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The study aimed to identify the reality of objective-based management approach application among principals in the Beni Kenana District and its impact on developing school performance, and identify ways improve the application of this method. The quantitative descriptive approach was used. The tool was a questionnaire consisting of three sections, administered to a sample of (379) teachers.The results showed that the reality of applying the management by objectives was high, and the impact of its application in developing school performance was a moderate. There were no differences attributed to the gender and academic qualification. There were differences based on practical experience, between (less than 5 years) and (10 years or more), in favor of (10 years or more), and between (5-10 years), and (10 years or more), in favor of (10 years or more). The most prominent ways to improve objective-based management method application was through “holding training courses related to setting objectives and evaluating achievements for school principals and teachers”, which came in first rank. [ABSTRACT FROM AUTHOR]

Adolescence is a period spans the developmental phase between childhood and adulthood that is marked by intense biological, cognitive, intrapsychic, and interpersonal changes. Adolescence is generally differentiated into three phases: early, middle and late adolescence. All adolescent girls between the age group of 10-17 years coming to OPD or getting admitted in hospital were included in the study after taking informed consent. Adding 10% non-responsive rate, the minimum sample size required for the study is 101. We collected 106 study samples for this study. Among 106 children, 45(42.5%) were having above average school performance, 33(31.1%) had excellent school performance, 27(25.5%) had good school performance. Among 106 study subjects, 45(42.5%) was having 1-3 best friends, 31(29.2%) were having 4-6 best friends, 24(22.6%) were having 7-10 or more friends. 6(5.7%) didn't have any best friends. [ABSTRACT FROM AUTHOR]

Dating violence is a serious public health issue among adolescents due to the detrimental short- and long-term consequences. The purpose of this study is to examine the relationship between adolescent dating violence (ADV) and adverse health behavioral outcomes related to substance abuse, mental health, and select risky health behaviors such as feeling unsafe, school performance, and inadequate sleep within the state of Florida. This study used data from the 2015 Youth Risk Behavior Survey (YRBS). The high school students represented a weighted total of 542,818 (n = 4301). Logistic regression analyses, stratified by gender, examined the relationship between ADV and health risk behaviors after adjusting for race and grade. Proportions of ADV were as follows: 3.1% of students reported being abused both physically and sexually; 3.4% reported being abused only physically; 3.9% reported being abused only sexually; and 89.6% were uninvolved. ADV was associated with almost all the health risk behavior outcomes studied, with a few exceptions. Experiencing both kinds of abuse held the highest odds ratio among the four mutually exclusive categories of ADV. The findings from this study could be helpful in identifying youths who demonstrate warning signs of ADV abuse and thus could provide opportunities for targeted preventive interventions. [ABSTRACT FROM AUTHOR]

Purpose - Due to the dynamic nature of schools, the Department of Education currently faces significant issues including low teaching quality, teacher shortages, absenteeism, poor school climate, lack of well-trained and motivated instructors, and instability. Total Quality Management (TQM) is often linked to the school environment, teacher satisfaction, and performance, playing a crucial role in improving the quality of education. This paper aims to identify how teacher job satisfaction and school climate influence the relationship between TQM and school performance. Methodology - A total of 346 teachers from Pakistan's highperformance schools and low-performance schools, with diverse positions and wage scales, were chosen as participants in this study using stratified random sampling. Data was collected quantitatively using a survey inquiry and SPSS version 24 was utilized to analyze the data and answers the study questions. The mediation procedure was evaluated using the Sobel test. Findings - Findings showed that the TQM variable has the highest mean value (mean=4.87) compared to the other variables tested, namely job satisfaction, school performance and school climate. According to the study's findings, TQM, job satisfaction, and school climate all have a favourable and significant direct influence on school performance. Additionally, school climate and job satisfaction variables were found to be partial mediators linking TQM and school performance. Significance - This study significantly enhances school quality management through a positive environment and capable human resources. The findings are also anticipated to encourage the Pakistan government to establish organizational management and educational leadership training courses to emphasise the significance of TQM and its most efficient use in the education sector. [ABSTRACT FROM AUTHOR]

“Then God said, ‘Let there be light! And there was light.” These words are not only said, but they bring into being what is said. That God created man in his image and likeness is reflected in our speech. By their very nature, our words are creative: when they are uttered, they always create something. In psychological terms, words are the basis of our relationships, successes and failures, and our moods. They define and shape our social environment and govern our thoughts and actions. They influence our self-esteem, well-being, the development of our abilities, and performance and, last but not least, they can affect the functioning of our cells and bodily processes. Suggestion is the term used to describe any message, generally verbal, that has an involuntary effect on the receiver, who can transform words into action as a result. It is an essential element of communication that can occur in many social situations. In our pilot study, we used the tools of suggestive communication in instructions and questions related to a school essay and investigated their impact on performance. [ABSTRACT FROM AUTHOR]

Atopic dermatitis (AD) is a condition with a multifactorial aetiology that affects the skin. It most often begins at preschool age and involves the skin. The disease's main symptom is intense itching, which occurs especially at night and affects the child's sleep, negatively impacting the quality of life of affected children and, consequently, their families. The difficulty in resting during the night leads to many problems during the day, particularly behavioural disorders and difficulties in paying attention at school, which results in learning impairment. The unexpected symptoms of AD are caused by pathophysiological processes that include many molecular pathways and inflammatory cytokines such as IL-31, IL-1, IL-2, TNF-a, and IL-6. Drawing on a comprehensive review of the literature in PubMed/MedLine, our review offers an in-depth exploration of both the psychosocial impacts of AD and the molecular processes that contribute to this disorder. [ABSTRACT FROM AUTHOR]

Purpose – Due to the dynamic nature of schools, the Department of Education currently faces significant issues including low teaching quality, teacher shortages, absenteeism, poor school climate, lack of well-trained and motivated instructors, and instability. Total Quality Management (TQM) is often linked to the school environment, teacher satisfaction, and performance, playing a crucial role in improving the quality of education. This paper aims to identify how teacher job satisfaction and school climate influence the relationship between TQM and school performance. Methodology – A total of 346 teachers from Pakistan’s highperformance schools and low-performance schools, with diverse positions and wage scales, were chosen as participants in this study using stratified random sampling. Data was collected quantitatively using a survey inquiry and SPSS version 24 was utilized to analyze the data and answers the study questions. The mediation procedure was evaluated using the Sobel test. Findings – Findings showed that the TQM variable has the highest mean value (mean=4.87) compared to the other variables tested, namely job satisfaction, school performance and school climate. According to the study’s findings, TQM, job satisfaction, and school climate all have a favourable and significant direct influence on school performance. Additionally, school climate and job satisfaction variables were found to be partial mediators linking TQM and school performance. Significance – This study significantly enhances school quality management through a positive environment and capable human resources. The findings are also anticipated to encourage the Pakistan government to establish organizational management and educational leadership training courses to emphasise the significance of TQM and its most efficient use in the education sector.

