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school</title> <meta name="description" content="Search results for: senior high school"> <meta name="keywords" content="senior high school"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="senior high school"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 22558</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: senior high school</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22318</span> School Belongingness and Coping with Bullying: Greek Adolescent Students' Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Didaskalou">E. Didaskalou</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Roussi-Vergou"> C. Roussi-Vergou</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Andreou"> E. Andreou</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Skrzypiec"> G. Skrzypiec</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Slee"> P. Slee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There has been growing interest lately, in the study of victimization among adolescent students in Greece and elsewhere with a view to improve school policies concerning anti-bullying practices. Researchers have recently focused on investigating the relationships between the extent of students’ victimization and the distinct mechanisms that they employ for coping with this particular problem. In particular, the emphasis has been placed on exploring the relationship between the coping strategies students use to counteract bullying, their sense of belonging at school, and extent of their victimization. Methods: Within the research framework outlined above, we set out to: a) examine the frequency of self-reported victimization among secondary school students, b) investigate the coping strategies employed by students when confronted with school bullying and c) explore any differences between bullied and non-bullied students with regard to coping strategies and school belongingness. The sample consisted of 860 from fifteen secondary public schools in central Greece. The schools were typical Greek secondary schools and the principals volunteered to participate in this study. Participants’ age ranged from 12 to 16 years. Measures: a) Exposure to Victimization: The frequency of victimization was directly located by asking students the question: ‘Over the last term, how often have you been bullied or harassed by a student or students at this high school?’ b) Coping Strategies: The ‘Living and Learning at School: Bullying at School’ was administered to students, c) School belongingness was assessed by the Psychological Sense of School Membership Scale, that students completed. Results: Regarding the frequency of self-reported victimization, 1.5% of the students reported being victimized every day, 2.8% most days of the week, 2.1% one or more days a week, 2.9% about once a week, 22.6% less than once a week and 68.1% never. The coping strategies that the participants employed for terminating their victimization included: a) adult support seeking, b) emotional coping/keep away from school, c) keeping healthy and fit, d) demonstrating a positive attitude towards the bully, d) peer support seeking, e) emotional out bursting, f) wishful thinking and self-blaming, g) pretending as if it is not happening, h) displaying assertive behaviors and i) getting away from the bullies. Bullied from non-bullied children did not differ as much in coping, as in feelings of being rejected in school. Discussion: The findings are in accordance with accumulated research evidence which points to a strong relationship between student perceptions of school belongingness and their involvement in bullying behaviors. We agree with the view that a positive school climate is likely to serve as a buffer that mitigates wider adverse societal influences and institutional attitudes which favor violence and harassment among peers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20bullying" title="school bullying">school bullying</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20belonging" title=" school belonging"> school belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20coping%20strategies" title=" student coping strategies"> student coping strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=victimization" title=" victimization"> victimization</a> </p> <a href="https://publications.waset.org/abstracts/75542/school-belongingness-and-coping-with-bullying-greek-adolescent-students-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75542.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">22317</span> Proposal for a Mobile Application with Augmented Reality to Improve School Interest</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mamani%20Acurio%20Alex">Mamani Acurio Alex</a>, <a href="https://publications.waset.org/abstracts/search?q=Aguilar%20Alonso%20Igor"> Aguilar Alonso Igor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The lack of interest and the lack of motivation are related. The lack of both in school generates serious problems such as school dropout or a low level of learning. Augmented reality has been very useful in different areas, and in this research, it was implemented in the area of education. Information necessary for the correct development of this mobile application with augmented reality was searched using six different research repositories. It was concluded that the application must be immersive, attractive, and fun for students, and the necessary technologies for its construction were defined. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=Vuforia" title=" Vuforia"> Vuforia</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20interest" title=" school interest"> school interest</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/160401/proposal-for-a-mobile-application-with-augmented-reality-to-improve-school-interest" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160401.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">87</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">22316</span> Tobephobia: Fear of Failure in Education Caused by School Violence and Drug Abuse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Singh">Prakash Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Schools throughout the world are facing increasing challenges in dealing with school violence and drug abuse by pupils. Therefore, the question of the fear of failure to meet the aims and objectives of education inevitably surfaces as it places increasing and challenging demands on educators and all other stakeholders to address this malaise. Multiple studies on the construct tobephobia (TBP) simply define TBP as the fear of failure in education. This study is a continuation of the exploratory studies on the manifestation of fear in education. The primary purpose of this study was to establish how TBP, caused by school violence and drug abuse affects teaching and learning in our schools. The qualitative research method was used for this study. Teachers admitted that they fear for their safety at school. Working in a fearful situation places a high rate of stress and anxiety on them. Tobephobic educators spend most of their time worrying about their fear of violence and drug abuse by pupils and are too frightened to carry out their normal duties. They prefer to stay in familiar surroundings for fear of being attacked by inebriated learners. This study, therefore, contributes to our understanding of the effects of TBP in our schools caused by school violence and drug abuse. Also, this study supplements the evidence accumulated over the past fifteen years that TBP is not a figment of someone’s imagination; it is a gruesome reality affecting the very foundation of our educational system globally to provide quality and equal education to all our learners in a harmonious, collegial school environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tobephobia" title="tobephobia">tobephobia</a>, <a href="https://publications.waset.org/abstracts/search?q=tobephobic%20educators" title=" tobephobic educators"> tobephobic educators</a>, <a href="https://publications.waset.org/abstracts/search?q=fear%20of%20failure%20in%20education" title=" fear of failure in education"> fear of failure in education</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20violence" title=" school violence"> school violence</a>, <a href="https://publications.waset.org/abstracts/search?q=drug%20abuse" title=" drug abuse"> drug abuse</a> </p> <a href="https://publications.waset.org/abstracts/27208/tobephobia-fear-of-failure-in-education-caused-by-school-violence-and-drug-abuse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27208.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">489</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">22315</span> Classical Physics against New Physics in Teaching Science </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patricio%20Alberto%20Cullen">Patricio Alberto Cullen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching Science in high school has been decreasing its quality for several years, and it is an obvious theme of discussion over more than 30 years. As a teacher of Secondary Education and a Professor of Technological University was necessary to work with some projects that attempt to articulate the different methodologies and concepts between both levels. Teaching Physics in Engineering Career is running between two waters. Disciplinary content and inconsistent training students got in high school. In the heady times facing humanity, teaching Science has become a race against time, and this is where it is worth stopping. Professor of Physics has outdated teaching tools against the relentless growth of knowledge in the Academic World. So we have raised from a pedagogical point of view the following question: Laboratory practices must continue to focus on traditional physics or should develop alternatives between old practices and new physics methodologies. Faced with this paradox, we stopped to try to answer from our experience, and our teaching and learning practice. These are one of the greatest difficulties presented in the Engineering work. The physics team will try to find new methodologies that are appealing to the population of students in the 21st century. Currently, the methodology used is question students about their personal interests. Once discovered mentioned interests, will be held some lines of action to facilitate achieving the goals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20school%20and%20university" title="high school and university">high school and university</a>, <a href="https://publications.waset.org/abstracts/search?q=level" title=" level"> level</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20physics" title=" teaching physics"> teaching physics</a> </p> <a href="https://publications.waset.org/abstracts/48573/classical-physics-against-new-physics-in-teaching-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48573.