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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> 8949</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">8859</span> The Impact of School Environment and Peer Relation on Anti-Social Behaviour of Students in Science Secondary Schools in Katsina State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Umar%20Mamman">Umar Mamman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the impact of school environment and peer relations on antisocial behaviour of the students of science secondary schools in Katsina State. The study sought to achieve the following objectives: to determine whether school influences antisocial behaviour among science secondary school students, and to determine whether peer relation influences anti-social behaviour among science secondary school students. The study population composed of all the students in science secondary schools in Katsina State. The study used a sample of 378 students and 18 teachers randomly selected from eleven science secondary schools in Katsina state. Three instruments were used to collect data for the study, thus: socio-economic status background questionnaire, antisocial process screening device (APSD), and inventory of parent and peer relationship questionnaire. The study findings revealed that school environment has significant effect on antisocial behaviour of the students in science secondary school (F (7, 372) = 52.08, p ≤ .01), and there is a significant effect of peer relation on antisocial behaviour of the students in science secondary school (F (7, 372) = 14.229, p ≤ .01). Based on these findings the following major recommendations were made: School environment should be made attractive and conducive for learning and character development. Teachers, as role model, should desist from indecent acts. School environment should be made learner-centered and friendly. Functional guidance and counselling outfits need to be provided in all secondary schools in Katsina state. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20environment" title="school environment">school environment</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20relation" title=" peer relation"> peer relation</a>, <a href="https://publications.waset.org/abstracts/search?q=anti-social%20behaviour" title=" anti-social behaviour"> anti-social behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a> </p> <a href="https://publications.waset.org/abstracts/8503/the-impact-of-school-environment-and-peer-relation-on-anti-social-behaviour-of-students-in-science-secondary-schools-in-katsina-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8503.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">361</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">8858</span> Innovative Schools as Birthplaces for Promoting Educational Innovations: A Case Study of Two Hungarian Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khin%20Khin%20Thant%20Sin">Khin Khin Thant Sin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is a case study which investigates successful and ongoing bottom-up innovations for school improvement initiatives in Hungary. Two innovative schools are selected in this study due to their outstanding achievement during the past ten years in Hungary. In one school, data from the personal experiences of a school principal who initiated the bottom-up innovation are included. For the second school, three interviews were carried out with two schoolteachers and one secondary school student. In addition, desk research, including the principal’s published articles, the schoolteachers’ master thesis, the school websites, and other published articles, are analysed to explore the schools’ innovative processes. This study investigates how bottom-up innovation led to major achievements in student learning, teacher professional development, networking and collaboration with other schools, and the establishment of successful partnerships with universities. The highlight of this study is how innovative schools can be the major sources promoting educational innovations as well as improving teacher education, especially in initial teacher education and continuous professional development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20innovation" title="school innovation">school innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=hungary" title=" hungary"> hungary</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20innovation" title=" educational innovation"> educational innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20improvement" title=" school improvement"> school improvement</a> </p> <a href="https://publications.waset.org/abstracts/156967/innovative-schools-as-birthplaces-for-promoting-educational-innovations-a-case-study-of-two-hungarian-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156967.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">113</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">8857</span> High School Students’ Seismic Risk Perception and Preparedness in Shavar, Dhaka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Lutfur%20Rahman">Mohammad Lutfur Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School students of Dhaka are in extreme risk of natural disasters. However, the study on assessment of the real scenario of high school students about perceptions of earthquake is very little. The purpose of this cross-sectional study is to assess the seismic risk perception and preparedness levels about earthquake among high school students in Shavar, Dhaka. A questionnaire was developed, and data collection was done about a group of high school students in seven classrooms. The author uses a method of surveying high school students to identify and describe the factors that influence their knowledge and perceptions about earthquake. This study examines gender and grade differences in perceived risk and communication behavior in response to the earthquake. Female students’ preparation, participation, and communication with family are more frequent than that of male students. Female students have been found to be more likely to learn about a disaster than male students. Higher grade students have more awareness but less preparedness about earthquake than that of the younger one. This research concludes that irrespective of grades, high school students are vulnerable to earthquake due to the lack of a seismic education program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness" title="awareness">awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=earthquake" title=" earthquake"> earthquake</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20perception" title=" risk perception"> risk perception</a>, <a href="https://publications.waset.org/abstracts/search?q=seismic" title=" seismic"> seismic</a> </p> <a href="https://publications.waset.org/abstracts/100942/high-school-students-seismic-risk-perception-and-preparedness-in-shavar-dhaka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100942.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">253</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">8856</span> WWSE School Development in German Christian Schools Revisited: Organizational Development Taken to a Test</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marco%20Sewald">Marco Sewald</a> </p> <p class="card-text"><strong>Abstract:</strong></p> WWSE School Development (Wahrnehmungs- und wertorientierte Schulentwicklung) contains surveys on pupils, teachers and parents and enables schools to align the development to the requirements mentioned by these three stakeholders. WWSE includes a derivative set of questions for Christian schools, meeting their specific needs. The conducted research on WWSE is reflecting contemporary questions on school development, questioning the quality of the implementation of the results of past surveys, delivered by WWSE School Development in Christian schools in Germany. The research focused on questions connected to organizational development, including leadership and change management. This is done contoured to the two other areas of WWSE: human resources development and development of school teaching methods. The chosen research methods are: (1) A quantitative triangulation on three sets of data. Data from a past evaluation taken in 2011, data from a second evaluation covering the same school conducted in 2014 and a structured survey among the teachers, headmasters and members of the school board taken within the research. (2) Interviews with teachers and headmasters have been conducted during the research as a second stage to fortify the result of the quantitative first stage. Results: WWSE is supporting modern school development. While organizational development, leadership, and change management are proofed to be important for modern school development, these areas are widespread underestimated by teachers and headmasters. Especially in comparison to the field of human resource development and to an even bigger extent in comparison to the area of development of school teaching methods. The research concluded, that additional efforts in the area of organizational development are necessary to meet modern demands and the research also shows which areas are the most important ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20as%20a%20social%20organization" title="school as a social organization">school as a social organization</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20development" title=" school development"> school development</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20leadership" title=" school leadership"> school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=WWSE" title=" WWSE"> WWSE</a>, <a href="https://publications.waset.org/abstracts/search?q=Wahrnehmungs-%20und%20wertorientierte%20Schulentwicklung" title=" Wahrnehmungs- und wertorientierte Schulentwicklung"> Wahrnehmungs- und wertorientierte Schulentwicklung</a> </p> <a href="https://publications.waset.org/abstracts/56384/wwse-school-development-in-german-christian-schools-revisited-organizational-development-taken-to-a-test" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56384.