The paper describes the results of a study whose main aim was to find the correlation between a pupil’s school grades in Czech language (native), mathematics and physics and pupils' cognitive predispositions to problem solving in science and mathematics diagnosed by the Lawson Classroom Test of Scientific Reasoning and the Culture of Problem Solving test. The total of 180 pupils from the Czech Republic aged 14–15 took part in this study. The results show that pupils with better grades in the monitored subjects achieve better results in both tests. It also turns out that there are generally statistically insignificant differences between the results of pupils assessed by grades 1 or 2, and between the results of pupils assessed by grades 3 or 4. Pupils’ performance in the two tests might help to strengthen the objectivization of grading at school. They might also help to identify the indicators important for the development of problem-solving skills. The research specifically points at the need of developing algebraic thinking, conception of infinity, spatial imagination, geometric imagination in the plane, proportional reasoning and the abilities of the control of variables.

AbstractThe study investigated the home factors affecting the academic performances of girl children in the Dome cluster of schools. A descriptive survey methodology was employed in this research. Through a multistage sample technique, 197 respondents were randomly selected. The primary data for the study were collected using a closed-ended questionnaire prepared by the researchers. The findings from the data collection were presented in terms of frequencies, percentages, averages, and standard deviations. The study concluded that the girl child at the Dome cluster of school was involved in household chores, fetching water, household income-generating activities, looking after their siblings and food preparation. The study, also, concluded that parents of students at the Dome cluster of school are of high socioeconomic status and highly involved in their academic work. Also, a girl’s academic performance at the Dome cluster of schools is positively influenced by her home environment factors such as access to educational resource, parental involvement in school events, and her family’s socioeconomic level. However, girl child home activity negatively influenced academic performance. It was recommended that authorities may encourage a balanced distribution of household chores, enhance parental involvement in school events and provide additional support for girls from lower socioeconomic backgrounds.

Professional development (PD) programs are considered as essential for improving the teacher quality and performance in schools. Despite introducing several PD programs, the teachers' quality in the public schools is a matter of concern for Pakistan. It has become a challenge for policymakers and school leaders to design PD programs which can be effective for all teachers. PD programs in Pakistan normally undertakes a standard approach without considering the strengths and weaknesses of different groups of teachers which may not address the specific needs of these groups. There is a need of structuring PD programs to make these learning opportunities more effective for teachers. Therefore, the current study evaluates the teacher competencies of different groups of teachers in Pakistan's public schools. For that purpose, the study first identifies three key themes of teacher competencies required in 21st century from extant review of recent literature. Interview guide then is designed based on these key teacher competencies to solicit information from seven principals of public schools. The public schools were selected using the criteria of size of school and principal working experience in that school. Structured interviews been used as a medium for collecting data from the principals. All interviews were recorded and transcribed verbatim. The deductive content analysis approach was used in analyzing the data. The analytical tool used for the coding of themes was the MAXQDA software. The results highlighted certain differences in teacher competencies varying from gender to age. Female teachers and teachers who are younger in general are found to have more competencies compared to male teachers and senior teachers. The results of this study offer vital information for planning and tailoring TPD programs for teachers. These specially designed learning opportunities can be more effective for the professional development of teachers and can foster teachers' competence. [ABSTRACT FROM AUTHOR]

IntroductionWe define cultural capital as a set of assets or resources accumulated over a lifetime through relationships and events in the family environment. We analyze cultural capital under two dimensions: static cultural capital (SCC) and relational cultural capital (RCC). The objective of this study was to verify the effect that cultural capital has on students' academic performance.MethodThe research included the participation of 11,795 students who were classified into four levels of cultural capital, in each of the two dimensions: G1–Critical, G2–Low, G3–Medium, and G4–High. Statistical analyses such as ANOVA, Student's t-test and factorial design showed the impact of cultural capital in the combination of the different groups with the subjects of Portuguese and mathematics.ResultsThe results led us to conclude that: (1) cultural capital, in both dimensions, impacts the students' academic performance, both in Portuguese, F(3, 11764) = 9.516, with p < 0.001 and η2 = 0.002, F(3, 11764) = 42.349, with p < 0.001 and η2 = 0.011, and in mathematics, F(3, 11764) = 13,728, with p < 0.001 and η2 = 0.003, and F(3, 11764) = 28.138, with p < 0.001 and η2 = 0.007, and; 2. RCC linearly impacts student performance as SCC is increased, F(9, 11771) = 1.869, with p = 0.052 and η2 = 0.001.Conclusion(1) cultural capital impacts students' academic performance, but most notably in the Portuguese language discipline. (2) The dimensions of cultural capital behave differently and the excess of SCC, without the presence of RCC, impacts the reduction of medium performance. (3) The RCC linearly impacts student performance as the SCC is increased.

Este artigo tem o objetivo de avaliar o impacto do programa Cartão Mais Infância Ceará (CMIC) no desempenho escolar, nos exames do Sistema Permanente de Avaliação da Educação Básica do Ceará (SPAECE) de português e matemática de alunos pertencentes a famílias beneficiárias desse programa entre os anos de 2018 e 2019. Para tanto, utiliza-se o método de Diferenças-em-Diferenças em conjunto com o escore de propensão nos moldes propostos por Blundell e Dias (2009), adequado para estruturas de dados de cross sections repetidos. Os resultados indicam que pertencer a uma família beneficiária do CMIC está associado, em média, a um desempenho aproximadamente de 11,63% e 11,52% maior nos exames SPAECE de português e matemática, respectivamente, em relação aos alunos que não pertencem a famílias atingidas pelo programa.