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">315</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">22314</span> Exploring Career Guidance Program for Students with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahayu%20Azkiya">Rahayu Azkiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Career guidance is an integral part of education that aims to help students understand their interests, talents, and potential and provide direction in choosing an appropriate career path. Approximately 76 million people are working out of 17 million people with disabilities in 2022, and this number has become a focal point as career guidance is crucial among people with special needs. Therefore, this study explores how the career guidance program is implemented and what challenges are faced by teachers. This study employs a qualitative case study in one of the senior high schools for special needs (SMLB) in Depok, Indonesia. Meanwhile, the data analysis was done through thematic analysis. Data has been obtained through the interviews of two teachers who focused on the physically impaired and deaf. The results of this study show that (1) the school has implemented career guidance well, the students were selected in the first year to look for their talents and interests, and for the second and third years, students are trained to master their abilities. (2) There are still many challenges teachers face in implementing career guidance programs, such as a need for more human resources for both students and teachers, high curriculum demands, and simple facilities that hinder student progress. Therefore, this research shows that every child is unique, so schools must meet the standards of student needs and re-evaluate the various challenges that teachers and students still face. This research is expected to serve as an analysis material for the government's policy towards special needs schools in Indonesia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Students%20with%20Special%20Needs" title="Students with Special Needs">Students with Special Needs</a>, <a href="https://publications.waset.org/abstracts/search?q=Career%20Guidance%20Program" title=" Career Guidance Program"> Career Guidance Program</a>, <a href="https://publications.waset.org/abstracts/search?q=Implementation" title=" Implementation"> Implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=Challenges" title=" Challenges"> Challenges</a> </p> <a href="https://publications.waset.org/abstracts/185741/exploring-career-guidance-program-for-students-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185741.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">49</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">22313</span> Dating Violence and Cultural Acceptance among Mexican High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Libia%20Yanelli%20Yanez-Penunuri">Libia Yanelli Yanez-Penunuri</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Alejandro%20Hidalgo-Rasmussen"> Carlos Alejandro Hidalgo-Rasmussen</a>, <a href="https://publications.waset.org/abstracts/search?q=Cesar%20Armando%20Rey-Anacona"> Cesar Armando Rey-Anacona</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cultural and social norms have a great influence on individual behavior, including the use of violence. In this way, culture can protect against violence, but it can also support and encourage the use of violence. The aim of this study was to analyze differences in cultural acceptance and dating violence among Mexican high school students. A Cross-sectional study was carried out with 867 adolescent Mexican students of high school aged 14 to 18 years old in a dating relationship for at least a month in Guzman City, Mexico. To measure cultural acceptance and dating violence, the questionnaire abuse in dating (CMO) was applied. Informed consent to parents and students was requested. Analyses of descriptive and inferential statistics were performed. Participants were adolescent girls (61.4%) and adolescent boys (38.6%). About 63.7% of adolescents reported cultural acceptance of dating violence in their dating relationships. Associations between physical, sexual, economical dating violence and cultural acceptance were found. No association was found between psychological dating violence and cultural acceptance. The effect size in all dimensions was small. For future research, it is very important to take into consideration the change and evaluation of culture norms to prevent dating violence among adolescents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20norms" title=" social norms"> social norms</a>, <a href="https://publications.waset.org/abstracts/search?q=dating%20violence" title=" dating violence"> dating violence</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/100591/dating-violence-and-cultural-acceptance-among-mexican-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100591.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">198</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">22312</span> Teaching Non-Euclidean Geometries to Learn Euclidean One: An Experimental Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Benvenuti">Silvia Benvenuti</a>, <a href="https://publications.waset.org/abstracts/search?q=Alessandra%20Cardinali"> Alessandra Cardinali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, for instance, in relation to the Covid 19 pandemic and the evidence of climate change, it is becoming quite clear that the development of a young kid into an adult citizen requires a solid scientific background. Citizens are required to exert logical thinking and know the methods of science in order to adapt, understand, and develop as persons. Mathematics sits at the core of these required skills: learning the axiomatic method is fundamental to understand how hard sciences work and helps in consolidating logical thinking, which will be useful for the entire life of a student. At the same time, research shows that the axiomatic study of geometry is a problematic topic for students, even for those with interest in mathematics. With this in mind, the main goals of the research work we will describe are: (1) to show whether non-Euclidean geometries can be a tool to allow students to consolidate the knowledge of Euclidean geometries by developing it in a critical way; (2) to promote the understanding of the modern axiomatic method in geometry; (3) to give students a new perspective on mathematics so that they can see it as a creative activity and a widely discussed topic with a historical background. One of the main issues related to the state-of-the-art in this topic is the shortage of experimental studies with students. For this reason, our aim is to show further experimental evidence of the potential benefits of teaching non-Euclidean geometries at high school, based on data collected from a study started in 2005 in the frame of the Italian National Piano Lauree Scientifiche, continued by a teacher training organized in September 2018, perfected in a pilot study that involved 77 high school students during the school years 2018-2019 and 2019-2020. and finally implemented through an experimental study conducted in 2020-21 with 87 high school students. Our study shows that there is potential for further research to challenge current conceptions of the school mathematics curriculum and of the capabilities of high school mathematics students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Non-Euclidean%20geometries" title="Non-Euclidean geometries">Non-Euclidean geometries</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs%20about%20mathematics" title=" beliefs about mathematics"> beliefs about mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=questionnaires" title=" questionnaires"> questionnaires</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20axiomatic%20method" title=" modern axiomatic method"> modern axiomatic method</a> </p> <a href="https://publications.waset.org/abstracts/156531/teaching-non-euclidean-geometries-to-learn-euclidean-one-an-experimental-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156531.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">75</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">22311</span> The Conceptual and Procedural Knowledge of Rational Numbers in Primary School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20M.%20Kashim">R. M. Kashim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigates the conceptual and procedural knowledge of rational number in primary school teachers, specifically, the primary school teachers level of conceptual knowledge about rational number and the primary school teachers level of procedural knowledge about rational numbers. The study was carried out in Bauchi metropolis in Bauchi state of Nigeria. A Conceptual and Procedural Knowledge Test was used as the instrument for data collection, 54 mathematics teachers in Bauchi primary schools were involved in the study. The collections were analyzed using mean and standard deviation. The findings revealed that the primary school mathematics teachers in Bauchi metropolis posses a low level of conceptual knowledge of rational number and also possess a high level of Procedural knowledge of rational number. It is therefore recommended that to be effective, teachers teaching mathematics most posses a deep understanding of both conceptual and procedural knowledge. That way the most knowledgeable teachers in mathematics deliver highly effective rational number instructions. Teachers should not ignore the mathematical concept aspect of rational number teaching. This is because only the procedural aspect of Rational number is highlighted during instructions; this often leads to rote - learning of procedures without understanding the meanings. It is necessary for teachers to learn rational numbers teaching method that focus on both conceptual knowledge and procedural knowledge teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual%20knowledge" title="conceptual knowledge">conceptual knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20teachers" title=" primary school teachers"> primary school teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20knowledge" title=" procedural knowledge"> procedural knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=rational%20numbers" title=" rational numbers"> rational numbers</a> </p> <a href="https://publications.waset.org/abstracts/44950/the-conceptual-and-procedural-knowledge-of-rational-numbers-in-primary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44950.