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This bachelor thesis deals with temperament in the enviroment of school classroom. The main goal of this work is to discover the connection between temperament traits and social positions. The first part gathers already identified theoretical knowledge and already existing research about the connection. The second part examines this relationship in practice. The practical part consists of a quantitative study. The research sample consisted of a total of 75 pupils in the 6th and 7th grades of the Primary School. Temperament traits were determined using the EATQR questionnaire from Mary Rothbart and Les Eliss, social position using the Sociometric rating method of Vladimír Hrabal. To supplement the information, we analyzed the verbal statements of students about their classmates and compared them with a self-test questionnaire. The data were processed using Statistica 13 and Microsoft Excel. The results of the research showed that certain connections exist within this relationship, but they are not fully identical with the theoretical assumptions and previous research. In the total sample, we found connections between free control and extraversion. A statically significant positive relationship between extraversion and influence was found in a sample of boys. We did not find any significant relationship between temperament traits and social positions in the classroom in the group of girls. Verbal statements often included the evaluation of others according to marks or the evaluation of the teacher. Girls rated girls more positively and boys rated boys more positively. Inconsistencies often appeared between the self-test questionnaires and the results of the evaluation by others, which may be caused by stylization according to social desirability or a small research sample.

Rezension von: Thorsten Merl: un/genügend fähig. Zur Herstellung von Differenz im Unterricht inklusiver Schulklassen. Bad Heilbrunn: Julius Klinkhardt 2019 (210 S.; ISBN 978-3-7815-2286-2; 42,00 EUR).

JDM - Jahrbuch Dokumentarische Methode

Es handelt sich um eine Replik zum Beitrag von Bernd Tesch "Zur Rekonstruktion der Verständigung im fremdsprachlichen Klassenzimmer - Methodologische Grundlagen, blinde Flecken und empirische Herausforderungen" (https://doi.org/10.21241/ssoar.70921)., JDM - Jahrbuch Dokumentarische Methode

Mehrere Studien zeigen, dass sich Jugendliche innerhalb von Freundschaftsdyaden in ihrer Ausprägung internalisierenden Verhaltens beeinflussen. Offen ist hingegen, inwieweit sich Peereinfluss auf internalisierendes Verhalten, beispielsweise durch Prozesse emotionaler Ansteckung, auch auf Ebene der Schulklasse vollzieht. Es wurde deshalb untersucht, inwiefern die Ausprägung internalisierenden Verhaltens unter den Klassenkameradinnen und -kameraden die individuelle Entwicklung internalisierenden Verhaltens beeinflusst. Angesichts der Geschlechtsunterschiede im Bereich internalisierenden Verhaltens wurde weiter geprüft, ob Mädchen und Jungen unterschiedlich durch ihre Peers beeinflusst werden. Es wurde erwartet, dass höhere Ausprägungen internalisierenden Verhaltens in der Klasse zu mehr individuellem internalisierenden Verhalten über die Zeit beitragen. Zusätzlich wurde erwartet, dass Mädchen generell stärker durch die Peers beeinflusst werden als Jungen und dass sowohl Mädchen als auch Jungen eher von gleichgeschlechtlichen Peers beeinflusst werden. An der Längsschnittstudie mit vier Messzeitpunkten von der 7. bis zur 9. Klasse nahmen 864 Schülerinnen und Schüler (M Alter zu T1 = 13.12 Jahre; 48% Mädchen) teil, die über ihr internalisierendes Verhalten berichteten. Mehrebenenanalytische Längsschnittmodelle zeigten, dass das Niveau internalisierenden Verhaltens in der Gesamtklasse keinen Einfluss auf die individuelle Entwicklung internalisierenden Verhaltens hatte und Mädchen nicht generell stärker beeinflusst wurden. Mädchen wurden jedoch durch das internalisierende Verhalten unter den Mädchen ihrer Klasse beeinflusst, wohingegen Jungen weder von anderen Jungen noch von Mädchen beeinflusst wurden. Die Bedeutung dieser Befunde für das Verständnis von Peereinflussprozessen auf internalisierendes Verhalten in der Schule wird diskutiert. (DIPF/Orig.), Several studies suggest that adolescents’ development of internalizing behaviors is influenced by friends’ levels of such behaviors. However, it is an open question whether peer influence on internalizing behaviors can occur on the classroom level, for example through processes of emotional contagion. It was therefore investigated in how far the level of internalizing behaviors among the classmates has an effect on adolescents’ individual development of such behaviors. Given the differences in girls’ and boys’ internalizing behavior development, this study further investigated gender differences in classmates’ influence on internalizing behaviors. It was expected that higher levels of internalizing behaviors in the classroom predict more individual internalizing behavior in the future. Further, we expected that girls are more influenced by their classmates than boys and that both girls and boys are more influenced by same-gender peers. A sample of 864 participants (M age at T1 = 13.12 years; 48% girls) was followed across four measurement occasions from seventh to ninth grade. Students self-reported on their internalizing behaviors. Longitudinal multilevel models indicated that classmates’ levels of internalizing behaviors did not predict individual internalizing behaviors across time and girls were not more susceptible than boys. However, there was a significant effect of female (but not male) classmates’ mean internalizing behaviors on girls’ internalizing behaviors. No effect of either female or male classmates’ internalizing behaviors on boys’ behavior was found. Implications for understanding peer influence on internalizing behavior development are discussed. (DIPF/Orig.)