Assessment is an integral component of education. In basic and secondary education in Colombia, these assessment processes are regulated with a training and competency approach. To evaluate competencies through performance, institutions must overcome some conceptual and methodological challenges that will allow them to move from theory to practice. In order to establish a conceptual framework of reference and describe current needs and trends, the review of the topic of performance evaluation was conducted through a qualitative-descriptive approach. To do this, 59 documents were recovered and analyzed from indexed databases (ScIELO, Redalyc, Dialnet, Publindex, Scopus, Ebsco and Google academic), subsequently they were synthesized under a matrix for six units of analysis. The findings show that, although standardized tests contain sufficient methodologies and techniques to evaluate performance, educational institutions do not receive clear and replicable technical guidelines. This fact reveals that it is necessary to qualify and contextualize institutions due to the complexity of the methodologies. Thus, it is necessary to articulate all levels of performance assessment that are regulated in the country, establish objective methodological proposals to construct performance levels and address the particular needs of curricular regulators and institutional contexts.

Based on data from the 2011 TIMSS international survey related to the 2nd year of secondary school of eleven MENA countries, this work aims to identify the characteristics of the educational system that influence the students' academic performance in mathematics in these countries, while highlighting the case of Morocco. The estimation of an empty three-level model, to explain the probability of achieving a score of 400 points or more in mathematics, showed that a significant and non-negligible part (8.04%) of the total variance is due to the differences between the characteristics of the countries. The results of this study showed that, particularly in Morocco, students' academic performance could be improved by providing autonomy to schools to choose the syllabus, by making preschool a obligatory educational cycle and by increasing the volume of time reserved for teaching mathematics.

Successful teaching and learning can only take place in schools when there is positive discipline. Lack of discipline is called indiscipline. Thus, indiscipline can be regarded as any learners’ action that is deemed to be wrong and not generally accepted as proper in a set up or society. This shows that discipline is critical for learners ‘good academic performance. Therefore, this study was conducted to investigate how discipline enables academic performance in Junior Secondary Schools at Katjinakatji Circuit in the Kavango West region, Namibia. The study aimed to determine the causes of indiscipline, assess how discipline enables academic performance and find measures school administrators can use to deal with indiscipline among learners. The study used a mixed research method to collect data from 48 participants comprises of,3 Principals, 15 teachers and 30learnerswho are currently teaching and schooling at the three selected Junior Secondary Schools in the study area. Participants were selected using simple random sampling and purposive sampling methods. Data was collected using questionnaires and interview guides. The study established that negligent parents contributed to indiscipline in the Katjinakatji circuit. Results show that disciplined learners are likely to perform better, unlike indiscipline learners. Measures to be taken by school administrators to ensure discipline are time management, punishment, and reinforcement of school rules and regulations.

This research article correlates the score of the state secondary education exam, Saber 11°, of rural students from Medellín (Colombia), and variables such as gender, economic situation, computer ownership, Internet at home and educational level of the parents. In order to formulate a proposal, student records from 13 educational institutions were analyzed. Quantitative analysis of secondary data was used as a research method, with the support of a registration form as an instrument. It was found that the variables are associated with the score on the Saber 11 test. The need to adapt the rural educational model of Medellín is concluded based on lines of action that consider these variables.

Copyright of RHS: Revista Humanismo y Sociedad is the property of Corporacion Universitaria Remington and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper describes the results of a study whose main aim was to find the interrelationship between pupils’ school grades in Czech language (native), mathematics, and physics and pupils’ cognitive predispositions to problem-solving in science and mathematics diagnosed by the Lawson Classroom Test of Scientific Reasoning and the Culture of Problem Solving test. A total of 180 pupils from the Czech Republic aged 14-15 took part in this study. The results show that pupils with better grades in the monitored subjects achieve better results in both tests. It also turns out that there are generally statistically insignificant differences between the results of pupils assessed by grades 1 or 2 and between those assessed by grades 3 or 4. Pupils’ performance in the two tests might help to strengthen the objectivization of grading at school. They might also help identify the indicators important for developing problem-solving skills. The research specifically points to the need to develop algebraic thinking, the conception of infinity, spatial imagination, geometric imagination in the plane, proportional reasoning, and the ability to control variables. [ABSTRACT FROM AUTHOR]

Bourdieu's sociological concepts and approach are well suited to capture and interpret the new phenomena of the information society. The present paper shows how these concepts and notions have been applied in recent literature, both theoretically and empirically. We focus on the notion of digital capital, which is considered a new factor in the process of Bourdieu's cultural reproduction concept. Thus our starting point is that status in digital inequalities, and thus digital capital, plays a significant role in determining educational inequalities and school performance. We illustrate this hypothesis by analysing data of PISA 2015 from Hungary, namely the impact of different dimensions of ICT use on test scores in mathematics, reading literacy and science. Our results suggest that digital capital plays a crucial role in shaping educational inequalities, but that the effects vary across dimensions of digital inequalities and ICT use. [ABSTRACT FROM AUTHOR]

Copyright of Revista Pensamiento Americano is the property of Corporacion Universitaria Americana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Cannabis is one of the most popular drugs of the 21st century, especially among adolescents and young adults. Evidence of a variety of lasting neuropsychological deficits as a result of chronic cannabis use has increased. Furthermore, regular cannabis use is found to be a predictor of mental health problems, less motivation in school, and school dropout. Aim: Our goal is to propose a theoretical model of adolescent cannabis use disorder (CUD) based on Zinberg's drug, set, and setting model and explicated by a review of the literature on adolescent cannabis use to improve the prevention and treatment of CUD for adolescents. Methods: PubMed and Web of Science were searched for relevant publications as part of a hypothesis-based and model-generating review. Results: Individual (set) and environmental (setting) risk factors play important roles in the development of CUD in adolescents. School performance, motivation, and attendance can be negatively influenced by persistent cannabis use patterns and adolescent brain development can consequently be impaired. Thus, cannabis use can be understood as both being the cause of poor school performance but also the consequence of poor school performance. To prevent and reduce adolescent CUD the drug, set, and setting must all be considered. It is important to notice that the multiple feedback loops (indicated in our dynamic interaction model) are not mutually exclusive, but offer important intervention focus points for social workers, addiction professionals, parents, and other care takers. Conclusion: We argue that the three dimensions of drug, set, and setting contribute significantly to the eventual manifestation of CUD. Based on our dynamic interaction model, recommendations are made for possible preventive and therapeutic interventions for the treatment of adolescents and young adults with CUD. [ABSTRACT FROM AUTHOR]