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">232</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">8855</span> Impacts of Building Design Factors on Auckland School Energy Consumptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bin%20Su">Bin Su</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on the impact of school building design factors on winter extra energy consumption which mainly includes space heating, water heating and other appliances related to winter indoor thermal conditions. A number of Auckland schools were randomly selected for the study which introduces a method of using real monthly energy consumption data for a year to calculate winter extra energy data of school buildings. The study seeks to identify the relationships between winter extra energy data related to school building design data related to the main architectural features, building envelope and elements of the sample schools. The relationships can be used to estimate the approximate saving in winter extra energy consumption which would result from a changed design datum for future school development, and identify any major energy-efficient design problems. The relationships are also valuable for developing passive design guides for school energy efficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=building%20energy%20efficiency" title="building energy efficiency">building energy efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20thermal%20design" title=" building thermal design"> building thermal design</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20thermal%20performance" title=" building thermal performance"> building thermal performance</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20building%20design" title=" school building design"> school building design</a> </p> <a href="https://publications.waset.org/abstracts/2083/impacts-of-building-design-factors-on-auckland-school-energy-consumptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2083.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">450</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">8854</span> Effect of Aggregate Size on Mechanical Behavior of Passively Confined Concrete Subjected to 3D Loading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Ajani%20Tijani">Ibrahim Ajani Tijani</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20W.%20Lim"> C. W. Lim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Limited studies have examined the effect of size on the mechanical behavior of confined concrete subjected to 3-dimensional (3D) test. With the novel 3D testing system to produce passive confinement, concrete cubes were tested to examine the effect of size on stress-strain behavior of the specimens. The effect of size on 3D stress-strain relationship was scrutinized and compared to the stress-strain relationship available in the literature. It was observed that the ultimate stress and the corresponding strain was related to the confining rigidity and size. The size shows a significant effect on the intersection stress and a new model was proposed for the intersection stress based on the conceptual design of the confining plates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concrete" title="concrete">concrete</a>, <a href="https://publications.waset.org/abstracts/search?q=aggregate%20size" title=" aggregate size"> aggregate size</a>, <a href="https://publications.waset.org/abstracts/search?q=size%20effect" title=" size effect"> size effect</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20compression" title=" 3D compression"> 3D compression</a>, <a href="https://publications.waset.org/abstracts/search?q=passive%20confinement" title=" passive confinement"> passive confinement</a> </p> <a href="https://publications.waset.org/abstracts/89055/effect-of-aggregate-size-on-mechanical-behavior-of-passively-confined-concrete-subjected-to-3d-loading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89055.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">214</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">8853</span> Evaulation of Food Safety Management in Central Elementary School Canteens in Tuguegarao City, Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lea%20B.%20Milan">Lea B. Milan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This descriptive study evaluated the existing Food Safety Management in Central Elementary School Canteens of Region 3. It made used of survey questionnaires, interview guide questions and validated knowledge test on food for data gathering. Results of the study revealed that school principals and canteen managers shared responsibilities in food safety management of school canteen. It also showed that the schools applied different methods of communication, monitoring and evaluation of food safety management. The study further revealed that implementation of monitoring and evaluation of food safety compliance are not being practiced in all elementary schools in the region. The study also showed that school canteens in the Region 3 do not have the thermometers and timers to use to conduct proper monitoring of foods during storage, preparation and serving. It was also found out from the study that canteen personnel lacks the basic knowledge and trainings on food safety. Potential source of physical, chemical and biological hazards that could contaminate foods were also found present in the canteen facilities of the elementary schools in the region. Moreover, evaluation showed that the existing implementation of food safety management in the Central Elementary School Canteens of Region 3 were below the expected level and the need to strengthen the appreciation and advocacy on food safety management in school canteens of Region 3 is still wanting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=food%20safety%20management" title="food safety management">food safety management</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20safety%20school%20catering" title=" food safety school catering"> food safety school catering</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20safety" title=" food safety"> food safety</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20food%20safety%20management" title=" school food safety management"> school food safety management</a> </p> <a href="https://publications.waset.org/abstracts/59917/evaulation-of-food-safety-management-in-central-elementary-school-canteens-in-tuguegarao-city-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59917.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">378</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">8852</span> Welfare State and Income Distribution to School-Age Children </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kanyarat%20Bussaban">Kanyarat Bussaban</a>, <a href="https://publications.waset.org/abstracts/search?q=Siriporn%20Poolsuwan"> Siriporn Poolsuwan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is conducted with the objective to prove how the distorted distribution of welfare affects the quality of school-age children lives differently in the case of an urban community in Bangkok. 334 samples are households from Suan Oi and Ratchapatubtim communities. The study of sample communities found the difference between two community areas that are close. The people of Suan Oi community are economically better off people than the people of the Ratchapatubtim community. They share the benefits of using most services except the welfare of a child’s education. The resulting analysis of the variability in quality of life of the school age children indicate that heads of the households are women looking for quality of life benefits when the compulsory school age is less. A study of the two communities suggests that the inequality in income distribution currently affects the quality of life of school-age children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inequality" title="inequality">inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=income%20distribution" title=" income distribution"> income distribution</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20school-age%20children%20lives" title=" quality of school-age children lives"> quality of school-age children lives</a>, <a href="https://publications.waset.org/abstracts/search?q=welfare%20state" title=" welfare state"> welfare state</a> </p> <a href="https://publications.waset.org/abstracts/9852/welfare-state-and-income-distribution-to-school-age-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9852.