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">328</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">22310</span> Self-Regulation and School Adjustment of Students with Autism Spectrum Disorder in Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20S.%20Terence%20Ma">T. S. Terence Ma</a>, <a href="https://publications.waset.org/abstracts/search?q=Irene%20T.%20Ho"> Irene T. Ho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Conducting adequate assessment of the challenges students with ASD (Autism Spectrum Disorder) face and the support they need is imperative for promoting their school adjustment. Students with ASD often show deficits in communication, social interaction, emotional regulation, and self-management in learning. While targeting these areas in intervention is often helpful, we argue that not enough attention has been paid to weak self-regulation being a key factor underlying their manifest difficulty in all these areas. Self-regulation refers to one’s ability to moderate their behavioral or affective responses without assistance from others. Especially for students with high functioning autism, who often show problems not so much in acquiring the needed skills but rather in applying those skills appropriately in everyday problem-solving, self-regulation becomes a key to successful adjustment in daily life. Therefore, a greater understanding of the construct of self-regulation, its relationship with other daily skills, and its role in school functioning for students with ASD would generate insights on how students’ school adjustment could be promoted more effectively. There were two focuses in this study. Firstly, we examined the extent to which self-regulation is a distinct construct that is differentiable from other daily skills and the most salient indicators of this construct. Then we tested a model of relationships between self-regulation and other daily school skills as well as their relative and combined effects on school adjustment. A total of 1,345 Grade1 to Grade 6 students with ASD attending mainstream schools in Hong Kong participated in the research. In the first stage of the study, teachers filled out a questionnaire consisting of 136 items assessing a wide range of student skills in social, emotional and learning areas. Results from exploratory factor analysis (EFA) with 673 participants and subsequent confirmatory factor analysis (CFA) with another group of 672 participants showed that there were five distinct factors of school skills, namely (1) communication skills, (2) pro-social behavior, (3) emotional skills, (4) learning management, and (5) self-regulation. Five scales representing these skill dimensions were generated. In the second stage of the study, a model postulating the mediating role of self-regulation for the effects of the other four types of skills on school adjustment was tested with structural equation modeling (SEM). School adjustment was defined in terms of the extent to which the student is accepted well in school, with high engagement in school life and self-esteem as well as good interpersonal relationships. A 5-item scale was used to assess these aspects of school adjustment. Results showed that communication skills, pro-social behavior, emotional skills and learning management had significant effects on school adjustment only indirectly through self-regulation, and their total effects were found to be not high. The results indicate that support rendered to students with ASD focusing only on the training of well-defined skills is not adequate for promoting their inclusion in school. More attention should be paid to the training of self-management with an emphasis on the application of skills backed by self-regulation. Also, other non-skill factors are important in promoting inclusive education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=factor%20analysis" title=" factor analysis"> factor analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20adjustment" title=" school adjustment"> school adjustment</a> </p> <a href="https://publications.waset.org/abstracts/90545/self-regulation-and-school-adjustment-of-students-with-autism-spectrum-disorder-in-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90545.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">105</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">22309</span> The Effect of Al Andalus Improvement Model on the Teachers Performance and Their High School Students' Skills Acquiring</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sobhy%20Fathy%20A.%20Hashesh">Sobhy Fathy A. Hashesh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was carried out in the High School Classes of Andalus Private Schools, boys section, using control and experimental groups that were randomly assigned. The study investigated the effect of Al-Andalus Improvement Model (AIM) on the development of students’ skills acquiring. The society of the study composed of Al-Andalus Private Schools, high school students, boys Section (N=700), while the sample of the study composed of four randomly assigned groups two groups of teachers (N=16) and two groups of students (N=42) with one experimental group and one control group for teachers and their students respectively. The study followed the quantitative and qualitative approaches in collecting and analyzing data to investigate the study hypotheses. Results of the study revealed that there were significant statistical differences in teachers’ performances and students' skills acquiring for the favor of the experimental groups and there was a strong correlation between the teachers performances and the students skills acquiring. The study recommended the implementation of the AIM model for the sake of teachers performances and students’ learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AIM" title="AIM">AIM</a>, <a href="https://publications.waset.org/abstracts/search?q=improvement%20model" title=" improvement model"> improvement model</a>, <a href="https://publications.waset.org/abstracts/search?q=Classera" title=" Classera"> Classera</a>, <a href="https://publications.waset.org/abstracts/search?q=Al-Andalus%20Improvement%20Model." title=" Al-Andalus Improvement Model."> Al-Andalus Improvement Model.</a> </p> <a href="https://publications.waset.org/abstracts/73021/the-effect-of-al-andalus-improvement-model-on-the-teachers-performance-and-their-high-school-students-skills-acquiring" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73021.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">165</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">22308</span> The Effectiveness of E-Training on the Attitude and Skill Competencies of Vocational High School Teachers during Covid-19 Pandemic in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sabli">Sabli</a>, <a href="https://publications.waset.org/abstracts/search?q=Eddy%20Rismunandar"> Eddy Rismunandar</a>, <a href="https://publications.waset.org/abstracts/search?q=Akhirudin"> Akhirudin</a>, <a href="https://publications.waset.org/abstracts/search?q=Nana%20Halim"> Nana Halim</a>, <a href="https://publications.waset.org/abstracts/search?q=Zulfikar"> Zulfikar</a>, <a href="https://publications.waset.org/abstracts/search?q=Nining%20Dwirosanti"> Nining Dwirosanti</a>, <a href="https://publications.waset.org/abstracts/search?q=Wila%20Ningsih"> Wila Ningsih</a>, <a href="https://publications.waset.org/abstracts/search?q=Pipih%20Siti%20Sofiah"> Pipih Siti Sofiah</a>, <a href="https://publications.waset.org/abstracts/search?q=Danik%20Dania%20Asadayanti"> Danik Dania Asadayanti</a>, <a href="https://publications.waset.org/abstracts/search?q=Dewi%20Eka%20Arini%20Algozi"> Dewi Eka Arini Algozi</a>, <a href="https://publications.waset.org/abstracts/search?q=Gita%20Mahardika%20Pamuji"> Gita Mahardika Pamuji</a>, <a href="https://publications.waset.org/abstracts/search?q=Ajun"> Ajun</a>, <a href="https://publications.waset.org/abstracts/search?q=Mangasa%20Aritonang"> Mangasa Aritonang</a>, <a href="https://publications.waset.org/abstracts/search?q=Nanang%20Rukmana"> Nanang Rukmana</a>, <a href="https://publications.waset.org/abstracts/search?q=Arief%20Rachman%20Wonodhipo"> Arief Rachman Wonodhipo</a>, <a href="https://publications.waset.org/abstracts/search?q=Victor%20Imanuel%20Nahumury"> Victor Imanuel Nahumury</a>, <a href="https://publications.waset.org/abstracts/search?q=Lili%20Husada"> Lili Husada</a>, <a href="https://publications.waset.org/abstracts/search?q=Wawan%20Saepul%20Irwan"> Wawan Saepul Irwan</a>, <a href="https://publications.waset.org/abstracts/search?q=Al%20Mukhlas%20Fikri"> Al Mukhlas Fikri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Covid-19 pandemic has widely impacted the lives. An adaptive strategy must be quickly formulated to maintain the quality of education, especially by vocational school which technical skill competencies are highly needed. This study aimed to evaluate the effectiveness of e-training on the attitude and skill competencies of vocational high school teachers in Indonesia. A total of 720 Indonesian vocational high school teachers with various programs, including hospitality, administration, online business and marketing, culinary arts, fashion, cashier, tourism, haircut, and accounting participated e-training for a month. The training used electronic learning management system to provide materials (modules, presentation slides, and tutorial videos), tasks, and evaluations. Tutorial class was carried out by video conference meeting. Attitude and skill competencies were evaluated before and after the training. Meanwhile, the teachers also gave satisfactory feedback on the quality of the organizer and tutors. Data analysis used paired sample t-test and Anova with Tukey’s post hoc test. The results showed that e-training significantly increased the score of attitude and skill competencies of the teachers (p <0,05). Moreover, the remarkable increase was found among hospitality (57,5%), cashier (50,1%), and online business and marketing (48,7%) teachers. However, the effect among fashion, tourism and haircut teachers was less obvious. In addition, the satisfactory score on the quality of the organizer and tutors were 88,9 (very good), and 93,5 (excellence), respectively. The study concludes that a well-organized e-training could increase the attitude and skill competencies of Indonesian vocational high school teachers during Covid-19 pandemic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=E-training" title="E-training">E-training</a>, <a href="https://publications.waset.org/abstracts/search?q=skill" title=" skill"> skill</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20high%20school" title=" vocational high school"> vocational high school</a> </p> <a href="https://publications.waset.org/abstracts/148856/the-effectiveness-of-e-training-on-the-attitude-and-skill-competencies-of-vocational-high-school-teachers-during-covid-19-pandemic-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148856.