Die Anerkennung der eigenen Person durch soziale Interaktionspartnerinnen und Interaktionspartner ist die grundlegende Voraussetzung für das Erleben befriedigender Sozialbeziehungen, welche unmittelbaren Einfluss auf die individuelle Entwicklung sowie auf Lernprozesse nehmen. Anerkennung ist geprägt durch das Erfahren von Wertschätzung, Respekt, Achtung, die Zuschreibung von Rechten, aber auch durch Fürsorge, Liebe und Solidarität. Um erforschen zu können, inwiefern Anerkennung erfahren wird, welche Dimensionen der Anerkennung im schulischen Kontext eine wichtige Rolle spielen und ob es Unterschiede in der Anerkennung durch Mitlernende und Lehrpersonen gibt, ist es nötig, über entsprechende Erhebungsinstrumente zu verfügen. Das Ziel dieser Arbeit war die Erstellung eines Fragebogens zur Erfassung individueller Wahrnehmungen von Anerkennung durch Schülerinnen und Schüler in der Sekundarstufe bezogen auf Mitlernende und die Lehrperson. Hierfür wurden Items entwickelt, einer Stichprobe von Lernenden (N = 80) vorgelegt und im Anschluss auf ihre Struktur und ihre Korrelationen überprüft. Im Ergebnis zeigte sich, dass sich die Items zu drei zentralen Dimensionen, die als leistungsbezogene Anerkennung, Missachtung und Anerkennung der eigenen Person beschreibbar sind, zuordnen ließen. Die Befunde werden diskutiert und zur aktuellen Anerkennungsliteratur in Beziehung gesetzt. (DIPF/Orig.), Being recognized by social interaction partners is a core aspect to experience satisfactory social relations. Social relations also influence individual development and learning. Recognition is characterized by acknowledgement, respect, the attribution of rights and care as well as love and solidarity. One of the major goals of modern education systems is to provide a comparable access to education for all learners. Therefore, it is important to analyze processes of recognition and individual perceptions of recognition. The present contribution explored which aspects of recognition are perceived by learners (N = 80) and a set of items to assess recognition with respect to other students as well as teachers was developed. Results revealed three central dimensions of recognition: achievement related recognition, disregard and recognition as person. The results are discussed with respect to literature on the topic of recognition. (DIPF/Orig.)

This paper presents the results of a study (Johnstone, 2016) which investigated the nature of professional collaboration between the visiting instrumental teacher and the primary school class teacher in the Wider Opportunities instrumental programme. The potential for exchanging knowledge appears to be significant when the visiting instrumental teacher is regarded as an expert in music and the class teacher as an expert in pedagogy. The analysis was influenced by underpinning theoretical perspectives based on professional collaboration (Whittington, 2003b; Hartas, 2004; Evans, 2011) and showed impoverished collaboration, even though some teachers wished for closer involvement. The unique nature of the study and its findings highlighted critical issues related to the necessity for discussions and sharing expertise between teachers, and the need for clearer communication between the local music education hub and the schools.