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">376</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">8851</span> Perspectives of Saudi Students on Reasons for Seeking Private Tutors in English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ghazi%20Alotaibi">Ghazi Alotaibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study examined and described the views of secondary school students and their parents on their reasons for seeking private tutors in English. These views were obtained through two group interviews with the students and parents separately. Several causes were brought up during the two interviews. These causes included difficulty of the English language, weak teacher performance, the need to pass exams with high marks, lack of parents’ follow-up of student school performance, social pressure, variability in student comprehension levels at school, weak English foundation in previous school years, repeated student absence from school, large classes, as well as English teachers’ heavy teaching loads. The study started with a description of the EFL educational system in Saudi Arabia and concluded with recommendations for the improvement of the school learning environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=english" title="english">english</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulty" title=" learning difficulty"> learning difficulty</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20tutoring" title=" private tutoring"> private tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi" title=" Saudi"> Saudi</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practices" title=" teaching practices"> teaching practices</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20environment" title=" learning environment"> learning environment</a> </p> <a href="https://publications.waset.org/abstracts/28899/perspectives-of-saudi-students-on-reasons-for-seeking-private-tutors-in-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28899.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">459</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">8850</span> Managing Education through, Effective School Community Relationships/Participation for National Security</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shehu%20S.%20Janguza">Shehu S. Janguza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The need for national security cannot be over Emphasis, which should be pursued by any means. Thus the need for effective management of education through effective school community Relationship/participation. In preparing and implementing only effort to promote community involvement in manning Education, it is importance to understand the whole picture of community participation, how it works, what forms are used, what benefit it can yield and what we should expect in the process of carrying out the efforts finally emphasis will be made on how effective school community relationship/participation and lead to national security. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20participation" title="community participation">community participation</a>, <a href="https://publications.waset.org/abstracts/search?q=managing" title=" managing"> managing</a>, <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=national%20security" title=" national security"> national security</a> </p> <a href="https://publications.waset.org/abstracts/22224/managing-education-through-effective-school-community-relationshipsparticipation-for-national-security" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22224.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">600</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">8849</span> Size Reduction of Images Using Constraint Optimization Approach for Machine Communications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chee%20Sun%20Won">Chee Sun Won</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the size reduction of images for machine-to-machine communications. Here, the salient image regions to be preserved include the image patches of the key-points such as corners and blobs. Based on a saliency image map from the key-points and their image patches, an axis-aligned grid-size optimization is proposed for the reduction of image size. To increase the size-reduction efficiency the aspect ratio constraint is relaxed in the constraint optimization framework. The proposed method yields higher matching accuracy after the size reduction than the conventional content-aware image size-reduction methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=image%20compression" title="image compression">image compression</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20matching" title=" image matching"> image matching</a>, <a href="https://publications.waset.org/abstracts/search?q=key-point%20detection%20and%20description" title=" key-point detection and description"> key-point detection and description</a>, <a href="https://publications.waset.org/abstracts/search?q=machine-to-machine%20communication" title=" machine-to-machine communication"> machine-to-machine communication</a> </p> <a href="https://publications.waset.org/abstracts/67605/size-reduction-of-images-using-constraint-optimization-approach-for-machine-communications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67605.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">423</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">8848</span> Internet Use and Academic Procrastination Behavior in High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Endah%20Mastuti">Endah Mastuti</a>, <a href="https://publications.waset.org/abstracts/search?q=Prihastuti%20Sudaryono"> Prihastuti Sudaryono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid development of Internet usage and technology influences the academic behavior of students in high schools. One of the consequences is the emergence of academic procrastination behavior. Academic procrastination behavior is students’ procrastinate behavior in completing assignments. This study aimed to see whether there are differences in the duration of using the internet with academic procrastinate behavior among high school students in Surabaya. The number of research subject is 498 high school students. Instruments of the research are academic procrastination scale and duration of the internet usage questionnaire. The results from One Way Anova shows F value 0.241 with a significance level of 0.868 This demonstrates that there is no difference between the duration of the use of the Internet with academic procrastination behavior in high school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20procrastination" title="academic procrastination">academic procrastination</a>, <a href="https://publications.waset.org/abstracts/search?q=duration%20of%20internet%20usage" title=" duration of internet usage"> duration of internet usage</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a> </p> <a href="https://publications.waset.org/abstracts/62382/internet-use-and-academic-procrastination-behavior-in-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62382.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">366</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">8847</span> The Autonomy Use of Preparatory School Students to Learn English Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mi%CC%87hri%CC%87ban%20M%C3%BCge%20Aras">Mi̇hri̇ban Müge Aras</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aims to investigate the learner autonomy usage of prep school students. This research focuses on the prep school students' autonomy habits according to their self-regulated studies, age and duration of learning English. The research also analyzes whether prep school students have strong autonomy to learn the English language or depend on teachers and English classes only. The participants of the study consisted of 32 prep school students. The "Likert- type of questionnaire " was adopted by the researcher from the survey of Dede (2017). The scale was a one-dimensional 4-Likert type, which has the options of 1=never, 2= sometimes, 3=often, and 4=always. There are 19 questions in the questionnaire to understand the autonomy of students when they try to learn English. Descriptive statistics and OneANOVA were used to analyze the data. The results of the study showed that there is no significant correlation between their ages and their duration of learning English according to their autonomy studies for English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title="learner autonomy">learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning" title=" self-regulated learning"> self-regulated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=independent%20learning" title=" independent learning"> independent learning</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning" title=" English language learning"> English language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=prep%20school%20students" title=" prep school students"> prep school students</a> </p> <a href="https://publications.waset.org/abstracts/167211/the-autonomy-use-of-preparatory-school-students-to-learn-english-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167211.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">248</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">8846</span> A Comparative Study of Public and Private School Adolescent Girls on the Issues of Menstrual Hygiene and the Management Issues</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashok%20Pandey">Ashok Pandey</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajan%20Adhikari"> Rajan Adhikari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Menstruation is part of the female reproductive cycle that starts when girls become sexually mature at the time of puberty. It is a phenomenon unique to the females. During a menstrual period, a woman bleeds from her uterus via the vagina. For decades, in many countries, academic school ‘type,’ private or public, as a predictor of or factor in future academic success has been researched and debated. MATERIAL AND METHODS: The comparative study was carried out with adolescent girls studying in both public and private schools of Kathmandu valley. A total of 100 girls participated in the survey, and out of them 21 participated in the FGD and 5 in the in- depth interview. Quantitative data from the survey was analyzed using SPSS 16.0 software. Informed verbal consent with the respective head of school and the respondents were taken before data collection. Results:The age of the respondents ranges from 11 to 18 years, with mean age of menarche being 12.37 years in both school adolescent girls. 