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The overall aim of the present study was to examine whether moral disengagement and perceptions of antibullying class norms at individual level and at class level were associated with defending and passive bystanding in school bullying among school-age children. More specifically, we investigated the extent to which moral disengagement would contribute to explain defending and passive bystanding, after controlling for sex and perceptions of antibullying class norms at individual level and at class level. A total of 789 Swedish students (aged 10-14) from 40 middle school classes filled out a self-report survey. The findings revealed that girls and students who were less prone to morally disengage, and who perceived that their classmates endorsed more antibullying norms, were more likely to defend victimized peers. Students who were more inclined to morally disengage and perceive that classmates do not condemn bullying were more likely to act as passive bystanders. In addition, classes with higher levels of antibullying class norms were more likely to show higher rates of defending and lower rates of passive bystanding compared to the other classes. The findings suggest that schools and teachers need to develop educational strategies, methods, and efforts designed to make students aware of moral disengagement and to reduce their likelihood of morally disengaging in bullying situations. The present findings also point to the importance of teachers establishing class rules against bullying together with the students. Funding Agencies|Swedish Research CouncilSwedish Research CouncilEuropean Commission [D0775301]

The purpose of this article is to determining whether the letter size, number of words, and length of text correspond to the level of primary school students. The criteria used to collect data in this study: The font size of text criterion, text-title harmony criterion, finding the main idea criterion, the number of word criterion, sentence length criterion, the number of words in sentences criterions. Research work is a descriptive work based on the document analysis method. Primary school textbooks were used as the data collection tool. The study established that the literal settings of texts in textbooks, the number of words in the sentences given in the textbooks of the 2nd and 3rd graders, the average of words per sentence longer than average words per sentence given in the textbook of the 4th class. Text length in 2, 3, 4 classes was determined that the text length does not correspond to the class level.

The education concept in Islamic perspective does not stop at the task of transforming knowledge, but is involved in the process of guidance and character building. The purpose of this study is to analyze teacher participation in the implementation of Guidance and Counseling in Islamic Education Institutions. This research is a case study with a single case model, namely the case at MA Ronggowarsito Tegalsari Jetis Ponorogo. Through observation, in-depth semi-structured interviews and data documentation were collected, then analyzed using the interactive model of Miles and Huberman. The results showed, first, the teachers at MA Ronggowarsito have a commitment to help children's difficulties, especially in the academic field. The form of the teacher's willingness includes, willingness to provide guidance and enrichment. Personal consultation, even changes in learning models according to the conditions and characteristics of students. In the non-academic field, the teacher's readiness takes the form of a willingness to guide extra and co-curricular activities. Second, related to the main tasks and functions of guidance and counseling teachers, teacher participation in the implementation of the BK program is supportive and preventive at the class level. The coordination that is carried out also tends to be unstructured and incidental

This study aims to determine the effect of physics teaching materials on student learning outcomes. The type of research used is a meta-analysis that analyzes 25 pre-existing national articles starting from 2013-2019. The data analysis technique used is to calculate the effect size for each article. Based on the results of the study, it was found that physics teaching materials had an effect on student learning outcomes. So that it is known that first, the influence of physics teaching materials on student learning outcomes from 25 articles obtained an average effect size of 1.1308 with a very high category. The effect of the two teaching materials based on education level with the highest effect size is at the junior high school level, namely 1,395 with a very high category. The third is based on the highest effect size class level in class VIII, namely 1,395 with a very high category. Fourth, based on the type of teaching materials with the highest effect size, namely 1,418 with a very high category on teaching materials. The fifth effect magnitude based on the highest learning material is found in the material for parabolic motion, circular motion and Newton's law, which is 3.29 with a high effect category. Sixth, based on the unit method, strategy, and model, the highest effect size is 2.19 with the category having a high impact on the student recap strategy.

General Studies (Sachunterricht) lesson, which includes social and science themes because of its interdisciplinary form, takes place in the curriculum of each class level at primary schools in Germ...

Dealing with student errors is a central feature of instructional quality. Teachers’ reactions to a student’s error and classmates’ errors can be crucial to the success of a lesson. A teacher should respond appropriately in terms of motivational and learning-related issues so that the error can become a learning opportunity for students. Currently, error situations have rarely been directly recorded and explored in empirical zstudies. This gap is the central focus of the current study in which we investigated errors in biology instruction within a cross-sectional design where biology lessons in German secondary schools were videotaped, teachers’ dealings with errors analyzed, and student achievement documented with pretests and posttests. The study found that constructively dealing with student errors had a significant positive effect on student achievement at the class level. Results confirmed the relevance of teachers’ appropriate dealing with student errors on learning in biology instruction.