The development was carried out aimed at finding out the feasibility of comic learning media in viral material for high school students of class X This research is a Research and Development study using a 4-D model (Define, Design, Develop, and Disseminate) limited to the Develop stage. The data taken from this study is based on the validation of material experts, media experts, linguists, and readability tests. The results of the validation by the expert team get an average score of 84.64% with proper information. Student readability test results are 90% high category with very decent information. According to the results outlined in the comic learning media, it is worthy of being used as a learning media for viral material.

This study aims to determine the factors causing low self-confidence in 1/4 Mutwasit Arunsat Vittaya School class students, in Payo, Saiburi, Pattani, Southern Thailand. The approach used in the study of the causes of Low-Self Confidence in 1/4 Mutwasit Arunsat Vittaya School students, in Payo, Saiburi, Pattani, Southern Thailand is a qualitative approach to the type of case study. The results of this study indicate that the causes of Low-Self Confidence in 1/4 Mutwasit Arunsat Vittaya School, in Payo, Saiburi, Pattani, Southern Thailand consist of internal and external factors. The internal factors include self-concept, self-esteem, physical condition, and life experience. While external factors include education, work and the environment

In the traditional brick-and-mortar classroom, small classes are generally perceived as desirable, but the benefits associated with particular class sizes in online education have not yet received much scholarly attention. Using a dataset of 10,648 enrollment records generated during the 2013–2014 school year at a state virtual school in the Midwestern U.S., this study examined the relationship between class size and student learning outcomes. The results of hierarchical linear modeling with fractional polynomial analysis suggest a reverse-U-shaped relationship, in which increasing online class sizes had a positive impact on achievement until the number of students reached 45, but a negative one if numbers increased beyond that level. At the subject level, similar reverse-U-shaped patterns were observed in math, social science, and other subjects, but not in English, foreign languages, or science.

This study aims to determine the Activity and to know the increase in economic learning outcomes after using the Problem Solving method. This research is a classroom action research. The subjects of this study were students of the Kasongan Muhammadiyah High School class XI consisting of 17 students. Analysis of the data used in this study is qualitative data and quantitative data. Based on the research obtained: (1) Learning activities of students become good. Cycle I had an average score of 2.8 with quite good criteria then in cycle II the average score obtained by students was 3.8 with good criteria. (2) There is an increase in student learning outcomes. In the pre-action process when the pre-test obtained an average value of 67 with classical completeness of 35% with criteria not reached, Cycle I obtained an average value of 81 with classical completeness of 76.47% with criteria not achieved and in post-test cycle II obtained grades an average of 89 with 100% classical completeness with the criteria reached.

This current study aimed to determine the effectiveness of the guided discovery model in increasing students' critical thinking skills and critical thinking dispositions. Each experiment and control group consisted of 34 students of grade X of one high school class in Bandar Lampung city. The data were obtained through mathematical critical thinking skills test and critical thinking dispositions scale. The data were analyzed qualitatively and quantitatively to obtain a comprehensive description of the impact of learning on the increase in both skills. The results showed that the increase of students’ critical thinking skills and critical thinking dispositions after learning was in the effective category. Other finding showed that the use of a contextual problem in the beginning of learning could trigger students to activate their prior knowledge. In this way, students used some strategies and made an appropriate conclusion confidently. This study suggested that the guided discovery model can be an alternative to improve students' critical thinking skills and critical thinking dispositions.

The factor supporting the achievement sports is physical skill consisting of speed, the power, agility, coordination and time reaction. Performance of speed determined by motion of the body as the arm and limbs that consisting of components such as muscle, bone, joints, vascularisation and innervation..Stimulation on nerve can improve the ability muscle then it can increasing the physical skill. The method often used is electric stimulator and dry needling. The purpose of this research is to assess running speed and throwing distance through intervention a dry needling to 35 students of Sriwijaya Sport High School Class XII with one group pretest and posttest design.The result showed average of running speed before dry needling is 7,48 ± 0,94 and after dry neddling is 7,44 ± 0,70. However statistical tests using the test paired t get p value = 0,679 (α =0,05 (p>α).The measurement result of throwing distance before dry neddling is 15,61 ± 8,54 and after dry needling is 16,35 ± 8,90. Wilcoxon test shows that p value = 0,077 (α =0,05 (p>α). The result showed that there is no difference between speed run and distance throwing before and after conducted a needle intervention dry ( dry needling ).

