison to public school? What competencies are required for teacher at the multicultural alternative school? Which competencies in cognitive, emotional and practical area should be more required in order for teacher to communicate with student effectively (successfully) in class and other activities in school? What is the background of that we called these competencies especially as ‘intercultural’? This study focuses to clarify teacher’s competency to help immigrants of students from multicultural background to adjust to school life with the term of intercultural competency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competency%20for%20teacher" title="intercultural competency for teacher">intercultural competency for teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20alternative%20school" title=" multicultural alternative school"> multicultural alternative school</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20students" title=" multicultural students"> multicultural students</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20maladjustment" title=" school maladjustment"> school maladjustment</a> </p> <a href="https://publications.waset.org/abstracts/34200/intercultural-competency-for-teachers-at-the-public-multicultural-alternative-school-for-immigrants-and-multicultural-family-students-school-maladjustment-in-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34200.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">465</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8822</span> School Counseling in Sri Lanka: Analysis of the past Recommending a Way Forward</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Buddhiprabha%20D.%20D.%20Pathirana">Buddhiprabha D. D. Pathirana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite a rapid increase in the number of school counselors in the recent past; procuring the service of school counselors is a luxury that many Sri Lankan schools cannot afford. In addition, school counseling in Sri Lanka also faces new challenges in implementation due to the fact that a generally agreed consensus on training, ethical standards, role identity, counseling model, and structures for school counselors has not been reached. Therefore, this paper has several objectives. First, it reviews a brief history of school counseling in Sri Lanka and describes its current status. Second, it describes current trends/ problems specific to Sri Lankan school counseling milieu which have limited the progress of school counseling as a practice. Third, it discusses societal and cultural issues that are important to consider when implementing school counseling as a practices in Sri Lanka and provides recommendations to improve it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20counseling" title="school counseling">school counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=Sri%20Lanka" title=" Sri Lanka"> Sri Lanka</a>, <a href="https://publications.waset.org/abstracts/search?q=current%20situation" title=" current situation"> current situation</a>, <a href="https://publications.waset.org/abstracts/search?q=recommendations" title=" recommendations"> recommendations</a> </p> <a href="https://publications.waset.org/abstracts/40075/school-counseling-in-sri-lanka-analysis-of-the-past-recommending-a-way-forward" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40075.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">537</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8821</span> Causes and Implications of Obesity in Urban School Going Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Amjad">Mohammad Amjad</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Iqbal%20Zafar"> Muhammad Iqbal Zafar</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashfaq%20Ahmed%20Maan"> Ashfaq Ahmed Maan</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Tayyab%20Kashif"> Muhammad Tayyab Kashif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Obesity is an abnormal physical condition where an increased and undesirable fat accumulates in the human body. Obesity is an international phenomenon. In the present study, 12 schools were randomly selected from each district considering the areas i.e. Elite Private Schools in the private sector, Government schools in urban areas and Government schools in rural areas. Interviews were conducted with male students studying in grade 5 to grade 9 in each school. The sample size was 600 students; 300 from Faisalabad district and 300 from Rawalpindi district in Pakistan. A well-structured and pre-tested questionnaire was used for data collection. The calibrated scales were used to attain the heights and weights of the respondents. Obesity of school-going children depends on family types, family size, family history, junk food consumption, mother’s education, weekly time spent in walking, and sports facility at school levels. Academic performance, physical health and psychological health of school going children are affected with obesity. Concrete steps and policies could minimize the incidence of obesity in children in Pakistan. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=body%20mass%20index" title="body mass index">body mass index</a>, <a href="https://publications.waset.org/abstracts/search?q=cardiovascular%20disease" title=" cardiovascular disease"> cardiovascular disease</a>, <a href="https://publications.waset.org/abstracts/search?q=fast%20food" title=" fast food"> fast food</a>, <a href="https://publications.waset.org/abstracts/search?q=morbidity" title=" morbidity"> morbidity</a>, <a href="https://publications.waset.org/abstracts/search?q=overweight" title=" overweight"> overweight</a> </p> <a href="https://publications.waset.org/abstracts/86313/causes-and-implications-of-obesity-in-urban-school-going-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86313.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8820</span> Predictors of School Safety Awareness among Malaysian Primary School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ssekamanya">Ssekamanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Mastura%20Badzis"> Mastura Badzis</a>, <a href="https://publications.waset.org/abstracts/search?q=Khamsiah%20Ismail"> Khamsiah Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Dayang%20Shuzaidah%20Bt%20Abduludin"> Dayang Shuzaidah Bt Abduludin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With rising incidents of school violence worldwide, educators and researchers are trying to understand and find ways to enhance the safety of children at school. The purpose of this study was to investigate the extent to which the demographic variables of gender, age, length of service, position, academic qualification, and school location predicted teachers’ awareness about school safety practices in Malaysian primary schools. A stratified random sample of 380 teachers was selected in the central Malaysian states of Kuala Lumpur and Selangor. Multiple regression analysis revealed that none of the factors was a good predictor of awareness about school safety training, delivery methods of school safety information, and available school safety programs. Awareness about school safety activities was significantly predicted by school location (whether the school was located in a rural or urban area). While these results may reflect a general lack of awareness about school safety among primary school teachers in the selected locations, a national study needs to be conducted for the whole country. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20safety%20awareness" title="school safety awareness">school safety awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=predictors%20of%20school%20safety" title=" predictors of school safety"> predictors of school safety</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20regression%20analysis" title=" multiple regression analysis"> multiple regression analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=malaysian%20primary%20schools" title=" malaysian primary schools"> malaysian primary schools</a> </p> <a href="https://publications.waset.org/abstracts/45296/predictors-of-school-safety-awareness-among-malaysian-primary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45296.