70 percent of the public school adolescent girls and 72 percent of the private school adolescent girls are feeling upset and tension during menarche. There is a statistically significant difference on take rest during the period and good hygienic practice during menstruation of public/private school, at α=0. 05 level of significance. There is a statistically significant difference on overall score of practice during menstruation between public and private adolescent girls. Conclusion: Private schools children are more knowledgeable and maintain hygiene as compere to public school even though, it can be said that among the adolescent school girls both in public and private school, menstrual knowledge and perceptions are poor and practices often not optimal for proper hygiene. Often ignored issues of privacy affect the hygienic practices and daily lives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Comparison" title="Comparison">Comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=Menstruation" title=" Menstruation"> Menstruation</a>, <a href="https://publications.waset.org/abstracts/search?q=Private%20school" title="Private school">Private school</a>, <a href="https://publications.waset.org/abstracts/search?q=Public%20School" title=" Public School"> Public School</a> </p> <a href="https://publications.waset.org/abstracts/20379/a-comparative-study-of-public-and-private-school-adolescent-girls-on-the-issues-of-menstrual-hygiene-and-the-management-issues" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20379.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">450</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">8845</span> Health Status among Government and Private Primary School Children in the Central of Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Petcharat%20Kerdonfag">Petcharat Kerdonfag</a>, <a href="https://publications.waset.org/abstracts/search?q=Supunnee%20Thrakul"> Supunnee Thrakul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School health services through regular screening of school students’ health status have been the main responsibility for community or school health nurses. The purposes of these retrospective study were to assess and compare health problems between government and private primary school students in the central region of Thailand. The data were collected from the school health records in October at the end of the first semester in the academic year 2018. Two thousand and fifty primary school health records from government and private primary schools were gathered to assess health problems regarding anthropometric measurements, physical examination/personal hygiene, and clinical findings for this study. Descriptive statistics and Chi-square were used to be analyzed. The results revealed that health problems of all the school students remained high magnitude. The five top ranks for prevalence rate of health problems were dental caries (36.6%), visual acuity problem (27.7%), over-nutrition (16.8%), head lice (12.8%), and under-nutrition (6.8%), respectively. However, when compared between government and private schools among five health problems; dental caries (55.0% vs 19.9%), visual acuity problem (23.1% vs 31.9%), over-nutrition (20.2% vs 13.8%), head lice (26.5% vs 0.3%), and under-nutrition (10.6% vs 3.4%) with Chi-square analysis, there were significantly different (p < .001). The problem of visual acuity seems to be more serious in private schools while other health problems tend to be more critical in government schools. The findings have suggested that parents who have children in the private primary schools should pay more attention to visual health defects whereas parents with children in the government school should pay more vigilance regards to hygiene and health behavior problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20health%20nursing" title="community health nursing">community health nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20health%20service" title=" school health service"> school health service</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20status" title=" health status"> health status</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20children" title=" primary school children"> primary school children</a> </p> <a href="https://publications.waset.org/abstracts/106129/health-status-among-government-and-private-primary-school-children-in-the-central-of-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106129.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">128</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">8844</span> A Cross-Sectional Study on the Nutritional Status of School Going Children From Urban and Rural Populations of Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aftab%20Ahmed">Aftab Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Farhan%20Saeed"> Farhan Saeed</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Afzaal"> Muhammad Afzaal</a>, <a href="https://publications.waset.org/abstracts/search?q=Shinawar%20Waseem%20Ali"> Shinawar Waseem Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Imran"> Ali Imran</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadaf%20Munir"> Sadaf Munir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Malnutrition is a globally increasing public health concern among children; it affects number of school children influencing their growth, development and academic performance. The tenet of the current cross sectional study was to assess the nutritional biomarkers of school going children of age 12-15 years resulting in stunting, underweight, overweight, bone deformities and other health disparities in nutritionally deprived urban and rural populations of Pakistan. A sample size comprising of 180 school going children was stipulated from the targeted urban and rural populations. The fallouts of investigation unveiled that both rural and urban populations were experiencing nutritional challenges however; on account of awareness paucity the rustic population was nutritionally more compromised. Hematological tests elucidated 16.7% and 7.8% cases for high glucose level, 35.6% and 27.8% cases for low hemoglobin levels, 14.4% and 15.6% cases for low calcium indices, 12.2% and 4.4% high white blood cell count (WBC), 20% and 14.4% low red blood cell count, 76.7% and 74.4% low hematocrit (HCT) values, among the rural and urban populations respectively. The above mentioned outcomes can serve as a way forward for policy and law maker institutions to curb the possible barricades in the way of healthy nutritional status in these areas <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=malnutrition" title="malnutrition">malnutrition</a>, <a href="https://publications.waset.org/abstracts/search?q=hematological%20study" title=" hematological study"> hematological study</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20nutrition" title=" child nutrition"> child nutrition</a>, <a href="https://publications.waset.org/abstracts/search?q=bone%20mineral%20density" title=" bone mineral density"> bone mineral density</a>, <a href="https://publications.waset.org/abstracts/search?q=calcium" title=" calcium"> calcium</a>, <a href="https://publications.waset.org/abstracts/search?q=RBC" title=" RBC"> RBC</a> </p> <a href="https://publications.waset.org/abstracts/168216/a-cross-sectional-study-on-the-nutritional-status-of-school-going-children-from-urban-and-rural-populations-of-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168216.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">94</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">8843</span> Field Study for Evaluating Winter Thermal Performance of Auckland School Buildings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bin%20Su">Bin Su</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Auckland has a temperate climate with comfortable warm, dry summers and mild, wet winters. An Auckland school normally does not need air conditioning for cooling during the summer and only needs heating during the winter. The Auckland school building thermal design should more focus on winter thermal performance and indoor thermal comfort for energy efficiency. This field study of testing indoor and outdoor air temperatures, relative humidity and indoor surface temperatures of three classrooms with different envelopes were carried out in the Avondale College during the winter months in 2013. According to the field study data, this study is to compare and evaluate winter thermal performance and indoor thermal conditions of school buildings with different envelopes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=building%20envelope" title="building envelope">building envelope</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20mass%20effect" title=" building mass effect"> building mass effect</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20thermal%20comfort" title=" building thermal comfort"> building thermal comfort</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20thermal%20performance" title=" building thermal performance"> building thermal performance</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20building" title=" school building "> school building </a> </p> <a href="https://publications.waset.org/abstracts/18103/field-study-for-evaluating-winter-thermal-performance-of-auckland-school-buildings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18103.