This research aim to know the properness of scrapbook media on virus material and to increase student learning motivation after using scrapbook media for the tenth grade of senior high school. This research is Research and Development (RnD) by applying the Borg and Gall development model which is limited to the seventh stage. Data were analyzed by qualitative descriptive analysis. The average rating by experts is 80.06% with eligible criteria. The increasing student learning motivation was 19.21%. Based on the results of the study it can be concluded that scrapbook media on virus material for the tenth grade of senior high school is proper to be used in learning process and increase student learning motivation.

Background and aims: The school-class context is a crucial social environment for young people but substance use researchers have largely overlooked potential influences operating at this level. This study explores associations between school-class and individual-level factors and cannabis use in Swedish youth. Data and methods: Data comprised four waves (2012–2015) of the Swedish Council for Information on Alcohol and Other Drugs’ (CAN) nationally representative school surveys among individuals in 9th and 11th grade. For the present analyses, we had data on totally 28,729 individuals from 2377 unique school classes. Multilevel logistic regressions predicted lifetime and 10+ times use of cannabis from both individual-level predictors and school-class-level measures derived from the individual-level variables. Results: There were individual-level associations between most predictor variables and cannabis use. An early debut of tobacco use and binge drinking as well as low cannabis related risk perceptions had strong associations with cannabis use. Conversely, several school-class-level variables had aggregate relationships with cannabis use, most notably the overall level of risk perceptions in the school class. Some of the school-class factors predicted cannabis use over and above the individual-level covariates, suggesting the presence of contextual effects. Surprisingly, while female gender was negatively related with cannabis use at the individual level, a higher proportion of females in the classroom increased the odds for lifetime cannabis use even after controlling for individual and other contextual-level covariates. Conclusions: Youth cannabis use is related to various factors at both the individual and school-class level in Sweden. Truancy and perceived risk related to cannabis use had contextual associations with cannabis use. The positive contextual association between a higher proportion of females in the classroom and lifetime use should be explored further.

This study aims to design and create interactive multimedia learning modules that meet Valid, Practical and Effective requirements for operating system subjects in Vocational High School. The type of this research is Research and Development research conducted in Vocational High School class 10. The population of this study is the students of class 10 SMK Negeri Batipuh West Sumatra. The sample of this research is students of class 10 Multimedia SMK N Batipuh West Sumatra. The results of the assessment of the three validators overall validator assessment of the Interactive multimedia learning module amounted to 83.93 percent so that the validity level can be interpreted Valid is used. Overall assessment of the practicality level of use Interactive multimedia learning module as a learning resource of 89.19 percent, so the level of practicality can be interpreted Very Practical use and the effectiveness assessment of Interactive multimedia learning module as a learning resource of 86.90 percent so that the level of effectiveness can be interpreted Very Effective use. Keywords: Adobe Director, Interactive Multimedia Module, Operating System

Clanek se zabýva socialni stratifikaci ve skolni třidě a zaznamenava kontext, v němž probiha inkluze a exkluze těch, kdo jsou vnimani jako nositele jine než dominantni identity, ať už ma povahu spise etnickou nebo socialně třidni. Specialni pozornost je věnovana vzajemne interakci sociodemografických kategorii. Clanek je založen na kvalitativnim a etnografickem výzkumu.

In the quest of equipping the pupils with the digital skills required to work in the 21st century knowledge economy, the government of Kenya plans to provide laptops to every primary school class one pupil. If this is to be successful, the question of teacher attitude towards computers is central. This paper presents the results of a survey to study and examine the attitudes of the primary school teachers towards computers. In addition, the study investigated the effects of age, gender, teaching experience, level of education, and computer experience on computer attitude. Data for this study was collected among 114 primary school teachers from Siongiroi Division, Bomet County, Kenya. Measurement tools used was the Computer Attitude Scale (CAS) by Loyd and Gressard (1984). The data acquired was analyzed using descriptive statistics and an analysis of variance (ANOVA).The results indicated that although the teachers have positive attitudes towards computers, they have low confidence level in using the computers. The study also found that the primary school teachers, despite their differences in gender, age, teaching experience and level of education, did not differ significantly (in statistical sense) in their computer attitude. Since teachers portray positive attitudes toward computers, efforts should be geared towards reinforcing the existing positive attitudes. This study highlights the importance of uplifting teachers’ confidence level in using computers

This study aims at discussing the implementation of Problem Based Learning (PBL) in activities carried out in a first grade high school class. The analysis of soil was used as a didactic tool capable of facilitating student teaching and learning, and as a way for understanding the environment that surrounds them, aiming at achieving three main goals: to acquire knowledge, to develop skills, and attitudes. During the activities, it was noticed a great student involvement with the activities, especially in the practical ones. In that sense, it was concluded that it is important to work with active methodologies, which are able to increase interest and motivation in the students. Thus, through a thematic approach, it is possible to raise students’ critical awareness.