Aim: To investigate the associations between problematic familial alcohol use and adolescent subjective health, binge drinking, relationships with parents, school performance, and future orientation, and to study whether these associations differ in relation to parental education. Methods: Cross-sectional data from the Stockholm School Survey (SSS) collected among students in the 9th and 11th grades in 2018 and in 2020 were used (n = 19,415). Subjective health, parent-youth relationships, and school performance were coded as continuous variables; binge drinking and future orientation were coded as binary variables. Familial drinking included three categories: problematic; don't know/missing; and not problematic. Parental university education distinguished between adolescents with two, one, or no university-educated parent(s). Control variables included gender, grade, family structure, migration background, parental unemployment, and survey year. Linear and binary logistic regression analyses were performed. Results: Problematic familial alcohol use was associated with worsened subjective health, a higher likelihood of engaging in binge drinking, worse relationships with parents, and a higher likelihood of having a pessimistic future orientation, even when adjusting for all control variables. Having less than two university-educated parents was associated with a higher likelihood of reporting problematic familial alcohol use. Parental university education moderated the association between problematic familial alcohol use and binge drinking as this relationship was stronger for adolescents with no and one university-educated parent(s). Conclusions: Adolescents with problematic familial alcohol use fared worse with regards to all studied outcomes, except for school performance. Parental university education only moderated the association between problematic familial alcohol use and binge drinking. However, since problematic familial alcohol use was more common among adolescents with less than two university-educated parents, we argue that at the group level, this category may be more negatively affected by alcohol abuse in the family. Policy interventions could benefit from having a socioeconomic perspective on how children are affected by alcohol's harms to others. [ABSTRACT FROM AUTHOR]

The advent of the “new normal” undeniably introduced challenges that permeate educational environments where uncertainty has become prevalent leading schools to make significant adjustments to their plans. School leaders must now contemplate various scenarios to find solutions, as these undoubtedly aid in the continuity of effective learning delivery and assist educators in navigating through challenging period. Hence, this study explores the school head’s managerial roles as correlates of organizational performance of public elementary schools employing descriptive-correlational design. The study utilized survey questionnaires to examine their proficiency with interpersonal, decisional, and informational roles. The findings suggest a clear and positively significant relationship between school heads’ managerial roles and school performance. The school heads fulfillment of managerial duties has a notable impact on the overall performance and outcomes of the school. Likewise, the same result was obtained regarding the correlation between school heads’ managerial roles and teachers’ performance. This paper argues that effective school heads play a crucial role in supporting and developing their teachers and the entire school community.

Dating violence is a serious public health issue among adolescents due to the detrimental short- and long-term consequences. The purpose of this study is to examine the relationship between adolescent dating violence (ADV) and adverse health behavioral outcomes related to substance abuse, mental health, and select risky health behaviors such as feeling unsafe, school performance, and inadequate sleep within the state of Florida. This study used data from the 2015 Youth Risk Behavior Survey (YRBS). The high school students represented a weighted total of 542,818 (n = 4301). Logistic regression analyses, stratified by gender, examined the relationship between ADV and health risk behaviors after adjusting for race and grade. Proportions of ADV were as follows: 3.1% of students reported being abused both physically and sexually; 3.4% reported being abused only physically; 3.9% reported being abused only sexually; and 89.6% were uninvolved. ADV was associated with almost all the health risk behavior outcomes studied, with a few exceptions. Experiencing both kinds of abuse held the highest odds ratio among the four mutually exclusive categories of ADV. The findings from this study could be helpful in identifying youths who demonstrate warning signs of ADV abuse and thus could provide opportunities for targeted preventive interventions.

Abstract Background Signs and symptoms of Bardet–Biedl syndrome (BBS) occur during early childhood, progress over time, and place substantial, multifaceted burden on patients and their caregivers. Hyperphagia may be a contributing factor to early-onset obesity in BBS; however, there are limited insights into its impacts on patients and caregivers. We quantified disease burden as it relates to the physical and emotional impacts of hyperphagia in BBS. Methods The CAREgiver Burden in BBS (CARE-BBS) study was a multicountry, cross-sectional survey of adult caregivers of patients with BBS who have had hyperphagia and obesity. The survey consisted of questionnaires including Symptoms of Hyperphagia, Impacts of Hyperphagia, Impact of Weight on Quality of Life (IWQOL)-Kids Parent Proxy, and Patient-Reported Outcome Measurement Information System (PROMIS) v1.0-Global Health 7. In addition, clinical characteristics, medical history, and weight management questions were included. Outcomes were scored and summarized descriptively in aggregate and by country, age, and obesity severity according to weight class. Results There were 242 caregivers of patients with BBS who completed the survey. Caregivers observed hyperphagic behaviors throughout the day, with negotiating for food (90%) and waking up and asking or looking for food during the night (88%) being the most frequent. Hyperphagia had at least a moderate negative impact on most patients’ mood/emotions (56%), sleep (54%), school (57%), leisure (62%), and familial relationships (51%). Hyperphagia affected concentration at school (78%), and symptoms of BBS contributed to patients missing ≥ 1 day of school a week (82%). Responses from the IWQOL-Kids Parent Proxy suggested obesity most greatly negatively affected physical comfort (mean [standard deviation (SD)], 41.7 [17.2]), body esteem (41.0 [17.8]), and social life (41.7 [18.0]). On the PROMIS questionnaire, mean (SD) global health score for pediatric patients with BBS and overweight or obesity (36.8 [10.6]) was lower than the general population (mean, 50). Conclusions Evidence from this study suggests that hyperphagia and obesity may have broad negative impacts on the lives of patients with BBS, including physical health, emotional well-being, school performance, and personal relationships. Therapies that target hyperphagia may alleviate the extensive clinical and nonclinical impacts experienced by patients with BBS and their caregivers.