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">468</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8819</span> An Analysis of Curricular and Other Curricular Activities of Ramakrishna Mission School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shri%20Krishna%20Mishra">Shri Krishna Mishra</a>, <a href="https://publications.waset.org/abstracts/search?q=Badri%20Yadav"> Badri Yadav</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India is a democratic country requires creative dynamic citizen for its development. And it will be possible only when school produce creative prosperous students. In this aspect, researcher find out that curricular and other curricular activities of Ramkrishna Mission School is unique up to some extent because it gives emphasis on value education and holistic development of students. It giving the emphasis on self-realization, standing on their own feet and community work. Most of the teacher of this school are competent to organize classrooms and manage the behavior of their students so, outcome of this school is very effective and impressive to other school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramakrishna%20Mission%20School" title="Ramakrishna Mission School">Ramakrishna Mission School</a>, <a href="https://publications.waset.org/abstracts/search?q=analysis%20of%20curricular" title=" analysis of curricular"> analysis of curricular</a>, <a href="https://publications.waset.org/abstracts/search?q=other%20curricular%20activities%20of%20R.%20M.%20School" title=" other curricular activities of R. M. School"> other curricular activities of R. M. School</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/16929/an-analysis-of-curricular-and-other-curricular-activities-of-ramakrishna-mission-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16929.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">342</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8818</span> Personal Variables and Students’ Perception of School Security in Secondary Schools in Calabar Municipality, Cross River State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=James%20Bassey%20Ejue">James Bassey Ejue</a>, <a href="https://publications.waset.org/abstracts/search?q=Dorn%20Cklaimz%20Enamhe"> Dorn Cklaimz Enamhe</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20Francis%20Ejue"> Helen Francis Ejue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the influence of personal variables such as sex, type of school, and parental socio-economic status on secondary school students’ perception of school security. To guide the study, three null hypotheses were formulated. The research design adopted was the survey design, and a 20-item instrument was constructed and validated by the researchers through a test-retest procedure. The sample size for the study comprised 2,198 students made up of male and female students selected through a stratified random sampling technique. This was drawn from a study population of 21,988, made up of 12,635 students and 9353 students from public and private secondary schools, respectively. Data were analyzed using an independent t-test statistical tool. The findings showed that female students were more fearful in their perception of school security; the students in private schools perceived school to be more insecure than those in public schools; and the students from high parental socio-economic status are more associated with the perception of school as insecure than the ones from low parental socio-economic status. Based on these findings, it was recommended that, among others, more reassuring measures be put in place to check school security for females, for those in private schools, and for those from high parental socio-economic status. School counsellors should also be guided accordingly in designing intervention strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20variables" title="personal variables">personal variables</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20security" title=" school security"> school security</a> </p> <a href="https://publications.waset.org/abstracts/174697/personal-variables-and-students-perception-of-school-security-in-secondary-schools-in-calabar-municipality-cross-river-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174697.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8817</span> The Relationship between School Belonging, Self-Efficacy and Academic Achievement in Tabriz High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Pari">F. Pari</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Fathiazar"> E. Fathiazar</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Hashemi"> T. Hashemi</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Pari"> M. Pari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed to examine the role of self-efficacy and school belonging in the academic achievement of Tabriz high school students in grade 11. Therefore, using a random cluster method, 377 subjects were selected from the whole students of Tabriz high schools. They filled in the School Belonging Questionnaire (SBQ) and General Self-Efficacy Scale. Data were analyzed using correlational as well as multiple regression methods. Findings demonstrate self-efficacy and school belonging have significant roles in the prediction of academic achievement. On the other hand, the results suggest that considering the gender variable there is no significant difference between self-efficacy and school belonging. On the whole, cognitive approaches could be effective in the explanation of academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20belonging" title="school belonging">school belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school" title=" high school"> high school</a> </p> <a href="https://publications.waset.org/abstracts/3828/the-relationship-between-school-belonging-self-efficacy-and-academic-achievement-in-tabriz-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3828.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8816</span> Indigenous Conceptualization of School Readiness: Mother's Perspective in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayesha%20Inam">Ayesha Inam</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Moazzam"> R. Moazzam</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Akhtar"> Z. Akhtar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School readiness plays a significant role in helping a child deal with various school demands and expectations as well as in determining academic success outcomes. There is a scarcity of data concerning the condition of school readiness in Pakistan. This qualitative research seeks to examine the perspective of mothers about school readiness along with its four domains (self-care, socio-emotional, physical and cognitive) as well as about the appropriate age of entry into formal preschool. Fifteen interviews were conducted with mothers of pre-school children in Islamabad and Rawalpindi. It was found that mothers shared the common perception that children should be socially, emotionally, physically and cognitively prepared to be ready for pre-school. The results concluded that the mothers unanimously agreed in their perceptions that three to four years was the appropriate age range for children to begin pre-school and that early or late entry into pre-school had negative implications for children’s ability to learn and understand, and hence, their school readiness. Mental age was perceived as a more important criterion for deciding when to send children to pre-school. Mothers were found to send their children to school earlier, and children were found to be increasingly exposed to technology, both of which were found to influence children’s readiness for school. Both schools and mothers were found to play an instrumental role in preparing children for school and in school adjustment by nurturing their skills and abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20mothers" title="perception of mothers">perception of mothers</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=entry%20to%20preschool" title=" entry to preschool"> entry to preschool</a> </p> <a href="https://publications.waset.org/abstracts/108714/indigenous-conceptualization-of-school-readiness-mothers-perspective-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108714.