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">148</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">22307</span> Public Policy for Quality School Lunch Development in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=W.%20Kongnoo">W. Kongnoo</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Loysongkroa"> J. Loysongkroa</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Chotivichien"> S. Chotivichien</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Viriyautsahakul"> N. Viriyautsahakul</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Saiwongse"> N. Saiwongse </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Obesity, stunting and wasting problems among Thai school-aged children are increasing due to inappropriate food consumption behavior and poor environments for desirable nutritional behavior. Because of a low school lunch budget of only 0.40 USD per person per day, food quality is not up to nutritional standards. Therefore, the Health Department with the Education Ministry and the Thai Health Promotion Foundation have developed a quality school lunch project during 2009–2013. The program objectives were development and management of public policy to increase school lunch budget. The methods used a healthy public policy motivation process and movement in 241 local administrative organizations and 538 schools. The problem and solution research was organized to study school food and nutrition management, create a best practice policy mobilization model and hold a public hearing to motivate an increase of school meal funding. The results showed that local public policy has been motivated during 2009-2011 to increase school meal budget using local budgets. School children with best food consumption behavior and exercise increased from 13.2% in 2009 to 51.6% in 2013 and stunting decreased from 6.0% in 2009 to 4.7% in 2013. As the result of national policy motivation (2012-2013), the cabinet meeting on October 22, 2013 has approved an increase of school lunch budget from 0.40 USD to 0.62 USD per person per day. Thus, 5,800,469 school children nationwide have benefited from the budget increase. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=public%20policy" title="public policy">public policy</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20school%20lunch" title=" quality school lunch"> quality school lunch</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand"> Thailand</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a> </p> <a href="https://publications.waset.org/abstracts/9292/public-policy-for-quality-school-lunch-development-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22306</span> Quantification of the Variables of the Information Model for the Use of School Terminology from 1884 to 2014 in Dalmatia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vinko%20Vidu%C4%8Di%C4%87">Vinko Vidučić</a>, <a href="https://publications.waset.org/abstracts/search?q=Tanja%20Bre%C5%A1an%20An%C4%8Di%C4%87"> Tanja Brešan Ančić</a>, <a href="https://publications.waset.org/abstracts/search?q=Marijana%20Tomeli%C4%87%20%C4%86urlin"> Marijana Tomelić Ćurlin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Prior to quantifying the variables of the information model for using school terminology in Croatia's region of Dalmatia from 1884 to 2014, the most relevant model variables had to be determined: historical circumstances, standard of living, education system, linguistic situation, and media. The research findings show that there was no significant transfer of the 1884 school terms into 1949 usage; likewise, the 1949 school terms were not widely used in 2014. On the other hand, the research revealed that the meaning of school terms changed over the decades. The quantification of the variables will serve as the groundwork for creating an information model for using school terminology in Dalmatia from 1884 to 2014 and for defining direct growth rates in further research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20system" title="education system">education system</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20circumstances" title=" historical circumstances"> historical circumstances</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20situation" title=" linguistic situation"> linguistic situation</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20terminology" title=" school terminology"> school terminology</a>, <a href="https://publications.waset.org/abstracts/search?q=standard%20of%20living" title=" standard of living"> standard of living</a> </p> <a href="https://publications.waset.org/abstracts/23020/quantification-of-the-variables-of-the-information-model-for-the-use-of-school-terminology-from-1884-to-2014-in-dalmatia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23020.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">215</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">22305</span> Artificial Intelligence for All: Artificial Intelligence Education for K-12</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yiqiao%20Yin">Yiqiao Yin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many scholars and educators have dedicated their lives in K12 education system and there has been an exploding amount of attention to implement technical foundations for Artificial Intelligence Education for high school and precollege level students. This paper focuses on the development and use of resources to support K-12 education in Artificial Intelligence (AI). The author and his team have more than three years of experience coaching students from pre-college level age from 15 to 18. This paper is a culmination of the experience and proposed online tools, software demos, and structured activities for high school students. The paper also addresses a portfolio of AI concepts as well as the expected learning outcomes. All resources are provided with online videos and Github repositories for immediate use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=K12%20education" title="K12 education">K12 education</a>, <a href="https://publications.waset.org/abstracts/search?q=AI4ALL" title=" AI4ALL"> AI4ALL</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-college%20education" title=" pre-college education"> pre-college education</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-college%20AI" title=" pre-college AI"> pre-college AI</a> </p> <a href="https://publications.waset.org/abstracts/155464/artificial-intelligence-for-all-artificial-intelligence-education-for-k-12" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155464.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22304</span> Differences in the Perception of Behavior Problems in Pre-school Children among the Teachers and Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jana%20Ko%C5%BE%C3%A1rov%C3%A1">Jana Kožárová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Even the behavior problems in pre-school children might be considered as a transitional problem which may disappear by their transition into elementary school; it is an issue that needs a lot of attention because of the fact that the behavioral patterns are adopted in the children especially in this age. Common issue in the process of elimination of the behavior problems in the group of pre-school children is a difference in the perception of the importance and gravity of the symptoms. The underestimation of the children's problems by parents often result into conflicts with kindergarten teachers. Thus, the child does not get the support that his/her problems require and this might result into a school failure and can negatively influence his/her future school performance and success. The research sample consisted of 4 children with behavior problems, their teachers and parents. To determine the most problematic area in the child's behavior, Child Behavior Checklist (CBCL) filled by parents and Caregiver/Teacher Form (CTF-R) filled by teachers were used. Scores from the CBCL and the CTR-F were compared with Pearson correlation coefficient in order to find the differences in the perception of behavior problems in pre-school children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavior%20problems" title="behavior problems">behavior problems</a>, <a href="https://publications.waset.org/abstracts/search?q=Child%20Behavior%20Checklist" title=" Child Behavior Checklist"> Child Behavior Checklist</a>, <a href="https://publications.waset.org/abstracts/search?q=Caregiver%2FTeacher%20Form" title=" Caregiver/Teacher Form"> Caregiver/Teacher Form</a>, <a href="https://publications.waset.org/abstracts/search?q=Pearson%20correlation%20coefficient" title=" Pearson correlation coefficient"> Pearson correlation coefficient</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-school%20age" title=" pre-school age"> pre-school age</a> </p> <a href="https://publications.waset.org/abstracts/40670/differences-in-the-perception-of-behavior-problems-in-pre-school-children-among-the-teachers-and-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40670.