For schools as educational institutions, it is essential to identify their conditions and determine the right strategy for their sustainability. The research aimed to design the Balanced Scorecard (BSC) as a performance measurement tool at Sekolah XYZ. The research applied a qualitative method with Simple Research Design (SRD) as an analytical model. For data analysis, the research applied the stages of preparation in BSC. The primary data collection method was conducted through interviews with five key informants. The measurement indicators consisted of five indicators from a financial perspective (weight: 25%), three indicators from a customer perspective (weight: 25%), nine indicators from an internal business process perspective (weight: 30%), and five measurement indicators from the learning and growth perspective (weight: 20%). In addition, the BSC design was equipped with a validation system and an evaluation system to support the BSC implementation at Sekolah XYZ. The results show that based on the vision and mission of the organization, there are 12 objective strategies to be achieved, with 22 measurement indicators that are appropriately implemented at Sekolah XYZs. The BSC at Sekolah XYZ is necessary to be designed so its management can easily trace and find the causes of the school’s success or failure. The results of the BSC design at Sekolah XYZ can be used as recommendations for other schools that want to implement BSC, with adjustments according to the conditions of each school.

This purpose of this study is to explore the level of school culture and its prediction towards school performance as perceived by teachers. The data was collected using survey questionnaire. Organizational Culture Assessment Instrument (OCAI) developed by Cameron and Quinn (2006) was used to measure school culture. A total of 324 questionnaires were distributed to 36 primary schools in the state of Selangor, Perak, Johor and Pahang in Peninsular Malaysia. Subsequently, the data was analysed using descriptive analysis and multiple regression. The result shows that teachers in National schools and National Type Tamil schools perceive that the level of school culture in their schools is significantly higher than National Type Chinese schools. In addition, clan culture is perceived as most practiced culture in National and National Type Tamil schools. While, hierarchy culture is perceived as the most practiced culture in National Type Chinese schools. There is a similarity between these schools in terms of culture practice where the adhocracy culture become the least culture practiced in these schools. Apart from that, the result also showed that teachers perceived school culture significantly predict the school performance. Hence, it is noted that emphasis in school culture is vital to have an environment, which supports the school performance in the long run. This study would be very helpful for all the relevant stakeholders to identify primary school culture as well as its contribution towards school performance to take any action for school improvement.

The current paper aims to shed light on the problem of Roma students' school performance through the perception of teachers. We examine the phenomenon at the level of locality, relying on qualitative research methodology. The empirical data collection was carried out at the István Király Baptist Primary School in Kótaj, in the county of Szabolcs-Szatmár-Bereg, during which semi-structured interviews were recorded (N=15).

ObjectiveThe aim of this study was to verify the relationship between perceived physical literacy (PPL) and academic performance outcomes among Spanish adolescents aged 12–17 years.MethodsThis cross-sectional study is a secondary examination utilizing data derived from the Eating Healthy and Daily Life Activities (EHDLA) project. The Spanish Perceived Physical Literacy Instrument for Adolescents (S-PPLI) was used to evaluate the PPL of the participants. To determine academic performance, the numerical grades for each subject were added together and then divided by the total number of subjects.ResultsOverall, a positive trend in the association between S-PPLI scores and academic performance was observed. We identified two significant ranges within the S-PPLI scores. First, there was a significant range between 9 and 33 points on the S-PPLI, indicating an inverse association with academic performance. Second, another significant range was observed at scores of 34 points or higher on the S-PPLI, suggesting a positive association with academic performance. Participants with low PPL had the lowest academic performance (mean = 6.4; bias-corrected and accelerated (BCa) bootstrapped 95% confidence interval (CI): 6.2–6.6). Conversely, those adolescents with high PPL had the highest academic performance (mean = 6.9; BCa bootstrapped 95% CI: 6.6–7.1). Significant differences were found between low PPL and medium PPL (p-adjusted = 0.031) and between low PPL and high PPL (p-adjusted = 0.031).ConclusionsIncreased physical literacy could be a relevant factor for achieving greater academic performance in adolescents. This study has potential implications for physical education instructors, school leaders, and healthcare practitioners.

In comparison to research on assets and their impact on school performance, less research has been devoted to household assets. This article studies the relationship among durable goods, academic achievement, and school attendance in Colombia. Durable goods are approximated through three different methodological approaches: inventory, attributional, and index approaches. Data come from the 2017 SABER test, a nationwide examination that assesses reading and math skills, for fifth- and ninth-grade students, (N = 621,218). Students with complete durable goods information (N = 364,436) were included. Multilevel modeling was used to test the effects of durable goods on academic achievement and school attendance. The results suggest that while the index approach provides a broad understanding of how durable goods relate to school performance, the inventory and the attributional approaches show that different types of durable goods have differential effects on educational outcomes. The index approach illustrates that the possession of durable goods is positively associated with academic achievement and school attendance. The inventory and the attributional approaches show that washing machines, computers, and internet access are positively related to academic achievement and school attendance. In contrast, TVs, video games, and cars are negatively related to school performance. This research added to the literature by using different methodological approaches to operationalize durable goods, and by expanding the geographic scope to Latin America. Findings from this study may contribute to reassessing current measures of multidimensional poverty in Colombia to include durable goods.