Aim The present study was aimed to determine whether adolescents make social judgments about other children who have noticeable enamel imperfections. Materials and methods Two schools with very different socio-economic profiles were selected using a stratified random sampling method. Children aged 13–14 years (school class 9) and 15–16 (school class 11) were randomly selected from these schools totaling to a sample size of 200. Half the participants rated full-face photographs of a boy and girl without an enamel defect, and the other half-rated the same two photographs with the digitally modified incisors. The photographic subjects were rated on a four-point Likert's scale consisting of six positive and five negative descriptors. Results Based on the gender of the photographic subject, the mean total attribute score was almost identical. However, it was lower for photographic subjects showing enamel defects as compared to those without. Conclusion The dental appearance can influence value judgments in children. Clinical significance It is important to treat the enamel lesions and various developmental defects of the enamel as it may lead to a negative social judgment by peers. How to cite this article Nayak UA, Pawar A, Kappadi D, Prajapati D, Roy KJ, Wadhwa S. Visible Enamel Defects in Adolescents: How Do their Peers View Them?. Int J Clin Pediatr Dent, 2018;11(6):479-482.

Background Asthma, allergic rhinitis, and atopic dermatitis are the most common chronic inflammatory disorders in children worldwide. These conditions place a significant burden on the healthcare system due to their multiple related complications and the necessity of hospital visits. This study aimed to evaluate the prevalence and severity of asthma and allergic diseases among school children aged 6–7 years and 13–14 years in Dubai and the Northern Emirates, United Arab Emirates (UAE). Patients and methods This was a multicenter, cross-sectional study that recruited children from March to June 2019 via school class registers in Dubai and the Northern Emirates, UAE. The Arabic and English versions of the International Study of Asthma and Allergies in Childhood (ISAAC) core questionnaires on asthma, allergic rhinitis, and atopic dermatitis were completed by parents or legal guardians of children aged 6–7 years, and by the children themselves in those aged 13–14 years. Results In this study, we included 3436 children (1944 children aged 6–7 years and 1793 children aged 13–14 years). We estimated the prevalence of asthma (11.9%), wheezing (44.2%), allergic rhinitis (46.5%), hay fever (22.1%), and atopic dermatitis (12.9%) in the 6- to 7-year-old group. In the 13- to 14-year-old group, the prevalence was 9.8%, 33.1%, 51.3%, 19.9%, and 14.6%, respectively. The prevalence of any history of asthma was higher in boys than girls in the 6- to 7-year-old group (13.9% vs. 10%) and in the 13- to 14-year-old group (11.2% vs. 8.7%). In the 6- to 7-year-old group, the highest prevalence of asthma, sneezing, and atopic dermatitis was observed in Dubai, Ajman, and Umm Al Quwain, respectively. In the 13- to 14-year-old group, the highest prevalence of asthma was observed in Ras Al Khaimah, and the highest prevalence of sneezing and atopic dermatitis was observed in Sharjah. Conclusion We found that the prevalence of asthma, allergic rhinitis, and atopic dermatitis in the UAE is comparable to that in neighboring countries; the prevalence of asthma, wheezing, and hay fever was higher in the 6- to 7-year-old group, while in the 13- to 14-year-old group, the prevalence of allergic rhinitis and atopic dermatitis was higher. Overall, the prevalence of any history of asthma was highest in Ras Al Khaimah, followed by Dubai, and lowest in Ajman. Our findings suggest that allergic disorders represent a healthcare burden in the UAE and more efforts are needed to organize nationwide campaigns to detect undiagnosed children to overcome the burden caused by these conditions.