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">434</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">22303</span> Examining the Attitudes of Pre-School Teachers towards Values Education in Terms of Gender, School Type, Professional Seniority and Location</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hatice%20Karakoyun">Hatice Karakoyun</a>, <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Akdag"> Mustafa Akdag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study has been made to examine the attitudes of pre-school teachers towards values education. The study has been made as a general scanning model. The study’s working group contains 108 pre-school teachers who worked in Diyarbakır, Turkey. In this study Values Education Attitude Scale (VEAS), which developed by Yaşaroğlu (2014), was used. In order to analyze the data for sociodemographic structure, percentage and frequency values were examined. The Kolmogorov-Smirnov method was used in determination of the normal distribution of data. During analyzing the data, KolmogorovSimirnov test and the normal curved histograms were examined to determine which statistical analyzes would be applied on the scale and it was found that the distribution was not normal. Thus, the Mann Whitney U analysis technique which is one of the nonparametric statistical analysis techniques were used to test the difference of the scores obtained from the scale in terms of independent variables. According to the analyses, it seems that pre-school teachers’ attitudes toward values education are positive. According to the scale with the highest average, it points out that pre-school teachers think that values education is very important for students’ and children’s future. The variables included in the scale (gender, seniority, age group, education, school type, school place) seem to have no effect on the pre-school teachers’ attitude grades which joined to the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude%20scale" title="attitude scale">attitude scale</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-school%20teacher" title=" pre-school teacher"> pre-school teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20education" title=" values education"> values education</a> </p> <a href="https://publications.waset.org/abstracts/76271/examining-the-attitudes-of-pre-school-teachers-towards-values-education-in-terms-of-gender-school-type-professional-seniority-and-location" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76271.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">247</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">22302</span> Knowledge, Attitude and Compliance of Secondary School Students Towards School Discipline Policy in Ibadan North Local Government Area of Oyo State, Nigeria </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Yakubu">S. Yakubu</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20A.%20Isah"> E. A. Isah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the objectives of the school discipline policy is to instill discipline among students. However, despite the availability of this policy in various secondary schools in Nigeria, there seem to be numerous cases of indiscipline among students, which has become a source of concern to all stakeholders in the education sector. In an attempt to proffer possible solutions to this unending challenge, the study investigated the influence of knowledge and attitude on compliance of secondary school students towards school discipline policy in Ibadan North Local Government Area of Oyo State, Nigeria. The descriptive survey research design was employed to collect the requisite data. The multi-stage sampling procedure was adopted to select 570 respondents as the sample for the study. The data collected were analyzed using statistical measures of Mean, Standard deviation and Pearson Product Moment Correlation. The findings of the study showed that knowledge and compliance of school discipline policy among secondary school students in Ibadan North Local Government Area of Oyo State were significantly related (r =0.330, p<0.05). The study also revealed a significant relationship between attitude and compliance of school discipline policy among secondary school students in Ibadan North Local Government Area of Oyo State (r = 0.593, p<0.05). Based on the findings, it was recommended that school rules and regulations should be emphasized and given more awareness for easy compliance. Also, students should be encouraged to portray a positive attitude towards their respective rules and regulations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=compliance" title=" compliance"> compliance</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20discipline%20policy" title=" school discipline policy"> school discipline policy</a> </p> <a href="https://publications.waset.org/abstracts/121121/knowledge-attitude-and-compliance-of-secondary-school-students-towards-school-discipline-policy-in-ibadan-north-local-government-area-of-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121121.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">186</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">22301</span> Water Education in the Middle East: Case Study of Iran and Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyedeh%20Zahra%20Seyed%20Sharifi">Seyedeh Zahra Seyed Sharifi</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20R.%20M.%20Tabatabaei"> M. R. M. Tabatabaei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to increase of population and healthy food demand, management and conservation of water resources have become one of the main concerns of governments, scientists and economists. In recent years, Iran has exposed to water scarcity as a result of which its rivers, lakes and wetlands have dried up or are in the drying process. Therefore, water crisis has become the most important environmental issue in the country. Under these circumstances, increasing public awareness by promoting their culture as well as public collaboration to protect water resources could only be possible by making courses to reflect water importance. This could be approached by school and high-school students to learn optimum use of water resources. This study initially focuses on the current position of water courses in levels of school and high-school educations in Iran and Turkey and then deals with the challenges to be faced for the promotion of the system. The course titles and number of pages related to water in all primary and secondary textbooks of the education system of Iran and Turkey were determined using content analysis method and the results were presented. The results indicate that primary and secondary textbooks in both countries must focus on water shortage and water protection and teach children the optimum use of water in order to promote water protection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20system" title="educational system">educational system</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20awareness" title=" environmental awareness"> environmental awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkey" title=" Turkey"> Turkey</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20crisis" title=" water crisis"> water crisis</a> </p> <a href="https://publications.waset.org/abstracts/90726/water-education-in-the-middle-east-case-study-of-iran-and-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90726.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">306</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">22300</span> Competencies and Training Needs for School Sport Managers in the North West Province, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elriena%20Eksteen">Elriena Eksteen</a>, <a href="https://publications.waset.org/abstracts/search?q=Yolandi%20Willemse"> Yolandi Willemse</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawie%20D.%20J.%20Malan"> Dawie D. J. Malan</a>, <a href="https://publications.waset.org/abstracts/search?q=Suria%20Ellis"> Suria Ellis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is important to understand which competencies are needed for managerial and administrative effectiveness of school sport managers with regard to the design, delivery and direction of school sport programmes. The purpose of this study was to determine the competencies and training needs for secondary school sport managers in the North West Province. Data were gathered from 79 school sport managers in the North West Province by means of a validated self-compiled questionnaire. Descriptive statistics, factor analysis and a dependent t-test were used to compare which competencies school sport managers perceive as important in their work with the competencies they actually perform. Functional competencies and core competencies were both found to be important for managing school sport effectively. There were statistically significant differences between the perceived importance of competencies and the frequency with which competencies were actually performed. Respondents attached greater importance to functional and core competencies than the proportion of time spent actually performing them. Furthermore, results indicated the need to train teachers in managing sport finance, sport facilities and human resources, as well as presenting workshops in public relations, sport marketing and sport organisation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competencies" title="competencies">competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20competencies" title=" functional competencies"> functional competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=core%20competencies" title=" core competencies"> core competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20sport%20manager" title=" school sport manager"> school sport manager</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20needs" title=" training needs"> training needs</a> </p> <a href="https://publications.waset.org/abstracts/41347/competencies-and-training-needs-for-school-sport-managers-in-the-north-west-province-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41347.