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8815</span> Music Aptitude and School Readiness in Indonesian Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diella%20Gracia%20Martauli">Diella Gracia Martauli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the relationship between music aptitude and school readiness in Indonesian children. Music aptitude is described as children’s music potential, whereas school readiness is defined as a condition in which a child is deemed ready to enter the formal education system. This study presents a hypothesis that music aptitude is correlated with school readiness. This is a correlational research study of 17 children aged 5-6 years old (<em>M </em>= 6.10, <em>SD </em>= 0.33) who were enrolled in a kindergarten school in Jakarta, Indonesia. Music aptitude scores were obtained from Primary Measures of Music Audiation, whereas School readiness scores were obtained from Bracken School Readiness Assessment Third Edition. The analysis of the data was performed using Pearson Correlation. The result found no correlation between music aptitude and school readiness (<em>r </em>= 0.196, <em>p </em>= 0.452). Discussions regarding the results, perspective from the measures and cultures are presented. Further study is recommended to establish links between music aptitude and school readiness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BSRA" title="BSRA">BSRA</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20aptitude" title=" music aptitude"> music aptitude</a>, <a href="https://publications.waset.org/abstracts/search?q=PMMA" title=" PMMA"> PMMA</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a> </p> <a href="https://publications.waset.org/abstracts/108912/music-aptitude-and-school-readiness-in-indonesian-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8814</span> Comparison of the Common Factors of the Top Academic Elementary Schools to the Average Elementary Schools in California: Looking beyond School Leadership</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lindy%20Valdez">Lindy Valdez</a>, <a href="https://publications.waset.org/abstracts/search?q=Daryl%20Parker"> Daryl Parker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: There has been much research on academic achievement in elementary schools. Most of the research has been on school leadership. While research has focused on the role of leadership on school improvement, little research has examined what variables the top elementary schools have in common. To undertake school improvement, it is important to understand what factors the best schools share. The purpose of this study was to examine data of the “Best Elementary Schools in California,” based on academic achievement as rated by three prominent websites and determine if these schools had any common factors which were different than the statewide averages. The variables examined included access to subject matter specialists (physical education, art, and music), librarians, after school programs, class size, socioeconomic status, and diversity. The participants consisted of the top public elementary schools in California based on the websites i)https://www.niche.com/k12/search/best-schools/, ii)https://www.finder.com/best-schools-california,and iii)https://www.schooldigger.com/go/CA/schoolrank.aspx. The data for subject matter specialists (physical education, art, and music), librarians, after school programs, class size, socioeconomic status, and diversity were collected from these top schools and compared to California statewide averages. Results indicate that top public elementary schools in California have a high number of subject matter specialists that teach physical education, art, and music. These positions are on the decline in the average public elementary school in California, but the top schools have abundant access to these specialists. The physical education specialist has the highest statistically significant difference between the nationwide average and the top schools—librarians, and after school programs are also most commonly high in top public elementary schools in California. The high presence of these programs may be aiding academic achievement in less visible ways. Class size is small, socio-economic status is high, and diversity is low among top public elementary schools in California when compared to the statewide average public elementary schools in California. The single largest area of discrepancy was between physical education specialists in a top school and their state and nationwide averages. The socioeconomic status of schools and parents may be an underlining factor affecting several other variables. This affluence could explain how these schools were able to have access to subject matter specialists, after-school activities, and, therefore, more opportunities for physical activity and greater learning opportunities affecting academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20education" title=" elementary education"> elementary education</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=schools" title=" schools"> schools</a> </p> <a href="https://publications.waset.org/abstracts/114838/comparison-of-the-common-factors-of-the-top-academic-elementary-schools-to-the-average-elementary-schools-in-california-looking-beyond-school-leadership" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114838.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8813</span> Body Mass Index and Dietary Intake Amongst Alabama Students and Georgia Campers: A Secondary Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Tran">David Tran</a>, <a href="https://publications.waset.org/abstracts/search?q=Sina%20Gallo"> Sina Gallo</a>, <a href="https://publications.waset.org/abstracts/search?q=Jenny%20Lin"> Jenny Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study investigated two adolescent populations between the ages of 10-14 years of age from two different studies: a dietary assessment validation study conducted at the Georgia 4-H Rock Eagle summer camp (Eatonton, Georgia) and a middle-school diet study at an Alabama middle school (Birmingham, Alabama). Energy intake and meal consumption were recorded via either direct observation of camp lunch or weighing and photography of school lunch trays. Child weight and height were measured to calculate Body Mass Index (BMI) and compared to CDC growth charts to assess percentile or Z-score. Results showed that those participants categorized with higher BMI had a statistically significant and positive correlation with energy intake (kcal). Future research should increase the sample size and include a broader subject size which includes those of a younger childhood population, to assess the effect of age. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BMI" title="BMI">BMI</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent" title=" adolescent"> adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=direct%20observation" title=" direct observation"> direct observation</a>, <a href="https://publications.waset.org/abstracts/search?q=dietary%20intake" title=" dietary intake"> dietary intake</a> </p> <a href="https://publications.waset.org/abstracts/162400/body-mass-index-and-dietary-intake-amongst-alabama-students-and-georgia-campers-a-secondary-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162400.