Introduction: Protective factors of adolescent gambling at the school level and their buffering potential are scarcely explored in prior research. This study aims to examine the protective possibility of low student–teacher ratio on youth gambling, both directly and by moderating the effect of low school performance. Methods: Data were derived from the 2016 Stockholm school survey, collected among 5,221 grade 11 students (∼17–18 years) in 46 schools, with information on schools’ composition and student–teacher ratio obtained through registers. Gambling and risk gambling were coded as binary variables. School performance was captured by self-reported marks in three core subjects, dichotomised into average/above average and below average, respectively. Student-teacher ratio was used both as a continuous and trichotomised variable. Two-level binary logistic regression analyses were performed. Results: A below average school performance was associated with gambling and risk gambling but the association with gambling was only statistically significant at the 10%-level in the fully adjusted model. Student-teacher ratio was not directly associated with gambling and risk gambling but moderated the associations between school performance and both gambling and risk gambling, as these relationships were less pronounced in schools with a low student–teacher ratio. Conclusions: In sum, a low student–teacher ratio may protect students from gambling and risk gambling by buffering against the adverse effects of other risk factors, such as poor school performance. These findings suggest that a higher teacher density in upper secondary schools can be beneficial beyond school matters by positively influencing student behaviour outside of school.

This study was conducted in government secondary schools in the Konso zone, southern Ethiopia, to investigate the effect of teachers’ professional empowerment on school performance. A correlational explanatory research design and a mixed research approach were used. The participants of this study were 350 including teachers, principals, supervisors, and heads of educational offices. The secondary schools and their respective principals, supervisors and educational office heads were selected purposively where as teachers were selected randomly. The participants provided written informed consent to participate in this study. Both primary and secondary data gathered through interviews, questionnaires, and document reviews were used. Qualitative data were arranged into themes then analyzed and interpreted whereas quantitative data were analyzed by SPSS V.20. Among teachers in the study area, the majority (90.3%) were males and all of the principals, supervisors and education head offices were males indicating gender imbalance in the educational system. Teachers primarily (3.81 ± 1.098) participate in decision-making by consultation, followed by their involvement in setting school goals and objectives (3.78 ± 1.20). In-service trainings were primarily (4.03 ± 1.14) offered to change the attitudes and skills of teachers and strengthen profession (3.78 ± 1.20). The respondents weakly agree (3.65 ± 1.16) that school leaders provide opportunities for teachers to work actively for better school performance. A strong positive correlation (p 0.8) and interdependence was observed between teachers’ empowerment and school performance. While there were positive signs regarding teachers’ empowerment in the study schools, these measures were not implemented in a way that met teachers’ needs. Also, the school performance activities implemented fell short of teachers’ expectations, requiring further administrative action. To boost school performance, school leaders should identify teachers’ needs and provide them with professional learning. Future works should consider the unstudied secondary, elementary and primary schools to have a clear picture of the issues of teachers’ empowerment and its effect on school performance in all the secondary schools of the study area.

Copyright of Special Treatment / Különleges Bánásmód is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Few longitudinal studies have investigated the interwoven longitudinal dynamics between physical activity (PA), motor performance, and academic skills in middle childhood. Therefore, we investigated the cross-lagged associations between PA, motor performance, and academic skills from grade 1 to grade 3 in Finnish primary school children. Methods: A total of 189 children 6-9 yr old at baseline comprised the study sample. Total PA was assessed using a questionnaire filled out by parents, moderate-tovigorous PA by combined heart rate and body movement monitor, motor performance by 10 × 5-m shuttle run test, and academic skills by arithmetic fluency and reading comprehension tests in grade 1 and grade 3.Datawere analyzed using structural equation modeling adjusted for gender, parental education, and household income. Results: The final model fitted the data very well (χ²37 = 68.516, P = 0.0012, root-meansquare error of approximation = 0.067, comparative fit index = 0.95, Tucker-Lewis Index = 0.89) and explained 91% of variance in the latent academic skills variable, 41% of the variance in the latent PA variable, and 32% of variance in motor performance in grade 3. Better motor performance in grade 1 was associated with higher academic skills in grade 3, but it did not predict PA. PA was not directly or indirectly associated with academic skills. However, higher levels of PA in grade 1 predicted better motor performance in grade 3. Academic skills did not predict PA or motor performance. Conclusions: These results suggest that better motor performance, but not PA, predicts later academic skills. Academic skills in grade 1 do not contribute to PA or motor performance in the early school years. [ABSTRACT FROM AUTHOR]

This study has measured the impact on students of sending messages to a Whatsapp group. To do this, we programmed the sending of messages from a known and an un- known phone in three different time zones (morning, school hours and evening). The results show that messages sent from an unknown phone are opened before those from a known source. Furthermore, no significant differences in response time were observed in the different time zones. Finally, it was observed that during class hours, almost 40 per- cent of the participants had read messages of unknown origin on their cell phone within five minutes. Only 22 percent didn't spread messages during class hours.

Aim:To examine the relationship between children's oral health-related quality of life and their academic achievement and school attendance.Materials and Methods:Data was gathered from the answers to a structured questionnaire from 150 children aged 7-12 years. Their demographic data, the children’s/parents’ oral health conditions, their academic performance/school absenteeism, and their intraoral examination outcomes were recorded via a structured questionnaire. The Silness & Löe plaque index was used to assess their dental plaque scores and DMFT/DMFS, dmft/dmfs indices according to the WHO criteria were used to determine their dental caries scores.Results:The mean age of the 150 pediatric patients [72 girls (48%) and 78 boys (52%)] was 9.23±1.44 years. Due to dental care-related issues, 82% of schoolchildren missed less than two weeks, and 18% missed more than two weeks of school. Furthermore, 21% of these missed days were related to toothache or infections, and 34% were due to going to dental treatment appointments. The association between nail biting and hard object biting and the school achievement of the children was shown to be statistically significant (p=0.02 and p=0.03, respectively). According to the results of the present study, it was determined that school absenteeism was higher in those children who needed dental treatment. It was also observed that there was a negative correlation between school absenteeism and academic success (p=0.01).Conclusion:Dental problems can cause school-aged children to be absent from school and affect their school performance negatively.

Atopic dermatitis (AD) is a condition with a multifactorial aetiology that affects the skin. It most often begins at preschool age and involves the skin. The disease’s main symptom is intense itching, which occurs especially at night and affects the child’s sleep, negatively impacting the quality of life of affected children and, consequently, their families. The difficulty in resting during the night leads to many problems during the day, particularly behavioural disorders and difficulties in paying attention at school, which results in learning impairment. The unexpected symptoms of AD are caused by pathophysiological processes that include many molecular pathways and inflammatory cytokines such as IL-31, IL-1, IL-2, TNF-a, and IL-6. Drawing on a comprehensive review of the literature in PubMed/MedLine, our review offers an in-depth exploration of both the psychosocial impacts of AD and the molecular processes that contribute to this disorder.