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">426</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">22299</span> Prevalence and Intensity of Soil Transmitted Helminth Infections among the School Children in the State of Uttar Pradesh, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prasanta%20Saini">Prasanta Saini</a>, <a href="https://publications.waset.org/abstracts/search?q=Junaid%20Jibran%20Jawed"> Junaid Jibran Jawed</a>, <a href="https://publications.waset.org/abstracts/search?q=Subrata%20Majumdar"> Subrata Majumdar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Infections caused by soil-transmitted helminths (STH) are the major problem in all the nations of the world. The major focus of STH research is to study the prevalence of three major helminths, such as Ascaris, Trituris and hookworm. Here we are reporting the prevalence and intensity of the STH in the school children of the state of Uttar Pradesh, India. The aim of the study is to assess the prevalence and risk factors of STH infection among the school children, aged between 5-10 years in 27 districts randomly selected districts with covering nine agro-climatic zones of Uttar Pradesh, India. For this cross-sectional survey, we have selected the populations of government primary school going children in Uttar Pradesh. The sampling was performed in the nine different agro-climatic zones. Every individual of the study populations filled their daily information in the questioner's form and then the sample was collected and processed by kato-katz methods by following the guidelines of WHO. In this method, the sampling was performed in total of 6421 populations. A total of 6,421 children from 130 schools were surveyed. Infection with any soil-transmitted helminths was detected among 4,578 children with an overall prevalence of 75.6% (95% CI: 65.3-83.6). Among the 6421 population, the prevalence of Ascaris is 69.6% (95% CL 57.97-79.11), hookworm is 22.7% (95%CL 19.3-26.3) and Trichuris sp is 4.6% (95% CL 0.8-21.6), so the predicted prevalence map indicates that the STH infection was hyperendemic in this state. The findings of our survey in 130 schools covering 9 agro-climatic with one or more soil transmitted helminths. Majority of STH infections were of light intensity. STH infection was hyper-endemic in entire state, except three zones in western Uttar Pradesh. High prevalence ( > 75%) in all age groups also indicate little impact of existing deworming initiatives, including those among pre-school aged children. WHO recommends annual treatment in areas where STH prevalence is between 20% and 50%, and, a bi-annual treatment in areas with prevalence rates of over 50%. In view of high prevalence of STH infection in Uttar Pradesh, it is strongly recommended to initiate a deworming programme for school children in the state. Although our survey was among primary school children, high prevalence among children aged 4-6 years also indicates the need to strengthen the existing deworming programs for pre-school children. Extending the benefits of deworming to pre-school children through deworming in Anganwadi schools would further reduce to decrease the load of infection in community. As a long-term solution for control STH infection, it is also necessary to improve the sanitation levels in the area, as majority of the houses did not have latrines and most of the children were defecating in open fields, a factor that was found to be significantly associated with STH infection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=prevalence" title="prevalence">prevalence</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20going%20children" title=" school going children"> school going children</a>, <a href="https://publications.waset.org/abstracts/search?q=soil%20transmitted%20helminthes" title=" soil transmitted helminthes"> soil transmitted helminthes</a>, <a href="https://publications.waset.org/abstracts/search?q=Uttar%20Pradesh-India" title=" Uttar Pradesh-India"> Uttar Pradesh-India</a> </p> <a href="https://publications.waset.org/abstracts/80538/prevalence-and-intensity-of-soil-transmitted-helminth-infections-among-the-school-children-in-the-state-of-uttar-pradesh-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80538.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">273</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">22298</span> Identifying Understanding Expectations of School Administrators Regarding School Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eftah%20Bte.%20Moh%20Hj%20Abdullah">Eftah Bte. Moh Hj Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Izazol%20Binti%20Idris"> Izazol Binti Idris</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd%20Aziz%20Bin%20Abd%20Shukor"> Abd Aziz Bin Abd Shukor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to identify the understanding expectations of school administrators concerning school assessment. The researcher utilized a qualitative descriptive study on 19 administrators from three secondary schools in the North Kinta district. The respondents had been interviewed on their understanding expectations of school assessment using the focus group discussion method. Overall findings showed that the administrators’ understanding expectations of school assessment was weak; especially in terms of content focus, articulation across age and grade, transparency and fairness, as well as the pedagogical implications. Findings from interviews indicated that administrators explained their understanding expectations of school assessment from the aspect of school management, and not from the aspect of instructional leadership or specifically as assessment leaders. The study implications from the administrators’ understanding expectations may hint at the difficulty of the administrators to function as assessment leaders, in order to reduce their focus as manager, and move towards their primary role in the process of teaching and learning. The administrator, as assessment leaders, would be able to reach assessment goals via collaboration in identifying and listing teacher assessment competencies, how to construct assessment capacity, how to interpret assessment correctly, the use of assessment and how to use assessment information to communicate confidently and effectively to the public. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20leaders" title="assessment leaders">assessment leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20goals" title=" assessment goals"> assessment goals</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding%20expectation%20of%20assessment" title=" understanding expectation of assessment"> understanding expectation of assessment</a> </p> <a href="https://publications.waset.org/abstracts/36759/identifying-understanding-expectations-of-school-administrators-regarding-school-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36759.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">457</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">22297</span> Impact of Water, Sanitation and Hygiene Interventions on Water Quality in Primary Schools of Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamil%20Ahmed">Jamil Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Li%20P.%20Wong"> Li P. Wong</a>, <a href="https://publications.waset.org/abstracts/search?q=Yan%20P.%20Chua"> Yan P. Chua</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The United Nation's sustainable development goals include the target to ensure access to water and sanitation for all; however, very few studies have assessed school-based drinking water in Pakistan. The purpose of this study was to characterize water quality in primary schools of Pakistan and to characterize how recent WASH interventions were associated with school water quality. We conducted a representative cross-sectional study of primary schools in the Sindh province of Pakistan. We used structured observations and structured interviews to ascertain the school’s WASH conditions. Our primary exposures of interest were the implementation of previous WASH interventions in the school and the water source type. Outcomes of interest included water quality (measured by various chemical and microbiological indicators) and water availability at the school’s primary drinking water source. We used log-binomial regression to characterize how WASH exposures were associated with water quality outcomes. We collected data from 256 schools. Groundwater was the primary drinking water source at most schools (87%). Water testing showed that 14% of the school’s water had arsenic above the WHO recommendations, and over 50% of the water samples exceeded recommendations for both lead and cadmium. A majority of the water sources (52%) had fecal coliform contamination. None of the schools had nitrate contamination (0%), and few had fluoride contamination (5%). Regression results indicated that having a recent WASH intervention at the school was not associated with either arsenic contamination (prevalence ratio=0.97; 95% CI: 0.46-2.1) or with fecal coliform contamination (PR=0.88; 95% CI: 0.67-1.17). Our assessment unveiled several water quality gaps that exist, including high heavy metal and fecal contamination. Our findings will help various stakeholders to take suitable action to improve water quality in Pakistani schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=WASH%20interventions" title="WASH interventions">WASH interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20quality" title=" water quality"> water quality</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20children" title=" primary school children"> primary school children</a>, <a href="https://publications.waset.org/abstracts/search?q=heavy%20metals" title=" heavy metals"> heavy metals</a> </p> <a href="https://publications.waset.org/abstracts/134126/impact-of-water-sanitation-and-hygiene-interventions-on-water-quality-in-primary-schools-of-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134126.