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">436</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">8842</span> Relational Effect of Parent Interest, Basic School Attended, Gender, and Scare of Basic School Mathematics Teacher on Student Interest in Mathematics </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yarhands%20Dissou%20Arthur">Yarhands Dissou Arthur</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Asiedu%20Addo"> Samuel Asiedu Addo</a>, <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20Annan"> Jonathan Annan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interest in subject specific is very essential in the quest to ensure effective teaching and learning. In building interest in subject specific areas requires certain factors and strategies well-spelled out.The factors such as the gender of the student, the type of basic school attended, the parent interest as well as the scare of the basic school mathematics teacher is very important to consider. The relational effect and the contribution these above mentioned variables on student have not been fully investigated and this paper address the effect of these factors on the student interest. In the attainment of this goal, the current paper addresses the effect of parent interest, the type of basic school attended, the scare by basic school mathematics teacher and its effect on student’s interest in mathematics. A cross sectional data collected from two hundred and sixty post-secondary school student were analyzed using descriptive and inferential statistical methods by aid of SPSS version 16. The study found that parent interest and value for mathematics significantly influenced students interest and joy in solving mathematical problems. Moreover, we also observed that the fear imposed by basic school mathematics teachers was found to significantly influence students’ interest. The study further found that the type of basic school attended and gender are factors that do not influence students’ interest in mathematics. In addition to concluding that a student’s interest is influenced by both parent interest and the fear of basic school mathematics teacher, the study also showed that the type of basic school attended and gender does not affect the students’ interest in mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20interest" title=" mathematics interest"> mathematics interest</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20interest" title=" teacher interest"> teacher interest</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20interest" title=" teacher interest"> teacher interest</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20interest" title=" student interest"> student interest</a> </p> <a href="https://publications.waset.org/abstracts/41372/relational-effect-of-parent-interest-basic-school-attended-gender-and-scare-of-basic-school-mathematics-teacher-on-student-interest-in-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41372.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">374</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">8841</span> Rethinking: Training Needs of Secondary School Teachers in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sidra%20Rizwan">Sidra Rizwan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article focuses on the training needs of secondary school teachers related to the knowledge component of instructional planning and strategies as stated in the National professional standards for teachers in Pakistan. The study aimed to determine the training needs of secondary school teachers on different aspects of knowledge & understanding component of instructional planning and strategies. The target population of the study was the secondary school teachers across Pakistan. For this purpose, a sample of 400 secondary school teachers was selected through multistage sampling from all the four provinces and Federal capital area. Survey method was adopted to assess the training needs by using a self reporting tool. The tool helped to gauge the training needs through indirect inventory questions as well as a ranking list in which the respondents themselves prioritized their training areas. The results showed variation between the direct and indirect reporting of the teachers on the basis of which it was concluded that the secondary school teachers needed awareness about the knowledge component of instructional planning and strategies in order to redefine their actual training needs. The researcher further identified the training needs of secondary school teachers within each province and Islamabad capital territory; including an analysis of variations between strata. As teachers are considered agents of change, their training according to the professional standards should provide a solid base for “rethinking education”. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=training%20needs" title="training needs">training needs</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school%20teachers" title=" secondary school teachers"> secondary school teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20planning%20%26%20strategies" title=" instructional planning & strategies"> instructional planning & strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20%26%20understanding" title=" knowledge & understanding"> knowledge & understanding</a> </p> <a href="https://publications.waset.org/abstracts/158904/rethinking-training-needs-of-secondary-school-teachers-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158904.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">96</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">8840</span> The Influence of Environmental Attributes on Children's Pedestrian-Crash Risk in School Zones</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeongwoo%20Lee">Jeongwoo Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children are the most vulnerable travelers and they are at risk for pedestrian injury. Creating a safe route to school is important because walking to school is one of the main opportunities for promotion of needed physical exercise among children. This study examined how the built environmental attributes near an elementary school influence traffic accidents among school-aged children. The study used two complementary data sources including the locations of police-reported pedestrian crashes and the built environmental characteristics of school areas. The environmental attributes of road segments were collected through GIS measurements of local data and actual site audits using the inventory developed for measuring pedestrian-crash risk scores. The inventory data collected at 840 road segments near 32 elementary schools in the city of Ulsan. We observed all segments in a 300-meter-radius area from the entrance of an elementary school. Segments are street block faces. The inventory included 50 items, organized into four domains: accessibility (17items), pleasurability (11items), perceived safety from traffic (9items), and traffic and land-use measures (13items). Elementary schools were categorized into two groups based on the distribution of the pedestrian-crash hazard index scores. A high pedestrian-crash zone was defined as an school area within the eighth, ninth, and tenth deciles, while no pedestrian-crash zone was defined as a school zone with no pedestrian-crash accident among school-aged children between 2013 and 2016. No- and high pedestrian-crash zones were compared to determine whether different settings of the built environment near the school lead to a different rate of pedestrian-crash incidents. The results showed that a crash risk can be influenced by several environmental factors such as a shape of school-route, number of intersections, visibility and land-use in a street, and a type of sidewalk. The findings inform policy for creating safe routes to school to reduce the pedestrian-crash risk among children by focusing on school zones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20school%20travel" title="active school travel">active school travel</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20zone" title=" school zone"> school zone</a>, <a href="https://publications.waset.org/abstracts/search?q=pedestrian%20crash" title=" pedestrian crash"> pedestrian crash</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20route%20to%20school" title=" safety route to school"> safety route to school</a> </p> <a href="https://publications.waset.org/abstracts/69990/the-influence-of-environmental-attributes-on-childrens-pedestrian-crash-risk-in-school-zones" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69990.