Background: Signs and symptoms of Bardet–Biedl syndrome (BBS) occur during early childhood, progress over time, and place substantial, multifaceted burden on patients and their caregivers. Hyperphagia may be a contributing factor to early-onset obesity in BBS; however, there are limited insights into its impacts on patients and caregivers. We quantified disease burden as it relates to the physical and emotional impacts of hyperphagia in BBS. Methods: The CAREgiver Burden in BBS (CARE-BBS) study was a multicountry, cross-sectional survey of adult caregivers of patients with BBS who have had hyperphagia and obesity. The survey consisted of questionnaires including Symptoms of Hyperphagia, Impacts of Hyperphagia, Impact of Weight on Quality of Life (IWQOL)-Kids Parent Proxy, and Patient-Reported Outcome Measurement Information System (PROMIS) v1.0-Global Health 7. In addition, clinical characteristics, medical history, and weight management questions were included. Outcomes were scored and summarized descriptively in aggregate and by country, age, and obesity severity according to weight class. Results: There were 242 caregivers of patients with BBS who completed the survey. Caregivers observed hyperphagic behaviors throughout the day, with negotiating for food (90%) and waking up and asking or looking for food during the night (88%) being the most frequent. Hyperphagia had at least a moderate negative impact on most patients' mood/emotions (56%), sleep (54%), school (57%), leisure (62%), and familial relationships (51%). Hyperphagia affected concentration at school (78%), and symptoms of BBS contributed to patients missing ≥ 1 day of school a week (82%). Responses from the IWQOL-Kids Parent Proxy suggested obesity most greatly negatively affected physical comfort (mean [standard deviation (SD)], 41.7 [17.2]), body esteem (41.0 [17.8]), and social life (41.7 [18.0]). On the PROMIS questionnaire, mean (SD) global health score for pediatric patients with BBS and overweight or obesity (36.8 [10.6]) was lower than the general population (mean, 50). Conclusions: Evidence from this study suggests that hyperphagia and obesity may have broad negative impacts on the lives of patients with BBS, including physical health, emotional well-being, school performance, and personal relationships. Therapies that target hyperphagia may alleviate the extensive clinical and nonclinical impacts experienced by patients with BBS and their caregivers. [ABSTRACT FROM AUTHOR]

This paper discusses the insecurity of public transport, especially in the relation of these means of transport with the performance of higher education students. The insecurity experienced in public transport is a problem constantly highlighted by graduate students, who are vulnerable to criminal actions during their commute between home and university. That said, the research is dedicated to analyzing how crime in this means of transportation can impact the performance of those students. In the meantime, online data collection was carried out, producing a sample composed of 429 respondents. Thus, based on the results, a logistic regression model was created seeking to describe the impacts on the academic performance of students. Therefore, the results indicate that variables such as frequency of use, travel time, fatigue and violence suffered in public transport are factors capable of affecting the daily activities of students, as well as their performance in studies. [ABSTRACT FROM AUTHOR]

Copyright of Praxis Pedagogica is the property of Corporacion Universitaria Minuto de Dios and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: By combining the classical twin design with regression analysis, we investigated the role of two non-cognitive factors, self-control and grit, in the prediction of school performance. We did so at the phenotypic, genetic, and environmental level. Methods: Teachers filled out a survey on the twins' school performance (school grades for reading, literacy, and math), self-control (ASEBA self-control scale), and grit (the perseverance aspect) for 4891 Dutch 12-years-old twin pairs (3837 pairs with data for both and 1054 pairs with data for one of the twins). We employed regression analyses to first assess the contributions of self-control and grit to school performance at the phenotypic level, and next at the genetic and environmental level, while correcting for rater (teacher) effects, parental SES, and sex. Results: Higher SES was associated with better school performance, self-control, and grit. On average, girls had more self-control and grit than boys. Corrected for sex, SES, and teacher rater effects, genetic factors accounted for 74%, 69%, and 58% of the phenotypic variance of school performance, self-control, and grit, respectively. Phenotypically, self-control and grit explained 28.3% of the variance in school performance. We found that this phenotypic result largely reflected genetic influences. Conclusions: Children who have better self-control and are grittier tend to do better in school. Individual differences in these three traits are not correlated because of shared environmental influences, but mainly because of shared genetic factors. [ABSTRACT FROM AUTHOR]

This paper focuses on the territorial distribution of students, in Lisbon Metropolitan Area (LMA), with an immigrant background enrolling in the 3rd cycle of basic education in Portugal and on the differences in the academic performance of students attending the last year of this cycle, considering their birthplace. Differences are examined by estimating several linear regression models using as dependent variable two performance indicators -- students' results in the 9th grade national exams in the Maths and Portuguese Language subjects; and a binary indicator of a successful academic record during the 3rd cycle. The results confirm significant differences in the students' school performance depending on their birthplace: students from Brazil and Portuguese-speaking African countries (PALOP) have the most significant differences compared to students from Portugal. A substantial part of these differences is already present at the end of the 2nd cycle, and subsist when accounting for students' socioeconomic characteristics. Our results show that a considerable part of the differences is explained by factors inherent to the school and the class, and not so much to the municipality, which might reveals the existence of some types of segregation experienced by these students, either at intra-municipality level (by the different schools) or intra-school level (by the different classes). [ABSTRACT FROM AUTHOR]