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">141</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">22296</span> The Impact of Blended Learning on the Perception of High School Learners Towards Entrepreneurship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rylyne%20Mande%20Nchu">Rylyne Mande Nchu</a>, <a href="https://publications.waset.org/abstracts/search?q=Robertson%20Tengeh"> Robertson Tengeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Chux%20Iwu"> Chux Iwu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Blended learning is a global phenomenon and is essential to many institutes of learning as an additional method of teaching that complements more traditional methods of learning. In this paper, the lack of practice of a blended learning approach to entrepreneurship education and how it impacts learners' perception of being entrepreneurial. E-learning is in its infancy within the secondary and high school sectors in South Africa. The conceptual framework of the study is based on theoretical aspects of systemic-constructivist learning implemented in an interactive online learning environment in an entrepreneurship education subject. The formative evaluation research was conducted implementing mixed methods of research (quantitative and qualitative) and it comprised a survey of high school learners and informant interviewing with entrepreneurs. Theoretical analysis of literature provides features necessary for creating interactive blended learning environments to be used in entrepreneurship education subject. Findings of the study show that learners do not always objectively evaluate their capacities. Special attention has to be paid to the development of learners’ computer literacy as well as to the activities that would bring online learning to practical training. Needs analysis shows that incorporating blended learning in entrepreneurship education may have a positive perception of entrepreneurship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20intention" title=" entrepreneurship intention"> entrepreneurship intention</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20skills" title=" entrepreneurial skills"> entrepreneurial skills</a> </p> <a href="https://publications.waset.org/abstracts/156306/the-impact-of-blended-learning-on-the-perception-of-high-school-learners-towards-entrepreneurship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156306.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">112</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">22295</span> Teaching a Senior Design Course in Industrial Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Savsar">Mehmet Savsar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Industrial Engineering is one of the engineering disciplines that deal with analysis, design, and improvement of systems, which include manufacturing, supply chain, healthcare, communication, and general service systems. Industrial engineers involve with comprehensive study of a given system, analysis of its interacting units, determination of problem areas, application of various optimization and operations research tools, and recommendation of solutions resulting in significant improvements. The Senior Design course in Industrial Engineering is the culmination of the Industrial Engineering Curriculum in a Capstone Design course, which fundamentally deals with systems analysis and design. The course at Kuwait University has been carefully designed with various course objectives and course outcomes in mind to achieve several program outcomes by practices and learning experiences, which are explicitly gained by systems analysis and design. The Senior Design Course is carried out in a selected industrial or service organization, with support from its engineering personnel, during a full semester by a team of students, who are usually in the last semester of their academic programs. A senior faculty member constantly administers the course to ensure that the students accomplish the prescribed objectives. Students work in groups to formulate issues and propose solutions and communicate, results in formal written and oral presentations. When the course is completed, they emerge as engineers that can be clearly identified as more mature, able to communicate better, able to participate in team work, able to see systems perspective in analysis and design, and more importantly, able to assume responsibility at entry level as engineers. The accomplishments are mainly due to real life experiences gained during the course of their design study. This paper presents methods, procedures, and experiences in teaching a Senior Design Course in Industrial Engineering Curriculum. A detailed description of the course, its role, its objectives, outcomes, learning practices, and assessments are explained in relation to other courses in Industrial Engineering Curriculum. The administration of the course, selected organizations where the course project is carried out, problems and solution tools utilized, student accomplishments and obstacles faced are presented. Issues discussed in this paper could help instructors in teaching the course as well as in clarifying the contribution of a design course to the industrial engineering education in general. In addition, the methods and teaching procedures presented could facilitate future improvements in industrial engineering curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=senior%20design%20course" title="senior design course">senior design course</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20engineering" title=" industrial engineering"> industrial engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=capstone%20design" title=" capstone design"> capstone design</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/86124/teaching-a-senior-design-course-in-industrial-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86124.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">132</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">22294</span> Behavioral Similarities between Perpetrators of School Violence and Having a Parent Incarcerated during Adolescence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Darynne%20Madison%20Dela%20Gente">Darynne Madison Dela Gente</a>, <a href="https://publications.waset.org/abstracts/search?q=Panayiota%20Courelli"> Panayiota Courelli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Similarities in behavior between perpetrators of school violence and those with a parent in prison raise concern when considering the root causes of a student’s violent behavior. Dealing with parental incarceration is highly consequential on a student’s emotional well-being and may cause aggressive behavior that can lead to them becoming a perpetrator of school violence. These students are more likely to have interpersonal issues, antisocial tendencies, and a hostile demeanor, which are factors that closely align with indicators of an offender of violence. Developmental risk factors of parental incarceration are heavily understudied and often overlooked. This literature review aims to analyze the correlation between having a parent in prison and exhibiting physical or verbal aggression in a school environment. Furthermore, it strives to bring awareness to the inconsistencies in existing research and encourage a greater depth of study of the behavioral impacts, specifically in an academic setting. Furthermore, it will elaborate on the effectiveness of current intervention programs, such as Project Avary, Hope House, Kids Mates Inc., and Girl Scouts Beyond Bars, which provide immense support, as well as proposed methods of implementation in a school environment. Creating a space for these students to cope ultimately aids in the prevention of violent behaviors and intergenerational incarceration. Access to intervention programs, especially in schools located in areas with high rates of incarceration, would greatly reduce the risk of these students becoming perpetrators of school violence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescent%20behavior" title="adolescent behavior">adolescent behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent%20mental%20health" title=" adolescent mental health"> adolescent mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20incarceration" title=" parental incarceration"> parental incarceration</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20violence%20prevention" title=" school violence prevention"> school violence prevention</a> </p> <a href="https://publications.waset.org/abstracts/160872/behavioral-similarities-between-perpetrators-of-school-violence-and-having-a-parent-incarcerated-during-adolescence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160872.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">22293</span> Destructive Groups: The Impact on Adolescent Mental Health and Social Integration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Du%C5%A1ica%20Kova%C4%8Devi%C4%87">Dušica Kovačević</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the influence of destructive groups on the mental health and social integration of high school students in Loznica, Serbia. Despite increasing concerns, there is a significant lack of research on the impact of these groups on adolescents in this region. This qualitative study aims to fill this gap by examining the prevalence of destructive groups, their psychological effects on students, and their broader social implications. Data were collected through surveys and in-depth interviews with high school students, educators, and mental health professionals. The study focuses on key mental health indicators, such as anxiety, depression, and identity formation, alongside social factors, including peer relationships and community engagement. Additionally, it defines coping mechanisms and supporting strategies employed by students affected by these groups. The findings reveal substantial psychological and social challenges faced by students exposed to destructive groups, including increased levels of anxiety and depression, disrupted identity development, and impaired social integration. Insights into the personal experiences of these students provide a detailed understanding of the groups’ impact, underscoring the need for targeted interventions. This research offers evidence-based recommendations for educators, mental health practitioners, and policymakers. It emphasizes the importance of developing effective educational programs and support services to enhance the well-being of high school advocates for proactive measures to protect adolescent mental health and promote healthy social values within educational and community settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=destructive%20groups" title=" destructive groups"> destructive groups</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20integration" title=" social integration"> social integration</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20study" title=" qualitative study"> qualitative study</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school%20students" title=" high school students"> high school students</a>, <a href="https://publications.waset.org/abstracts/search?q=Serbia" title=" Serbia"> Serbia</a> </p> <a href="https://publications.waset.org/abstracts/186443/destructive-groups-the-impact-on-adolescent-mental-health-and-social-integration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186443.