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8812</span> Security Issues and Primary School Participation in Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20Mwanza">Rose Mwanza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates security factors influencing primary school pupils’ school participation in Kenya. Schools, communities and the Government all have roles to play in enhancing primary school pupil’s school participation. The effective security system of a country provides the necessary avenues to facilitate improved health services protection of children and allows free movement of the country’s citizens which leads to a conducive atmosphere for school participation. Kenya is a signatory to international commitments and conventions related to security such as the National Policy on Peace Building and Conflict Management, United Nations Development Assistance Framework and Key Security Unity, which enable primary school pupils to participate in education. The paper also looks at the strategies the Government of Kenya has put in place to ensure effective pupil school participation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnicity" title="ethnicity">ethnicity</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=participation%20in%20school" title=" participation in school"> participation in school</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=terrorism" title=" terrorism"> terrorism</a> </p> <a href="https://publications.waset.org/abstracts/175481/security-issues-and-primary-school-participation-in-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8811</span> A Study of Mental Health of Higher Secondary School Going Children in Rural Area</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tanmay%20L.%20Joshi">Tanmay L. Joshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Mental health allows children and young people to develop the resilience to cope with whatever life throws at them and grow into well-rounded, healthy adults. In urban area, many health professionals are working for the well being for younger population. There is so much of potential in rural area. However, the rural population is somehow neglected. Apart from lack of availability of basic needs like transport, electricity, telecommunication etc; the Psychological health is also overlooked in such area. There are no mental health professionals like Psychologists, counselors etc. So the researcher tries to throw some light on the mental health of Higher Secondary School going children in rural area. The current research tries to study the Mental Health (Confidence, Sociability and Neurotic Tendency) of Higher Secondary School going children. Researchers have used the tool Vyaktitva Shodhika (a personality inventory) by Dr. U. Khire (JPIP,Pune). The Sample size is 45 (N= 40, 24 boys/21 girls). The present study may provide a good support to inculcate emotional-management programs for higher secondary school going children in rural areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title="mental health">mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=neurotic%20tendency" title=" neurotic tendency"> neurotic tendency</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20area" title=" rural area"> rural area</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20going%20children" title=" school going children"> school going children</a> </p> <a href="https://publications.waset.org/abstracts/23919/a-study-of-mental-health-of-higher-secondary-school-going-children-in-rural-area" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">591</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8810</span> Collaborative Managerial Practices of Heads of Educational Institutions: Principals and Students Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Ahmed">Nasir Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was designed to explore the managerial practices of secondary school principals in collaboration with different school stakeholder’s i.e. Teachers, students and school councils. The population of the study comprised 41 principals of government secondary schools, 249 Secondary school teachers (SSTs), 3360 students of 10th class and 300 members of the school councils of government secondary schools (both boys and girls) in Wazirabad, Pakistan. 50 percentage principals, 40 percentage SSTs, 3 percentage students and 15% members of the school councils were taken as a sample of the study. Data was collected through different four-questionnaire design on a ﬁve point rating scale. The questionnaires for teachers, students, and school councils were developed to see their involvement in school management. The questionnaire for the secondary school principals was designed to ﬁnd out to see their perceptions about the involvement of these stakeholders in school’s management. The results of the students indicated that, the remaining stakeholders were not cooperating with the school management. It was recommended that all the stakeholders be provided equal opportunities to take an active part in the school management. This may be based on a formal mechanism for the collaborative efforts of all the stakeholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20stakeholders" title=" school stakeholders"> school stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20councils" title=" school councils"> school councils</a>, <a href="https://publications.waset.org/abstracts/search?q=managerial%20practices" title=" managerial practices"> managerial practices</a> </p> <a href="https://publications.waset.org/abstracts/38092/collaborative-managerial-practices-of-heads-of-educational-institutions-principals-and-students-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38092.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8809</span> Is School Misbehavior a Decision: Implications for School Guidance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachel%20C.%20F.%20Sun">Rachel C. F. Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the predictive effects of moral competence, prosocial norms and positive behavior recognition on school misbehavior among Chinese junior secondary school students. Results of multiple regression analysis showed that students were more likely to misbehave in school when they had lower levels of moral competence and prosocial norms, and when they perceived their positive behavior being less likely recognized. Practical implications were discussed on how to guide students to make the right choices to behave appropriately in school. Implications for future research were also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moral%20competence" title="moral competence">moral competence</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20behavior%20recognition" title=" positive behavior recognition"> positive behavior recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=prosocial%20norms" title=" prosocial norms"> prosocial norms</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20misbehavior" title=" school misbehavior"> school misbehavior</a> </p> <a href="https://publications.waset.org/abstracts/8919/is-school-misbehavior-a-decision-implications-for-school-guidance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">384</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8808</span> Re-Storying School Culture Through Appreciative Inquiry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Allison%20Tucker">Allison Tucker</a>, <a href="https://publications.waset.org/abstracts/search?q=Carolyn%20Clarke"> Carolyn Clarke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study arose from the understanding that school cultures are shaped by the stories of school as known by teachers, students, and families. These sometimes-conflicting stories, based on a myriad of influences, present challenges to school culture. Layered on stories of school are the policies, developed often from central jurisdictional agencies, that direct schools on their daily operations from things such as curriculum to schedules and school calendars. This study investigates the stories of one Canadian school with the teachers, students, and families of the community. Using appreciative inquiry to consider the influence stories of school have on the ways policies are interpreted and lived in their school community, participants interrogate the stories that currently overarch the school community, and explore ways they might actively foster a school community whose lived experience aligns with what they dream for their schools. Paradigmatic analysis was used to reveal commonalities in participant responses. The findings of the study indicate that schools face challenges