This study is an attempt to explore the level of school culture and its prediction towards school performance as perceived by teachers. The data was collected using survey questionnaire. Organizational Culture Assessment Instrument (OCAI) developed by Cameron and Quinn (2006) was used to measure school culture. A total of 324 questionnaires were distributed to 36 primary schools in the state of Selangor, Perak, Johor and Pahang in Peninsular Malaysia. Subsequently, the data was analysed using descriptive analysis and multiple regression. The result shows that teachers in National schools (Mean=4.11; SD=0.54) and National Type Tamil schools (Mean=4.10; SD=0.56) perceive that the level of school culture in their schools is significantly higher than National Type Chinese schools (Mean=4.11; SD=0.54). In addition, clan culture is perceived as most practiced culture in National (Mean=4.26; SD=0.53) and National Type Tamil schools (Mean=4.34; SD=0.57). While, hierarchy culture is perceived as the most practiced culture in National Type Chinese schools (Mean=3.88; SD=0.50). There is a similarity between these schools in terms of culture practice where the adhocracy culture become the least culture practiced in these schools. Apart from that, the result also showed that teachers perceived school culture significantly predict the school performance. Hence, it is noted that emphasis in school culture is vital to have an environment, which supports the school performance in the long run. This study would be very helpful for all the relevant stakeholders to identify primary school culture as well as its contribution towards school performance to take any action for school improvement. [ABSTRACT FROM AUTHOR]

Introduction: It is suggested that birth by elective cesarean section (CS) reduces the risk of birth‐related infant mortality and injury. Other studies suggest an increased risk of somatic immune‐related diseases among children born by CS such as asthma, type 1 diabetes, and inflammatory bowel disease. The WHO Statement on Cesarean Section Rates 2015 described an increase in CS globally. The statement concluded that the effects of CS on social and psychological outcomes remain unclear and that more research is needed to fully understand the effects of CS, including effects on cognition and intelligence in the child. Therefore, we aimed to investigate the association between delivery by CS (elective and acute) and school performance and intelligence in youth. Material and methods: This cohort study included all Danish live‐born children in 1978–2000. We retrieved data regarding pregnancies, births, parents, school grades, and intelligence of the children from Danish registers and performed multiple imputations to avoid discarding data. The final cohort after exclusion comprised 1 408 230 children. Associations between CS and school graduation, grades, conscription attendance, and conscription intelligence scores were analyzed using univariate and multivariate logistic and linear regressions. Results: Adjusted odds ratio with 95% CI of graduating from lower (LSE) and upper (USE) secondary education and of attending conscription were significantly lower in the CS group: LSE graduation: 0.87 (0.84–0.89), USE graduation: 0.93 (0.92–0.94), attending conscription: 0.95 (0.93–0.98). The CS group had significantly lower grade point averages (GPA) in LSE with adjusted differences in mean total GPA of −0.090 (−0.10 to −0.007), and mean core subject GPA of −0.098 (−0.11 to −0.08), in USE with total GPA difference of −0.091 (−0.11 to −0.075) and lower mean intelligence scores of −0.36 (−0.46 to −0.27) in adjusted linear models. A sub‐analysis revealed lower chances of graduating LSE and USE when born by acute rather than elective CS. Conclusions: Chances of LSE and USE graduation and of attending conscription were significantly lower for children born by CS. However, even significant differences in mean GPAs and intelligence scores were very small, so performances when graduating school and attending conscription were comparable regardless of delivery mode. [ABSTRACT FROM AUTHOR]

It is already well established that education is necessary for a person to increase his or her freedom and capabilities to live a flourishing lives. Education serves as one of the keys to success in the future of students and to take advantage of many opportunities that lie ahead of them. But due to many factors such as financial difficulties, geographical location, lack of opportunities and even lack of support, fulfilling children's right becomes complicated and very difficult to achieve. To mitigate these, governments have partnered with different institutions to provide support program for the education of children. Cor Jesu College has been implementing its Adopt-a-Child Program to its partner school for the last 8 years. This study aims to assess the benefits of the program and to see what needs to be improved. Results revealed that the program has been a source of hope and inspiration to the children beneficiaries as well as to their parents. This study reveals further that there was a significant change in the attitudes and behavior of students towards their studies. The children have become motivated to go to school and do well in their academics because they consider themselves as scholars of Cor Jesu College. Their parents also become very active in school activities as partners in the school for the education of their children. The teachers also witness the improvements in the attitudes and behaviors and eventually, the school performance of the beneficiaries of the program. Indeed, the program is a beacon hope and inspiration for the indigent children in Digos City. [ABSTRACT FROM AUTHOR]

ObjectiveUntreated vision problems are associated with poor school performance. Whether providing glasses alone improves performance, however, remains unknown. We sought to test whether receiving glasses was associated with improved school performance for low-income minority students in Los Angeles.MethodsFrom 2017 to 2018, we analyzed achievement marks in mathematics and language arts from 406 first to fifth grade students attending 24 public elementary schools who received glasses through a free school-based vision program between February and May 2014, and 23,393 of their nonparticipating same-school, same-grade peers. We calculated students' percentile rank during each grading period in 1 year before and 2 years since they received glasses. Multilevel linear regressions tested whether percentile rank differed from baseline at each subsequent grading period. Models accounted for clustering at the school level and controlled for gender, grade level, and baseline class rank. Interaction terms tested whether associations differed by gender and class rank.ResultsStudents increased 4.5 percentile points (P = .02) in language arts in the second year after receiving glasses. There was no change in math achievement overall; however, those with baseline performance in the bottom tercile had an immediate and sustained improvement of 10 to 24 percentile points from baseline (interaction term P < .001). Class rank for behavior marks decreased during the fourth grading period after receiving glasses but subsequently returned to baseline. There were no significant changes in work habits and no variation in results by gender.ConclusionsEnsuring access to vision care may be a simple, scalable strategy to improve language arts performance for low-income minority children.

The general objective of the study was to examine the influence of customer orientation on the Dual-Curriculum Secondary Schools’ performance in Mbale City, Uganda. The study adopted an explanatory sequential research design with both quantitative and qualitative approaches which were used for purposes of triangulation. The target population was 157 and a sample of 128 classroom teachers and 3 Head teachers were selected using simple random sampling and census inquiry respectively. Data collection was majorly by closed-ended questionnaire and an interview guide. The validity of the instrument had a CVI of (.86) whereas the Cronbach’s alpha coefficient score was (.917). The study was guided by the Dynamic Capabilities Theory. Quantitative data was analysed using regression, while qualitative data was analysed by thematic and content analyses. Regression coefficients attained for the study were positive and statistically significant; Customer orientation has a moderate positive statistically significant influence on schools’ performance (β=.503, p