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">251</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">8839</span> Identifying and Exploring Top 10 Sustainable Leadership Practices of a School Leader to Improve School Leadership and Student Learning Outcomes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sapana%20Purandare">Sapana Purandare</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The landscape of school leadership is evolving with the changing world of the 21st century. In this era, it is crucial to adapt our approaches to school leadership, with the school leader playing an important role in shaping the educational system. During the implementation of the LEAD project, the volume of 67 practices was impractical for any school leader to effectively incorporate. Consequently, this study aims to address this issue by administering a questionnaire to school leaders, including those from Kotak Education Foundation partner schools and others operating within similar contexts. The goal is to pinpoint the practices that can enhance school leadership and Student Learning Outcomes (SLO) both presently and in the near future. Utilizing the Qualtrics tool, a survey was conducted to identify the top 15 practices that respondents believe will be crucial for improving SLO over the next 10-15 years. Additionally, focus group discussions (FGDs) and interviews were conducted to elucidate the challenges hindering the implementation of these practices within schools. The recommendations derived from the identified top 15 practices will be instrumental in devising scalable models for LEAD and advocating for their adoption at the state level. Practices with higher standard deviations and average scores hold particular significance for future development. Furthermore, demographic factors such as age, gender, and years of service influence individuals' perceptions of these practices and thus warrant consideration in our analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exploring%20top%20sustainable%20practices" title="exploring top sustainable practices">exploring top sustainable practices</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20implementation" title=" practice implementation"> practice implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20leadership" title=" school leadership"> school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning%20outcomes" title=" student learning outcomes"> student learning outcomes</a> </p> <a href="https://publications.waset.org/abstracts/186549/identifying-and-exploring-top-10-sustainable-leadership-practices-of-a-school-leader-to-improve-school-leadership-and-student-learning-outcomes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186549.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">66</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">8838</span> Whole School Environmental Mapping Framework in Preventing Childhood Obesity in Selangor </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20A.%20M.%20Hayati%20Adilin">M. A. M. Hayati Adilin</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Ajau"> D. Ajau</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20S.%20Siti%20Khuzaimah"> A. S. Siti Khuzaimah</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Mastura"> K. Mastura</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Nik%20Muhammad%20Syafiq"> R. Nik Muhammad Syafiq</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20N.%20Noor%20Fatin%20Nadiah"> M. N. Noor Fatin Nadiah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The school environment is one of many factors related to the increment of overweight and obesity among children. There is an evidence to suggest that the school environmental factor has an independent effect towards health-related behaviour of children and school culture. It may have a significant impact towards the emergence of childhood obesity through their influence on eating pattern and physical activity level. The objective of this study is to identify the school environmental factors (i.e. physical, economic, political and socio-cultural) towards healthy eating and physical activity of urban and rural primary school children in preventing childhood obesity. This can be identified by examining the compliance of rural and urban school environment with whole-school environmental mapping framework. The study design was a cross-sectional study. A total of 60 schools were randomly selected (30 urban and 30 rural) in Selangor, Western Peninsular Malaysia in 2013 and 60 teachers (responsible for student affairs and the school curriculum) have been interviewed face to face by using a whole school mapping questionnaire followed by observation of the school environment . This study has demonstrated that schools in both areas (rural and urban) comply mostly with the physical environmental mapping (83.3%), followed by socio-cultural environmental mapping, 65%. Meanwhile, the political environmental mappings in both urban and rural schools show a low compliance percentage, which is 56.7%. For economic environmental mapping, only 10% of both schools are complied. As a conclusion, this study has demonstrated that schools in both areas do not fully comply with the whole school environmental mapping framework, especially economic and political. However, holistic approach is needed and many improvements can be proposed to promote healthy eating and physical activities among school children. Government, families and schools as well as communities and the media should be included together with any strategies for preventing childhood obesity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20obesity" title="childhood obesity">childhood obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=healthy%20eating" title=" healthy eating"> healthy eating</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20environment" title=" school environment "> school environment </a> </p> <a href="https://publications.waset.org/abstracts/17248/whole-school-environmental-mapping-framework-in-preventing-childhood-obesity-in-selangor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17248.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">514</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">8837</span> The Relationship between the Use of Social Networks with Executive Functions and Academic Performance in High School Students in Tehran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esmail%20Sadipour">Esmail Sadipour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of social networks is increasing day by day in all societies. The purpose of this research was to know the relationship between the use of social networks (Instagram, WhatsApp, and Telegram) with executive functions and academic performance in first-year female high school students. This research was applied in terms of purpose, quantitative in terms of data type, and correlational in terms of technique. The population of this research consisted of all female high school students in the first year of district 2 of Tehran. Using Green's formula, the sample size of 150 people was determined and selected by cluster random method. In this way, from all 17 high schools in district 2 of Tehran, 5 high schools were selected by a simple random method and then one class was selected from each high school, and a total of 155 students were selected. To measure the use of social networks, a researcher-made questionnaire was used, the Barclay test (2012) was used for executive functions, and last semester's GPA was used for academic performance. Pearson's correlation coefficient and multivariate regression were used to analyze the data. The results showed that there is a negative relationship between the amount of use of social networks and self-control, self-motivation and time self-management. In other words, the more the use of social networks, the fewer executive functions of students, self-control, self-motivation, and self-management of their time. Also, with the increase in the use of social networks, the academic performance of students has decreased. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20networks" title="social networks">social networks</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20function" title=" executive function"> executive function</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/159924/the-relationship-between-the-use-of-social-networks-with-executive-functions-and-academic-performance-in-high-school-students-in-tehran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159924.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">104</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">8836</span> Does One Size Fit All: Immigrant Youths, Bullying and Peer-Aggression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shila%20Khayambashi">Shila Khayambashi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For the past few decades, Western researchers studied different youth issues, such as bullying, peer-aggression, depression, self-harm, and suicide, in a formulated and standardized manner. These researchers have grounded their studies upon a series of introduced characteristics and traits, which pragmatically defined the action of the individuals involved in these activities (Olweus, 1994). The phenomena of bullying and peer-aggression have touched the lives of many immigrant youths, as well. However, in the case of these immigrant young adults, the Police investigated, and later dismissed, the victims’ involvement in drugs and gangs’ activities, instead of questioning the possibility of the peer-aggression. This paper argues that neither government officials nor school personnel has ever investigated any cyber-documentation which would clarify these youth’s untimely deaths or search for any indication of peer-aggression at school. Through my ongoing research, I will problematize the Eurocentric definition of bullying and its limitations. I question the assumed universality of these definitions’ characteristics and their lack of minority representation. This research questions explicitly the positionality of the displaced youth within the promised multiculturality of Canada. I will ask: Does one size fit all, considering the bio-psycho-socio-economic differences between the Eastern and the Western worlds? More importantly, how does the epidemy of the communicative devices, like smartphones, and communicative apps, like Twitter and Snapchats, facilitate or hinder peer-aggression for the displaced youths? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bullying" title="Bullying ">Bullying </a>, <a href="https://publications.waset.org/abstracts/search?q=Immigrant%20youths" title=" Immigrant youths"> Immigrant youths</a>, <a href="https://publications.waset.org/abstracts/search?q=Peer%20aggression" title=" Peer aggression"> Peer aggression</a>, <a href="https://publications.waset.org/abstracts/search?q=Minority%20population" title=" Minority population"> Minority population</a> </p> <a href="https://publications.waset.org/abstracts/120295/does-one-size-fit-all-immigrant-youths-bullying-and-peer-aggression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120295.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">136</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">8835</span> A Sense of Belonging: Music Learning and School Connectedness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Johanna%20Gamboa-Kroesen">Johanna Gamboa-Kroesen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School connectedness, or the sense of belonging at school, is a critical factor in adolescent health, academic achievement, and socioemotional well-being. In educational research, the construct of the psychological sense of school membership is often referred to as school engagement, school bonding, or school attachment. While current research recognizes school connectedness as integral to a child’s mental health and academic success, many schools have yet to develop adequate interventions to promote a child’s overall sense of belonging at school. However, prior researches in music education indicates that, among other benefits, music classrooms may provide an environment where students feel they belong. While studies indicates that music learning environments, specifically performing ensemble learning environments, instill a sense of school connectedness and, more broadly, contribute to a student’s socio-emotional development, there has been inadequate research on how the actions of music teachers contribute to this phenomenon. The purpose of this study was to examine the relationship between school connectedness and music learning environments with middle school music students enrolled in a school-based music ensemble. In addition, the study aimed to provide a descriptive analysis of the instructional practices that music teachers use to promote an inclusive environment in their classrooms and an overall sense of belonging in their students. Using 191 student surveys of school membership, student reflective writings, 5 teacher interviews, and 10 classroom observations, this study examined the relationship between 7th and 8th-grade student-reported levels of connectedness within their school-based music ensemble and teacher instructional practice. The study found that students reported high levels of positive school membership within their music classes. Students who participate in school-based orchestra ensembles reported a positive change in emotional state during music instruction. In addition, evidence in this study found that music teachers use instructional practices to build connectedness through de-emphasizing competition and strengthening a student’s sense of relational value within their music learning experience. The findings offer implications for future music teacher instruction to create environments of inclusion, strengthen student-teacher relationships, and promote strategies that enhance student connection to school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20education" title="music education">music education</a>, <a href="https://publications.waset.org/abstracts/search?q=belonging" title=" belonging"> belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20practice" title=" instructional practice"> instructional practice</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20connectedness" title=" school connectedness"> school connectedness</a> </p> <a href="https://publications.waset.org/abstracts/169582/a-sense-of-belonging-music-learning-and-school-connectedness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169582.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">8834</span> Urinary Schistosomiasis among Pre-School and School Aged Children in Two Peri-Urban Communities in Southwest Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isiaka%20Akinwale">Isiaka Akinwale</a>, <a href="https://publications.waset.org/abstracts/search?q=Tolulope%20Babatunde"> Tolulope Babatunde</a>, <a href="https://publications.waset.org/abstracts/search?q=Oladepo%20Sowemimo"> Oladepo Sowemimo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A cross-sectional study was conducted between March and April, 2016 among pre-school and school-aged children in two peri-urban communities in Osun State, Southwest Nigeria. Urine samples were collected from the pre-school and school-aged children, tested for microhaematuria using reagent strips, processed and examined for Schistosoma haematobium ova. Out of 274 pupils examined, 132 (48.2%) had infection, with no statistically significant difference (P > 0.05) in infection between male (48.6%) and female pupils (47.6%). The prevalence of infection increases significantly with age (P < 0.05), with the peak (93.3%) of infection recorded in pupils aged 15 to 16 years and the lowest infection (10.0%) in pupils aged 3 to 4 years. There was no statistically significant association (P > 0.05) between intensity in male pupils (156.0 ± 34.5/10 ml) and female pupils (141.7 ± 29.5/10 ml). The prevalence of pupils with microhaematuria was 65.0% and it increased significantly with age (P < 0.001). The conclusion drawn from the study is that to reduce the transmission of S. haematobium in endemic communities, health education and provision of potable water are advocated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Schistosoma%20haematobium" title="Schistosoma haematobium">Schistosoma haematobium</a>, <a href="https://publications.waset.org/abstracts/search?q=microhaeamturia" title=" microhaeamturia"> microhaeamturia</a>, <a href="https://publications.waset.org/abstracts/search?q=prevalence" title=" prevalence"> prevalence</a>, <a href="https://publications.waset.org/abstracts/search?q=urinary%20schistosomiasis" title=" urinary schistosomiasis"> urinary schistosomiasis</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20aged%20children" title=" school aged children"> school aged children</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/67411/urinary-schistosomiasis-among-pre-school-and-school-aged-children-in-two-peri-urban-communities-in-southwest-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67411.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">431</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">8833</span> Villar Settlement Farm School for the Aetas: Assimilation through American Colonial Education in Zambales, Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julian%20E.%20Abuso">Julian E. Abuso</a>, <a href="https://publications.waset.org/abstracts/search?q=Alberto%20T.%20Paala%20Jr."> Alberto T. Paala Jr.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The creation of settlement farm schools at the outset of American colonization of the Philippines was not a matter of accident; rather, their establishment was a major component of a grand plan on public education based on the benevolent assimilation policy of the United States. This argument is illustrated by the case of Villar Settlement Farm School, a school for the Aetas as a non-Christian tribal community in 1907. The study aims to: (1) identify and describe the antecedents for the establishment of Settlement Farm School, (2) explicate the cultural conflicts encountered by Aetas in school, (3) appraise the consequences of education as acculturation among Aeta population. The study made use of the following: historical data based on primary and secondary sources and life histories from primary informants. The Settlement Farm School for the Aetas was borne out of the American’s change in policy from military to civilian authority, recognition of education as a tool for benevolent assimilation. The narratives of informants manifested resistance to certain aspects of the educational process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=settlement%20farm%20school%20Aetas" title="settlement farm school Aetas">settlement farm school Aetas</a>, <a href="https://publications.waset.org/abstracts/search?q=tribe" title=" tribe"> tribe</a>, <a href="https://publications.waset.org/abstracts/search?q=colonial%20education" title=" colonial education"> colonial education</a>, <a href="https://publications.waset.org/abstracts/search?q=Aeta" title=" Aeta"> Aeta</a>, <a href="https://publications.waset.org/abstracts/search?q=non-Christian%20tribal%20community" title=" non-Christian tribal community"> non-Christian tribal community</a> </p> <a href="https://publications.waset.org/abstracts/66667/villar-settlement-farm-school-for-the-aetas-assimilation-through-american-colonial-education-in-zambales-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66667.