in creating a cohesive school community due to related to conflicting interpretations of school stories and the attempts to integrate jurisdictional policies in ways that reflect and make sense in their communities. Differing beliefs about the structure of school, misalignment in what was felt was the purpose of school, diverse understandings of curriculum, and even disparities regarding what the role of each group was in the school community, all create barriers to the creation of a well-connected school community that shares a common purpose. Results from the study, assist the school community to more effectively respond to the impacts that stories from the community and factors external to the school have on the community, and by extension the daily lived experiences of teachers and students in the school. It also offers other school communities a framework through which they could respond sensitively to the lived experience and stories of the teachers, students, and families of their schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20community" title="school community">school community</a>, <a href="https://publications.waset.org/abstracts/search?q=appreciative%20inquiry" title=" appreciative inquiry"> appreciative inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20policy" title=" school policy"> school policy</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20culture" title=" school culture"> school culture</a> </p> <a href="https://publications.waset.org/abstracts/191178/re-storying-school-culture-through-appreciative-inquiry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191178.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">16</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8807</span> Disadvantaged Adolescents and Educational Delay in South Africa: Impacts of Personal, Family, and School Characteristics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rocio%20Herrero%20Romero">Rocio Herrero Romero</a>, <a href="https://publications.waset.org/abstracts/search?q=Lucie%20Cluver"> Lucie Cluver</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20Hall"> James Hall</a>, <a href="https://publications.waset.org/abstracts/search?q=Janina%20Steinert"> Janina Steinert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational delay and non-completion are major policy concerns in South Africa. However, little research has focused on predictors for educational delay amongst adolescents in disadvantaged areas. This study has two aims: first, to use data integration approaches to compare the educational delay of 599 adolescents aged 16 to 18 from disadvantaged communities to national and provincial representative estimates in South Africa. Second, the paper also explores predictors for educational delay by comparing adolescents out of school (n=64) and at least one year behind (n=380), with adolescents in the age-appropriate grade or higher (n=155). Multinomial logistic regression models using self-report and administrative data were applied to look for significant associations of risk and protective factors. Significant risk factors for being behind (rather than in age-appropriate grade) were: male gender, past grade repetition, rural location and larger school size. Risk factors for being out of school (rather than in the age-appropriate grade) were: past grade repetition, having experienced problems concentrating at school, household poverty, and food insecurity. Significant protective factors for being in the age-appropriate grade (rather than out of school) were: living with biological parents or grandparents and access to school counselling. Attending school in wealthier communities was a significant protective factor for being in the age-appropriate grade (rather than behind). Our results suggest that both personal and contextual factors –family and school- predicted educational delay. This study provides new evidence to the significant effects of personal, family, and school characteristics on the educational outcomes of adolescents from disadvantaged communities in South Africa. This is the first longitudinal and quantitative study to systematically investigate risk and protective factors for post-compulsory educational outcomes amongst South African adolescents living in disadvantaged communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20communities" title="disadvantaged communities">disadvantaged communities</a>, <a href="https://publications.waset.org/abstracts/search?q=quantitative%20analysis" title=" quantitative analysis"> quantitative analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20delay" title=" school delay"> school delay</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/57508/disadvantaged-adolescents-and-educational-delay-in-south-africa-impacts-of-personal-family-and-school-characteristics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57508.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8806</span> The School Threshold's Identity as a Place for Interaction: Research Project with the Participation of Elementary-School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20Bazaiou">Natalia Bazaiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The school entrance is one of the most important places in the everyday lives of children. As an intersection between school and public realm of the city, it is characterized by gradations of porous and rigid boundaries. Depending on its function, it can serve as a threshold or as a boundary. Additionally, it is a spatial condition that facilitates a dialogue between the school and the city and draws content from both. School thresholds are important in supporting the role of the school as an important node in the city and a bridge between children's various everyday life dynamics by demonstrating prominent usage and meaning as a place that is open to the community as well as to possibilities and physical interaction. In this research, we examine the role of the "realm of the in-between" between school and city through the architecture workshops for children at Hill Memorial School in Athens, in which we explore children's perceptions, wishes, and ideas related to their familiar everyday places of transition from school to city and vice versa. Also discussed in the presentation are the writings of Herman Hertzberger, Aldo Van Eyck, Jaap Bakema and others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=threshold" title="threshold">threshold</a>, <a href="https://publications.waset.org/abstracts/search?q=city" title=" city"> city</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=cinematic%20tools" title=" cinematic tools"> cinematic tools</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20architecture" title=" school architecture"> school architecture</a> </p> <a href="https://publications.waset.org/abstracts/174138/the-school-thresholds-identity-as-a-place-for-interaction-research-project-with-the-participation-of-elementary-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174138.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8805</span> Adolescent Social Anxiety, School Satisfaction, and School Absenteeism; Findings from Young-HUNT3 and Norwegian National Education Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malik%20D.%20Halidu">Malik D. Halidu</a>, <a href="https://publications.waset.org/abstracts/search?q=Cathrine%20F.%20Moe"> Cathrine F. Moe</a>, <a href="https://publications.waset.org/abstracts/search?q=Tommy%20Haugan"> Tommy Haugan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The demand for effective school-based interventions in shaping adolescents' unmet mental health needs is growing. Grounding in the functional contextualism approach, this study investigates the role of school satisfaction (SS) in serving as a buffer to school absenteeism (SAB) among adolescents experiencing social anxiety (SA). Methods: A unique and large population-based sample of adolescents (upper secondary school pupils; n= 1864) from the Young-HUNT 3 survey dataset merged with the national educational registry from Norway. Moderation regression analysis was performed using Stata 17. Results: We find a statistically significant moderating role of school satisfaction on the relationship between social anxiety and school absenteeism (β=-0.109,p<0.01) among upper secondary school pupils. Among socially anxious adolescents associated with a higher perceived quality of school life, it functions as a buffer by reducing the positive relationship between SA and SAB. But, there was no statistically significant difference between social anxiety and school absenteeism for adolescents with low school satisfaction. Conclusion: Overall, the study's hypothesis model was statistically supported and contributes to the discourse that school satisfaction as a target of school-based interventions can effectively improve school outcomes (e.g., reduced absenteeism) among socially anxious pupils. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title="social anxiety">social anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20satisfaction" title=" school satisfaction"> school satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20absenteeism" title=" school absenteeism"> school absenteeism</a>, <a href="https://publications.waset.org/abstracts/search?q=Norwegian%20adolescent" title=" Norwegian adolescent"> Norwegian adolescent</a> </p> <a href="https://publications.waset.org/abstracts/168077/adolescent-social-anxiety-school-satisfaction-and-school-absenteeism-findings-from-young-hunt3-and-norwegian-national-education-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8804</span> School Emergency Drills Evaluation through E-PreS Monitoring System </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Kourou">A. Kourou</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Ioakeimidou"> A. Ioakeimidou</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Avramea"> V. Avramea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Planning for natural disasters and emergencies is something every school or educational institution must consider, regardless of its size or location. Preparedness is the key to save lives if a disaster strikes. School disaster management mirrors individual and family disaster prevention, and wider community disaster prevention efforts. This paper presents the usage of E-PreS System as a helpful, managerial tool during the school earthquake drill, in order to support schools in developing effective disaster and emergency plans specific to their local needs. The project comes up with a holistic methodology using real-time evaluation involving different categories of actors, districts, steps and metrics. The main outcomes of E-PreS project are the development of E-PreS web platform that host the needed data of school emergency planning; the development of E-PreS System; the implementation of disaster drills using E-PreS System in educational premises and local schools; and the evaluation of E-PreS System. Taking into consideration that every disaster drill aims to test and valid school plan and procedures; clarify and train personnel in roles and responsibilities; improve interagency coordination; identify gaps in resources; improve individual performance; and identify opportunities for improvement, E-PreS Project was submitted and approved by the European Commission (EC). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disaster%20drills" title="disaster drills">disaster drills</a>, <a href="https://publications.waset.org/abstracts/search?q=earthquake%20preparedness" title=" earthquake preparedness"> earthquake preparedness</a>, <a href="https://publications.waset.org/abstracts/search?q=E-PreS%20System" title=" E-PreS System"> E-PreS System</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20emergency%20plans" title=" school emergency plans"> school emergency plans</a> </p> <a href="https://publications.waset.org/abstracts/58414/school-emergency-drills-evaluation-through-e-pres-monitoring-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58414.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">228</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8803</span> Cyber Security Situational Awareness among Students: A Case Study in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yunos%20Zahri">Yunos Zahri</a>, <a href="https://publications.waset.org/abstracts/search?q=Ab%20Hamid%20R.%20Susanty"> Ab Hamid R. Susanty</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Mustaffa"> Ahmad Mustaffa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the need for a national baseline study on understanding the level of cyber security situational awareness among primary and secondary school students in Malaysia. The online survey method was deployed to administer the data collection exercise. The target groups were divided into three categories: Group 1 (primary school aged 7-9 years old), Group 2 (primary school aged 10-12 years old), and Group 3 (secondary school aged 13-17 years old). A different questionnaire set was designed for each group. The survey topics/areas included Internet and digital citizenship knowledge. Respondents were randomly selected from rural and urban areas throughout all 14 states in Malaysia. A total of 9,158 respondents participated in the survey, with most states meeting the minimum sample size requirement to represent the country’s demographics. The findings and recommendations from this baseline study are fundamental to develop teaching modules required for children to understand the security risks and threats associated with the Internet throughout their years in school. Early exposure and education will help ensure healthy cyber habits among millennials in Malaysia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cyber%20security%20awareness" title="cyber security awareness">cyber security awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20security%20education" title=" cyber security education"> cyber security education</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20security" title=" cyber security"> cyber security</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20students" title=" school students"> school students</a> </p> <a href="https://publications.waset.org/abstracts/62928/cyber-security-situational-awareness-among-students-a-case-study-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62928.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8802</span> The Practices and Challenges of Secondary School Cluster Supervisors in Implementing School Improvement Program in Saesie Tsaeda Emba Woreda, Eastern Zone of Tigray Region</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haftom%20Teshale%20Gebre">Haftom Teshale Gebre</a> </p> <p class="card-text"><strong>Abstract:</strong></p> According to the ministry of education’s school improvement program blueprint document (2007), the timely and basic aim of the program is to improve students’ academic achievement through creating conducive teaching and learning environments and with the active involvement of parents in the teaching and learning process. The general objective of the research is to examine the practices of cluster school supervisors in implementing school improvement programs and the major factors affecting the study area. The study used both primary and secondary sources, and the sample size was 93. Twelve people are chosen from each of the two clusters (Edaga Hamus and Adi-kelebes). And cluster ferewyni are Tekli suwaat, Edaga robue, and Kiros Alemayo. In the analysis stage, several interrelated pieces of information were summarized and arranged to make the analysis easily manageable by using statistics and data (STATA). Study findings revealed that the major four domains impacted by school improvement programs through their mean, standard deviation, and variance were 2.688172, 1.052724, and 1.108228, respectively. And also, the researcher can conclude that the major factors of the school improvement program and mostly cluster supervisors were inadequate attention given to supervision service and no experience in the practice of supervision in the study area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cluster" title="cluster">cluster</a>, <a href="https://publications.waset.org/abstracts/search?q=eastern%20Tigray" title=" eastern Tigray"> eastern Tigray</a>, <a href="https://publications.waset.org/abstracts/search?q=Saesie%20Tsaeda%20Emba" title=" Saesie Tsaeda Emba"> Saesie Tsaeda Emba</a>, <a href="https://publications.waset.org/abstracts/search?q=SPI" title=" SPI"> SPI</a> </p> <a href="https://publications.waset.org/abstracts/189558/the-practices-and-challenges-of-secondary-school-cluster-supervisors-in-implementing-school-improvement-program-in-saesie-tsaeda-emba-woreda-eastern-zone-of-tigray-region" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189558.