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">44</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">22292</span> Developmental Trajectories and Predictors of Adolescent Depression: A Short Term Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hyang%20Lim">Hyang Lim</a>, <a href="https://publications.waset.org/abstracts/search?q=Sungwon%20Choi"> Sungwon Choi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many previous studies in area of adolescents' depression have used a longitudinal design. The previous studies have found that the developmental trajectory of them is only one. But it needs to be examined whether the trajectory is applied to all adolescents. Some factors in their home and/or school have an effect on adolescents' depression and more likely to be specific groups. The present study was a longitudinal study aimed to identify the trajectories and to explore the predictors of adolescents' depression. The study used Korean Children and Youth Panel Survey (KCYPS) data. In this study, 2,351 second and third-year of middle school and first of high school students' data was analyzed by using semi-parametric group modeling (SGM). There were 5 trajectory groups for adolescents; low depressed stables, low depressed risers, moderately depressed decreases, moderately depressed stables, severe depressed decreases. The predictors of adolescents' depression were parental abuse, parental neglect, annual family income, parental academic background, friendship at school, and teacher-student relationship at school. All predictors had the significant difference across trajectory group profile for adolescents. The findings of the present study recommend to promote the socioeconomic status and to train social skill for the interpersonal relationship at the home and school. And the results suggest that the proper prevention programs for each group in the middle adolescents that target selected factors may be helpful in reducing the level of depression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescent" title="adolescent">adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=KCYPS" title=" KCYPS"> KCYPS</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20life" title=" school life"> school life</a>, <a href="https://publications.waset.org/abstracts/search?q=semi-parametric%20group-based%20modeling" title=" semi-parametric group-based modeling"> semi-parametric group-based modeling</a> </p> <a href="https://publications.waset.org/abstracts/34606/developmental-trajectories-and-predictors-of-adolescent-depression-a-short-term-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34606.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">449</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">22291</span> The School Based Support Program: An Evaluation of a Comprehensive School Reform Initiative in the State of Qatar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Abu-Tineh">Abdullah Abu-Tineh</a>, <a href="https://publications.waset.org/abstracts/search?q=Youmen%20Chaaban"> Youmen Chaaban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the development of a professional development (PD) model for teacher growth and learning that is embedded into the school context. The School based Support Program (SBSP), designed for the Qatari context, targets the practices, knowledge and skills of both school leadership and teachers in an attempt to improve student learning outcomes. Key aspects of the model include the development of learning communities among teachers, strong leadership that supports school improvement activities, and the use of research-based PD to improve teacher practices and student achievement. This paper further presents findings from an evaluation of this PD program. Based on an adaptation of Guskey’s evaluation of PD models, 100 teachers at the participating schools were selected for classroom observations and 40 took part in in-depth interviews to examine changed classroom practices. The impact of the PD program on student learning was also examined. Teachers’ practices and their students’ achievement in English, Arabic, mathematics and science were measured at the beginning and at the end of the intervention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=initiative" title="initiative">initiative</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20based%20support%20Program%20%28SBSP%29" title=" school based support Program (SBSP)"> school based support Program (SBSP)</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20reform" title=" school reform"> school reform</a> </p> <a href="https://publications.waset.org/abstracts/40262/the-school-based-support-program-an-evaluation-of-a-comprehensive-school-reform-initiative-in-the-state-of-qatar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40262.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">495</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">22290</span> Development of a Method to Prepare In-School Tactile Guide Maps for Visually Impaired School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Doi">K. Doi</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Nishimura"> T. Nishimura</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Kawano"> M. Kawano</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Fujimoto"> H. Fujimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Tanaka"> Y. Tanaka</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Sawada"> M. Sawada</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Oouchi"> S. Oouchi</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Kaneko"> T. Kaneko</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Kanamori"> K. Kanamori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As part of reasonable accommodation for people with disabilities in Japan, which has ratified the Convention on the Rights of Persons with Disabilities, tactile guide maps are necessary. Such maps can enable visually impaired children to attend schools of special needs education (visual impairments) to grasp the arrangement of classrooms on their school campuses. However, it takes many years to be able to use a tactile guide map without difficulty. Thus, information support, in which audio information is added in addition to tactile information, is required. In the present research, a method to prepare an in-school tactile guide map with an additional audio reading function was developed. This map can enable visually impaired school children attending schools of special needs education (visual impairments) to grasp the arrangement of classrooms on their school campuses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accessible%20design" title="accessible design">accessible design</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired" title=" visually impaired"> visually impaired</a>, <a href="https://publications.waset.org/abstracts/search?q=braille" title=" braille"> braille</a>, <a href="https://publications.waset.org/abstracts/search?q=tactile%20map" title=" tactile map"> tactile map</a>, <a href="https://publications.waset.org/abstracts/search?q=in-school%20tactile%20guide%20map" title=" in-school tactile guide map"> in-school tactile guide map</a> </p> <a href="https://publications.waset.org/abstracts/13036/development-of-a-method-to-prepare-in-school-tactile-guide-maps-for-visually-impaired-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13036.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">22289</span> Teacher Professional Development –Current Practices in a Secondary School in Brunei Darussalam </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shanthi%20Thomas">Shanthi Thomas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper presents the current practices of teacher professional development, perceived as beneficial by teachers themselves, in a private secondary school in Brunei Darussalam. This is part of the findings of a larger qualitative study on teacher empowerment, using ethnographic methods for data collection, i.e. participant observation, interviews and document analysis. The field work was carried out over a period of six months in 2013. An analysis of the field data revealed multiple pathways of teacher professional development existing in the school. The results indicate that school leaders, the teacher community in the school, students, and the teachers themselves were the agents in a school that facilitated teacher empowerment. Besides contributing to the knowledge base on teacher professional development, the results of this study provides directions for educational policy makers in their efforts to enhance professional development in secondary schools of similar characteristics. For school leaders and the teacher community, these findings offer guidelines for maximizing the opportunities for these professional development practices, by strengthening collegiality and by using the existing structures optimally for the benefit of all concerned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colleagues%20and%20the%20wider%20teacher%20community" title="colleagues and the wider teacher community">colleagues and the wider teacher community</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20leaders" title=" school leaders"> school leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=self-driven%20professional%20development" title=" self-driven professional development"> self-driven professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title=" teacher professional development"> teacher professional development</a> </p> <a href="https://publications.waset.org/abstracts/27879/teacher-professional-development-current-practices-in-a-secondary-school-in-brunei-darussalam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27879.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">413</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=senior%20high%20school&page=8" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=senior%20high%20school&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=senior%20high%20school&page=2">2</a></li> <li class="page-item disabled"><span 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