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">326</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">8832</span> Investigating the Relationship of Social Capital with Student's Aggressive Behavior: Case Study of Male Students of Middle School in Isfahan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammadreza%20Kolaei">Mohammadreza Kolaei</a>, <a href="https://publications.waset.org/abstracts/search?q=Vahid%20Ghasemi"> Vahid Ghasemi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ebrahim%20Ansari"> Ebrahim Ansari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research was carried out with the aim of investigating the relationship between social capital and aggressive behavior of students (Case study: male students of middle school in Isfahan). In terms of methodology, this research is an applied research which is done by descriptive-analytical method and survey method. The instrument for collecting the data was a questionnaire consisting of: questionnaire for measuring aggressive behavior and social capital questionnaire, which was used after the validity and reliability of this questionnaire. On the other hand, the statistical population of the study consisted of all students in the guidance school of Isfahan in the academic year of 2016. For determining the sample size, the Kerjesy and Morgan tables were used and the sampling method of this multi-stage random sampling was used. After collecting the data, they were analyzed by SPSS software. The findings of the research showed that at 95% confidence level, the student's social capital increases, reducing his aggressiveness. Also, the amount of student aggression is estimated at 4% according to its social capital. Also, with increasing social capital of the school, the student's student aggression is reduced, with the student's student aggression's exposure to her social capital being estimated at 3%. On the other hand, increasing the amount of mother's presence in the home decreases the amount of student aggression. Also, the amount of student aggression is estimated at 1% according to the amount of mother's presence in her home. Ultimately, the amount of student aggression decreases with increasing presence of father at home. Also, the amount of student aggression is estimated at 2% according to the variable of father's presence in his home. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=investigating" title="investigating">investigating</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title=" social capital"> social capital</a>, <a href="https://publications.waset.org/abstracts/search?q=aggressive%20behavior" title=" aggressive behavior"> aggressive behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20school" title=" middle school"> middle school</a>, <a href="https://publications.waset.org/abstracts/search?q=Isfahan" title=" Isfahan"> Isfahan</a> </p> <a href="https://publications.waset.org/abstracts/81185/investigating-the-relationship-of-social-capital-with-students-aggressive-behavior-case-study-of-male-students-of-middle-school-in-isfahan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81185.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">292</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">8831</span> Comparison of Student Grades in Dual-Enrollment Courses Taken Inside and Outside of Texas High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cynthia%20A.%20Gallardo">Cynthia A. Gallardo</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelly%20S.%20Hall"> Kelly S. Hall</a>, <a href="https://publications.waset.org/abstracts/search?q=Kristopher%20Garza"> Kristopher Garza</a>, <a href="https://publications.waset.org/abstracts/search?q=Linda%20Challoo"> Linda Challoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Mais%20Nijim"> Mais Nijim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dual-enrollment programs have become more prevalent in college and high school settings. Also known as early college programs, dual-enrollment programs help students acquire a head start in earning college credit for post-secondary studies. The number and percentage of high school students who take college courses while in high school is growing. However, little is known about how dual-enrolled students fare. The classroom environment is important to learning. This study compares dually enrolled high school students who take courses that yield college credit either within their high school or at some other location. Mann-Whitney U was the statistical test used. Mean proportions were compared for each of the five standard letter grades earned across the state of Texas. Results indicated that students earn similar passing A, B, and C grades when they take dual-enrollment courses at their high school location but are more likely to fail if they take dual-enrollment courses at non-high school locations. Implications of results are that student success rate of dual-enrollment college courses may have a significant difference between the locations and student performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title="educational leadership">educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=dual-enrollment" title=" dual-enrollment"> dual-enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20performance" title=" student performance"> student performance</a>, <a href="https://publications.waset.org/abstracts/search?q=college" title=" college"> college</a> </p> <a href="https://publications.waset.org/abstracts/168852/comparison-of-student-grades-in-dual-enrollment-courses-taken-inside-and-outside-of-texas-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168852.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">104</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">8830</span> Unequal Traveling: How School District System and School District Housing Characteristics Shape the Duration of Families Commuting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Geyang%20Xia">Geyang Xia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In many countries, governments have responded to the growing demand for educational resources through school district systems, and there is substantial evidence that school district systems have been effective in promoting inter-district and inter-school equity in educational resources. However, the scarcity of quality educational resources has brought about varying levels of education among different school districts, making it a common choice for many parents to buy a house in the school district where a quality school is located, and they are even willing to bear huge commuting costs for this purpose. Moreover, this is evidenced by the fact that parents of families in school districts with quality education resources have longer average commute lengths and longer average commute distances than parents in average school districts. This "unequal traveling" under the influence of the school district system is more common in school districts at the primary level of education. This further reinforces the differential hierarchy of educational resources and raises issues of inequitable educational public services, education-led residential segregation, and gentrification of school district housing. Against this background, this paper takes Nanjing, a famous educational city in China, as a case study and selects the school districts where the top 10 public elementary schools are located. The study first identifies the spatio-temporal behavioral trajectory dataset of these high-quality school district households by using spatial vector data, decrypted cell phone signaling data, and census data. Then, by constructing a "house-school-work (HSW)" commuting pattern of the population in the school district where the high-quality educational resources are located, and based on the classification of the HSW commuting pattern of the population, school districts with long employment hours were identified. Ultimately, the mechanisms and patterns inherent in this unequal commuting are analyzed in terms of six aspects, including the centrality of school district location, functional diversity, and accessibility. The results reveal that the "unequal commuting" of Nanjing's high-quality school districts under the influence of the school district system occurs mainly in the peripheral areas of the city, and the schools matched with these high-quality school districts are mostly branches of prestigious schools in the built-up areas of the city's core. At the same time, the centrality of school district location and the diversity of functions are the most important influencing factors of unequal commuting in high-quality school districts. Based on the research results, this paper proposes strategies to optimize the spatial layout of high-quality educational resources and corresponding transportation policy measures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school-district%20system" title="school-district system">school-district system</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20quality%20school%20district" title=" high quality school district"> high quality school district</a>, <a href="https://publications.waset.org/abstracts/search?q=commuting%20pattern" title=" commuting pattern"> commuting pattern</a>, <a href="https://publications.waset.org/abstracts/search?q=unequal%20traveling" title=" unequal traveling"> unequal traveling</a> </p> <a href="https://publications.waset.org/abstracts/152165/unequal-traveling-how-school-district-system-and-school-district-housing-characteristics-shape-the-duration-of-families-commuting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152165.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">106</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20size&page=3" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20size&page=1">1</a></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 active"><span class="page-link">4</span></li> <li class="page-item"><a class="page-link" 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