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">32</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8801</span> Access to Apprenticeships and the Impact of Individual and School Level Characteristics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marianne%20D%C3%A6hlen">Marianne Dæhlen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Periods of apprenticeships are characteristic of many vocational educational training (VET) systems. In many countries, becoming a skilled worker implies that the journey starts with an application for apprenticeships at a company or another relevant training establishment. In Norway, where this study is conducted, VET students start their journey with two years of school-based training before applying for two years of apprenticeship. Previous research has shown that access to apprenticeships differs by family background (socio-economic, immigrant, etc.), gender, school grades, and region. The question we raise in this study is whether the status, reputation, or position of the vocational school contributes to VET students’ access to apprenticeships. Data and methods: Register data containing information about schools’ and VET students’ characteristics will be analyzed in multilevel regression analyses. At the school level, the data will contain information on school size, shares of immigrants and/or share of male/female students, and grade requirements for admission. At the VET-student level, the register contains information on e.g., gender, school grades, educational program/trade, obtaining apprenticeship or not. The data set comprises about 3,000 students. Results: The register data is expected to be received in November 2024 and consequently, any results are not present at the point of this call. The planned article is part of a larger research project granted from the Norwegian Research Council and will, accordingly to the plan, start up in December 2024. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apprenticeships" title="apprenticeships">apprenticeships</a>, <a href="https://publications.waset.org/abstracts/search?q=VET-students%E2%80%99%20characteristics" title=" VET-students’ characteristics"> VET-students’ characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20schools" title=" vocational schools"> vocational schools</a>, <a href="https://publications.waset.org/abstracts/search?q=quantitative%20methods" title=" quantitative methods"> quantitative methods</a> </p> <a href="https://publications.waset.org/abstracts/193291/access-to-apprenticeships-and-the-impact-of-individual-and-school-level-characteristics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193291.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">9</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8800</span> What Constitutes Pre-School Mathematics and How It Look Like in the Classroom?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chako%20G.%20Chako">Chako G. Chako</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study reports on an ongoing research that explores pre-school mathematics. Participants in the study includes three pre-school teachers and their pre-school learners from one school in Gaborone. The school was purposefully selected based on its performance in Botswana’s 2019 national examinations. Specifically, the study is interested on teachers’ explanations of mathematics concepts embedded in pre-school mathematics tasks. The interest on explanations was informed by the view that suggests that, the mathematics learners get to learn, resides in teachers’ explanations. Recently, Botswana’s basic education has integrated pre-school education into the mainstream public primary school education. This move is part of the government’s drive to elevate Botswana to a knowledge-based-economy. It is believed that provision of pre-school education to all Batswana children will contribute immensely towards a knowledge-based-economy. Since pre-school is now a new phenomenon in our education, there is limited research at this level of education in Botswana. In particular, there is limited knowledge about what and how the teaching is conducted in Pre-Schools in Botswana. Hence, the study seeks to gain insight into what constitutes mathematics in tasks that learners are given, and how concepts are made accessible to Pre-school learners. The research question of interest for this study is stated as: What is the nature Pre-school teachers’ explanations of mathematics concepts embedded in tasks given to learners. Casting some light into what and how pre-school mathematics tasks are enacted is critical for policy and Pre-school teacher professional development. The sociocultural perspective framed the research. Adler and Rhonda’s (2014) notion of exemplification and explanatory communication are used to analyze tasks given to learners and teachers’ explanations respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom" title="classroom">classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=explanation" title=" explanation"> explanation</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-school" title=" pre-school"> pre-school</a>, <a href="https://publications.waset.org/abstracts/search?q=tasks" title=" tasks"> tasks</a> </p> <a href="https://publications.waset.org/abstracts/124362/what-constitutes-pre-school-mathematics-and-how-it-look-like-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124362.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8799</span> Analysis of School Burnout and Academic Motivation through Structural Equation Modeling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Se%C3%A7er">Ismail Seçer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to analyze the relationship between school burnout and academic motivation in high school students. The working group of the study consists of 455 students from the high schools in Erzurum city center, selected with appropriate sampling method. School Burnout Scale and Academic Motivation Scale were used in the study to collect data. Correlation analysis and structural equation modeling were used in the analysis of the data collected through the study. As a result of the study, it was determined that there are significant and negative relations between school burnout and academic motivation, and the school burnout has direct and indirect significant effects on the getting over himself, using knowledge and exploration dimension through the latent variable of academic motivation. Lastly, it was determined that school burnout is a significant predictor of academic motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20burnout" title="school burnout">school burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20equation%20modeling" title=" structural equation modeling"> structural equation modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a> </p> <a href="https://publications.waset.org/abstracts/53720/analysis-of-school-burnout-and-academic-motivation-through-structural-equation-modeling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53720.