O objetivo deste trabalho consistiu em analisar a validade de três instrumentos de avaliação da disciplina de biologia de uma turma da terceira série do ensino médio de um colégio particular de São Paulo, mediante a análise das validades de conteúdo e de construto. A validade de conteúdo compreendeu a verificação psicométrica dos parâmetros de dificuldade, de discriminação e de acerto ao acaso dos itens, os quais foram concebidos e tratados pela Teoria de Resposta ao Item (TRI). A validade de construto se deu por meio da averiguação da consistência interna, através do coeficiente KR (α20), e da função de informação da TRI. Os resultados da validação de conteúdo evidenciaram que os itens dos três instrumentos de avaliação apresentaram níveis de discriminação situados entre os níveis moderado e alto, considerados como adequados, e níveis de dificuldade próximos a 50%, classificados como apropriados para as habilidades dos alunos da turma analisada. Todos os itens dos três instrumentos de avaliação se enquadraram dentro dos valores padrão do índice de acerto ao acaso. No caso da validação de construto, as três avaliações se situaram no nível satisfatório da validade de construto e, portanto, no geral, todas as avaliações foram consideradas válidas.

Self-efficacy can be defined as a person’s assessment of abilities that the individual has in achieving something that has been targeted. The study aims to describe self-efficacy on students at mathematics lessons. The population in this study is the fifth annual public high school class in 2019/2020. The sample in this study is the 10th X Science class at the state high school of 5 Semarang using the simple random sampling technique. The instrument used in this study is a non-test instrument of self-efficacy of 20 statements and observations. The data analysis technique used in this study is a descriptive data analysis. The research shows that the average of the score on the overall scale of self-efficacy belongs to a positive category. The probability of self-efficacy in the study of mathematics consists of students with high selfefficacy by 16.67%, students with medium self-efficacy are 63.44%, and students with low selfefficacy are at 20%.

The paper presents outcomes of an empirical research on general education teachers’ attitudes to students with different status in school class. The issue of teachers’ evaluation of middle status members of student groups was of special interest. The research involved a set of social psychological techniques: parametric sociometry, autosociometry, parametric reference measurement tool, autoreference measurement tool, a tool for measuring informal intragroup power structure in contact community, and G. Kelly’s Repertory Grid Technique (modification). The subjects were 126 teachers of 5—11 grades of Moscow schools, with work experience ranging from 3 to 38 years. As it was revealed, the teachers adequately perceive the status structure of the class; however, they tend to poorly differentiate the category of middle status students. The paper also discusses the features of the teachers’ emotional attitude to the students depending on the latter’s status in the student group.

This study aims to create an interactive learning module that qualifies valid, practical and effective for Computer Assembling subjects in Vocational High School. This research is a Research and Development research conducted in Vocational High School class X West Sumatra. The population of this research is SMK in West Sumatra. Samples are SMKN 6 Padang SMKN 1 Painan, SMKN 2 Pulau Punjung. The results of the assessment of the three validators overall validator test assessment of the Interactive Module of 88.67% so that the level of validity can be interpreted Valid used. Overall assessment of the practicality of the Interactive Module as a learning resource of 86.08%, so the level of practicality can be interpreted Very Practical used. And the effectiveness assessment of Interactive Module as learning resource equal to 85,25%, so the level of effectivity can be interpreted Highly Effective used.

This study builds on a fieldwork in a Danish school class, where pupils were observed while preparing and eating school meals. It shows that the children encounter conflicting approaches to food education depending on the context. While eating, an authoritarian approach to food education dominates and food is ascribed instrumental value. While preparing the school meal, a democratic approach dominates and food is ascribed intrinsic value. The aim is to show how these conflicting approaches reflect not only different social and cultural expectations to eating and preparing meals, respectively, but also a conflict between food educational ideals and actual school meal practices. To illustrate this an analytic model is introduced, the Integrated Food Pedagogy Model, and the ways in which this model could help promote better food education among schoolchildren are discussed.

This article is a study of written blog texts from 12 third grade high school students produced during one academic year, commenting on their photos and artwork as part of their curriculum in the discipline Print and Photo. The article aims to capture a change in how the students position themselves as photographers in their blog texts from the beginning towards the end of the academic year. An initial hypothesis is that the students develop a disciplinary language throughout one year of writing about their photo activities. This hypothesis is the basis for the research question: Throughout one year of blogging, is there a change in the students’ writing with a focus on how they through resources in language construe a perspective on their role as participants in a discipline or profession? Analysis of the texts shows that there is a clear tendency to reduce constructions with forms of to be from the beginning towards the end of the academic year, whereas constructions with forms of to have increase in the same time span. This finding is detailed by analyzing one of the students’ texts, finding a shift from predominantly descriptive accounts of the images to using language to position themselves as active participants focusing on the process of composition. Examining the distribution of abstract versus concrete nouns in the same texts shows that the frequency of abstracts nouns stays the same whereas there is a reduced frequency of concrete nouns. These findings suggest a change in the students’ language from descriptions of elements in their photos into a particular kind of abstraction where the students discuss their photos in terms of how they compose the images. This change in language use suggests a shift in the students’ positions from spectators to creators.

The objective of this study was to determine the relationship between having a special educational needs background (SEN) and the likelihood of having friends in inclusive classes. We assumed that a combination of individual, dyadic and contextual variables can sufficiently explain the relation between a SEN diagnosis and the likelihood of friendship. Data analysis was based on a cross-sectional sample of students (N = 1241) in second and third grade primary-school classes. To address the different levels adequately, the present study improves upon previous research in two ways: First, the sociometric data were analyzed with the p2 model, a specialized multilevel network model. Second, the study focused solely on friendships and emphasized the concept's unique features with respect to inclusive education. Data analysis indicated that students with SEN had a decreased probability of becoming friends with their classmates compared to students without SEN. Even when individual, dyadic, and contextual variables were included into the model, the association between a SEN diagnosis and the likelihood of friendship persisted. The implications of the results are discussed with respect to their implications for inclusive teaching practice. (DIPF/Orig.), Das Ziel der vorliegenden Studie war es, den Zusammenhang zu untersuchen zwischen einem diagnostizierten sonderpädagogischen Förderbedarf (SPF) und der Wahrscheinlichkeit, Freundschaften in einer inklusiven Schulklasse zu schließen. Es wurde angenommen, dass eine Kombination aus individuellen, dyadischen und kontextuellen Variablen einen möglichen Zusammenhang zwischen einer SPF-Diagnose und der Wahrscheinlichkeit einer Freundschaft vorhersagt. Die Querschnittsanalysen basieren auf einer Stichprobe von N=1241 Grundschulkindern der zweiten und dritten Klasse. Die vorliegende Studie hebt sich von bisherigen Forschungsarbeiten in zwei Punkten ab: Erstens wurden soziometrische Daten mit dem p2-Modell analysiert, einem spezialisierten Mehrebenen-Netzwerk-Modell. Zweitens untersuchte die Studie ausschließlich Freundschaften im inklusiven Unterricht und geht dabei insbesondere auf die Besonderheiten des Konzeptes Freundschaft ein. Insgesamt zeigte sich, dass Schulkinder mit einem SPF eine geringere Wahrscheinlichkeit hatten, mit ihren Klassenkameraden befreundet zu sein. Selbst unter Kontrolle individueller, dyadischer und kontextueller Variablen blieb dieser Zusammenhang zwischen der SPF-Diagnose und der Wahrscheinlichkeit einer Freundschaft zu den Klassenkameraden bestehen. Die Ergebnisse werden hinsichtlich ihrer Implikationen für die Theoriebildung und das inklusive Unterrichten diskutiert. (DIPF/Orig.)

The article contributes to the illustration of the importance of outdoor courses for development of social relationships in school classes. Following text is a pilot study for future research. The research sample consisted of 17 pupils of Grade 6 primary school, average age 11.24 years, who participated on a three-day outdoor course. The course focused on the development of team dynamics, cooperation and social relationships. The participants filled in the same questionnaire before and after the course which enabled to compare the changes. The questionnaires were based on rating all classmates according to the preferential relationships. The strength of these relationships was transformed visually in sociomaps showing the structure of social relationships. The sum of ratings given by the whole class increased from 1583 before to 1751 points after the course. The general colour of sociomap changed after the course showing increased sympathies between the classmates after the course. Sociomapping showed to be a useful and lucid method for illustration of positive impact of the outdoor course for the development of social relationships in the school class.