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">324</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8798</span> School-Related Variables and Adolescents Substance Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nicolas%20Meylan">Nicolas Meylan</a>, <a href="https://publications.waset.org/abstracts/search?q=Eric%20Tardif"> Eric Tardif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many studies have highlighted the links between substance use and school difficulties. However, most of these studies address only the consumption in terms of frequency without considering the different types of behavior (use, abuse, dependence). Moreover, little is known about the associations between substance use and variables such as school engagement and school burnout recently described as a positive state of mind and an exhaustion syndrome related to school, respectively. Through this study, we wish to describe and compare school-related variables in adolescents with different type of substance use. Our study focuses on 402 Swiss adolescents, aged between 14 and 19 years old. They responded collectively and anonymously to a set of scales assessing substance use and several school variables (social support, stress, burnout, engagement and school climate). First, results on frequency and severity of substance use are relatively close to those observed in other studies. Second, it also appears that certain dimensions of stress, burnout, engagement and school climate are associated with the frequency of alcohol and cannabis consumption. Finally, adolescents’ substance abusers show particularly high scores of burnout, cynicism and stress related to workload, which can be understand as self-medication behavior. Additional analyzes are underway to clarify these associations. Results are discussed in terms of implications for research and clinical practice in academic burnout. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20burnout" title="school burnout">school burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20engagement" title=" school engagement"> school engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=substance%20use" title=" substance use"> substance use</a>, <a href="https://publications.waset.org/abstracts/search?q=self-medication" title=" self-medication"> self-medication</a> </p> <a href="https://publications.waset.org/abstracts/42560/school-related-variables-and-adolescents-substance-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42560.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">307</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8797</span> Information and Communication Technology Learning between Parents and High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yu-Mei%20Tseng">Yu-Mei Tseng</a>, <a href="https://publications.waset.org/abstracts/search?q=Chih-Chun%20Wu"> Chih-Chun Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As information and communication technology (ICT) has become a part of people’s lives, most teenagers born after the 1980s and grew up in internet generation are called digital natives. Meanwhile, those teenagers’ parents are called digital immigrants. They need to keep learning new skills of ICT. This study investigated that high school students helped their parents set up social network services (SNS) and taught them how to use ICT. This study applied paper and pencil anonymous questionnaires that asked the ICT learning and ICT products using in high school students’ parents. The sample size was 2,621 high school students, including 1,360 (51.9%) males and 1,261 (48.1%) females. The sample was from 12 high school and vocational high school in central Taiwan. Results from paired sample t-tests demonstrated regardless genders, both male and female high school students help mothers set up Facebook and LINE more often than fathers. In addition, both male and female high school students taught mothers to use ICT more often than fathers. Meanwhile, both male and female high school students teach mothers to use SNS more often than fathers. The results showed that intergenerational ICT teaching occurred more often between mothers and her children than fathers. It could imply that mothers play a more important role in family ICT learning than fathers, or it could be that mothers need more help regarding ICT than fathers. As for gender differences, results from the independent t-tests showed that female high school students were more likely than male ones to help their parents setup Facebook and LINE. In addition, compared to male high school students, female ones were more likely to teach their parents to use smartphone, Facebook and LINE. However, no gender differences were detected in teaching mothers. The gender differences results suggested that female teenagers offer more helps to their parents regarding ICT learning than their male counterparts. As for area differences, results from the independent t-tests showed that the high school in remote area students were more likely than metropolitan ones to teach parents to use computer, search engine and download files of audio and video. The area differences results might indicate that remote area students were more likely to teach their parents how to use ICT. The results from this study encourage children to help and teach their parents with ICT products. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20ICT%20learning" title="adult ICT learning">adult ICT learning</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20ICT%20learning" title=" family ICT learning"> family ICT learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20learning" title=" ICT learning"> ICT learning</a>, <a href="https://publications.waset.org/abstracts/search?q=urban-rural%20gap" title=" urban-rural gap"> urban-rural gap</a> </p> <a href="https://publications.waset.org/abstracts/79533/information-and-communication-technology-learning-between-parents-and-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79533.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">177</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8796</span> School Autonomy in the United Kingdom: A Correlational Study Applied to English Principals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pablo%20Javier%20Ortega-Rodriguez">Pablo Javier Ortega-Rodriguez</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisco%20Jose%20Pozuelos-Estrada"> Francisco Jose Pozuelos-Estrada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, there has been a renewed interest in school autonomy in the United Kingdom and its impact on students' outcomes. English principals have a pivotal role in decision-making. The aim of this paper is to explore the correlation between the type of school (public or private) and the considerable responsibilities of English principals which participated in PISA 2015. The final sample consisted of 419 principals. Descriptive data (percentages and means) were generated for the variables related to professional autonomy. Pearson's chi-square test was used to determine if there is an association between the type of school and principals' responsibilities for relevant tasks. Statistical analysis was performed using SPSS software, version 22. Findings suggest a significant correlation between the type of school and principals' responsibility for firing teachers and formulating the school budget. This study confirms that the type of school is not associated with principals' responsibility for choosing which textbooks are used at school. The present study establishes a quantitative framework for defining four models of professional autonomy and some proposals to improve school autonomy in the United Kingdom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title="decision making">decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=principals" title=" principals"> principals</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20autonomy" title=" professional autonomy"> professional autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20autonomy" title=" school autonomy"> school autonomy</a> </p> <a href="https://publications.waset.org/abstracts/99907/school-autonomy-in-the-united-kingdom-a-correlational-study-applied-to-english-principals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99907.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">793</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20size&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20size&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20size&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20size&page=5">5</a></li> <li class="page-item"><a class="page-link" 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