A survey study was carried out on sample of pupils, their families and their teachers about the status of school feeding at Sharkia Governorate. Sample including pupils, their families and their teachers was collected from different schools. The samples included both Rural and Urban schools at Sharkia Governorate. A questionnaire was prepared including demographic information, food pattern and knowledge as well as their remarks about the school diet presented through the school feeding program at Sharkia Governorate .The data was collected using t Questionnaire sheet through personal interviews with pupils, their families and their teachers. The collected data were statistically analyzed. Data indicated that males presented 55% of the sample, while females presented 45%. Concerning age of pupils it could be noticed that 2, 14, 39, 34 and 11% of the pupil’s samples aged nine, ten, eleven, twelve and thirteen years old, respectively. According to school class it could be noticed that 10, 34 and 56% of the samples were in fourth, fifth and sixth class, respectively. Data also indicated that 16% of the studied pupils sample were suffering from obesity. However 22% of the studied pupils sample were suffering from Thinnest. Data also indicated that the pupils sample had lower food awareness because higher per cent age of them did not take their breakfast at home before going to school, higher per cent take foods from school canteen including chips and soft drinks, with out make sure of food validity. About the school meal presented to the pupils higher per cent age did not accept the colour, taste, smell and texture of the biscuit meal. Also they suggested that chocolate taste, vanilla smell, light colour and medium texture must be found in the biscuit meal. Also they suggested that the school meal must include milk and dairy products. Regarding to some remarks about school meal provided to pupils sample from their teachers. Their answers included number of workers in meal distribution is suitable, the workers are not qualified, healthy and trained. Meal transportation is unsuitable, warehouse, unsuitability of school meal warehouse ventilation, unsuitability of school meal warehouse hygiene, adaptation and space. Also, the provided meal is not sufficient to pupils need. On the light of the obtained results the following reconditions must be taken into consideration to improve the Egyptian school feeding programs outcomes for the education programs must include nutritional knowledge to improve the nutritive pattern and appearance of pupils. The media programs must include nutritional knowledge to improve the nutritive pattern and awearance of the families which must be refluxed on their children. The system of school feeding program must be revised to improve the school feeding meal to include different types of foods with particular importance on including the school meal some dairy products. Great attention must be followed by improving the conditions of school meal transportation, suitability of school meal warehouse, suitability of school meal warehouse ventilation and suitability of school meal warehouse hygiene. Also, the provided meal must be sufficient to pupils need. The workers must be qualified, healthy and trained.

Purpose This study aimed to assess the prevalence of anxiety and depression, examine their relationships with sociodemographic factors and Internet addiction, and identify their main predictors among Jordanian school students aged 12-18 years. Design and methods A descriptive correlational study was conducted on a random sample of 800 students from 10 public schools in Amman. Symptom Checklist-anxiety, Center for Epidemiological Studies Depression Scale for Children, and Young's Internet Addiction Tool were used for the purpose. Findings Overall, 42.1 and 73.8% of the students were experiencing anxiety and depression. Risk factors for both problems were school class and Internet addiction, with the latter being the main predictor. Practice implications Increasing students' and stakeholders' awareness of mental illnesses and health programs and developing counseling centers to meet the students' needs are necessary.

In this study, we analyzed data for the Illinois high school class of 2003 to determine the impact of dual credit participation on postsecondary attainment. We matched 8,095 dual credit participants to an equal number of nonparticipants within the same high school at the point of postsecondary enrollment using propensity scores calculated through a two-level hierarchical generalized linear model with college type as a posttreatment adjustment. Results indicate that community college students taking dual credit were significantly more likely to obtain a baccalaureate degree (28% to 19%, respectively) than their matched peers who did not participate in dual credit. We found similar improvements in postsecondary degree attainment for students attending colleges at multiple selectivity levels, although the largest and most robust effects were found for students starting at community colleges and at non/less competitive entry institutions.

In the past, sites and events related to war and atrocities were viewed in the wider context of heritage tourism. The term ‘dark’ was added with the aim of recognising heritage sites closely related to death and suffering. Given that commemorative events as part of dark heritage are not prevalent in heritage and tourism literature, there is a need to understand the behaviour of visitors involved in visiting these sites or attending this type of event, which presents a special challenge. Public commemorations, especially those that mark particularly disturbing occurrences, such as ‘The Great School Hour’ – an event which is presented in the artistic form of a ‘school class’ – are unique form of tourist activity that has not been thoroughly investigated previously. Thus, the aim of the study is to explore the influence of the main motivators on revisit intention and willingness to recommend for those who attended the commemorative event ‘The Great School Hour’ in Kragujevac, Serbia, with a particula...