This study was carried out to examine the relationship between secondary school students' problem-solving skills and scientific attitudes in terms of gender, class level and education level of the parents. In the study, correlational research model, which is among the general survey models, was employed. The sample of the study consisted of 560 students selected from the secondary schools in Afyonkarahisar Province, Turkey by using convenience sampling method. In the study, Problem Solving Inventory for Children (PSIC) and Scientific Attitude Scale (SAC) were applied to collect the data. In the analysis of the data, Pearson correlation analysis, one-way variance analysis and two-way variance analysis were performed. As a result of the analyses, a negative and low-level relationship was found between secondary school students’ problem-solving skills and scientific attitudes. While there was a negative and low-level relationship in terms of female students, it was found that this relationship was not significant for male students. When analyzed in terms of class level and maternal education level, it was concluded that this relationship was not significant. It was concluded that problem solving skills and gender did not have a significant and common effect on students' scientific attitudes. Similarly, it was concluded that problem solving skills and class level did not have a significant and common effect on students' scientific attitudes. There was no significant difference between middle school students' scientific attitudes in terms of problem-solving skill levels. In addition, it was determined that students' problem-solving skills were not a significant predictor of their scientific attitude.

تم إجراء هذه الدراسة خلال الفترة الفترة (2018-2015)، بمحلية شرق الجزيرة - السودان، هدفت إلى تقييم اضطراب نقص الانتباه المصحوب بفرط الحرکة لدى التلاميذ ذوي صعوبات التعلم الخاصة في الحلقة الأولى بمرحلة الأساس في ضوء مدخل التدريس العلاجي. استخدم الباحثان المنهج الوصفي المسحي، تکون مجتمع الدراسة من (1393) تلميذا وتلميذة، من تلاميذ الحلقة الأولى بمرحلة الأساس في محلية شرق الجزيرة، کما بلغ حجم عينة الدراسة (213)، فردا، منهم (90) تلميذا، و(90) تلميذة، و(33) معلما ومعلمة، تم اختيارهم بالطريقة القصدية العمدية، قام الباحثان بإعداد وتطوير مقياس تقييم المعلمين لاضطراب نقص الانتباه المصحوب بفرط الحرکة، تمت معالجة البيانات إحصائيا باستخدام برنامج الحزم الإحصائية للعلوم الاجتماعية (SPSS)، بواسطة اختبار (ت) للعينة الواحدة، اختبار (ت) للعينتين المستقلتين، اختبار (ف)، التباين الأحادي، ارتباط بيرسون، معادلة ألفا کرنباخ. توصلت الدراسة إلى النتائج الآتية: يتسم تقييم اضطراب الانتباه بدرجة مرتفعة، يتسم اضطراب نقص الانتباه المصحوب بفرط الحرکة لدى تلاميذ الحلقة الأولى بدرجة منخفضة، توجد فروق دالة إحصائيا في اضطراب نقص الانتباه المصحوب بفرط الحرکة تبعا لمتغير النوع لصالح الذکور، توجد فروق دالة إحصائيا في اضطراب نقص الانتباه المصحوب بفرط الحرکة تبعا لمتغير المستوى الصفي لصالح الصف الثالث، لا توجد فروق دالة إحصائيا في اضطراب نقص الانتباه المصحوب الحرکة تبعا لمتغير السکن. توصلت الدراسة للعديد من التوصيات والمقترحات The study was conducted during the period (2015-2018) in east Al-Jazeera locality, the study aims at exploring the assessment of attention-deficit/hyperactivity disorder (ADHD) among student with specific learning disabilities in the first ring of the basic stage in light of the remedial teaching approach. Researchers using the descriptive survey method, the researchers developed a tool to measure the teacher's assessment of Attention-deficit/hyperactivity disorder (ADHD). The study community consists of (1393) male and female students. The sample consisted of (213) individuals, involve (90) males, (90) females and (33) teachers, were chosen by the intentional method. For analysis of the data, the researchers used the statistical packages of social sciences program (SPSS), based on the test T-test for one sample, T- test for two independent sample, one-way analysis of variance (ANOVA), the alpha-cornebach equation, Pearson correlation coefficient. The results of the study are as follows: The characteristic of teachers assessment on attention disorder is high, The attention-deficit/hyperactivity disorder (ADHD) among student with specific learning disabilities is low, There are statistically significant differences in (ADHD) according to the gender variable in favor of males, There are statistically significant differences in (ADHD) according to the class level variable in favor of the third level, there are no statistically significant differences in ADHD according to the housing variable. The study reached many recommendations and suggestions.

Traditional teaching methodologies cover only 4 Graduate Attributes (GAs). These are GA1, GA2, GA3 and GA4. Remaining 8 Graduate Attributes will be accomplished with the new methods. In this work, activities based on active, cooperative, inductive, project, and emotional based learning methodologies are proposed. Proposed activities are designed by considering cognitive, psychomotor and affective domains of the blooms taxonomy. These activities are implemented at class level. In detail procedure to implement these methodologies in each course is presented. Hence, each course is mapped with more number Graduate Attributes. These methodologies include activities like the interactive sessions, group based assignments, case based assignments, and mini project in every course. Graduate Attributes like modern tool usage, individual/team work, communication, ethics, project management, and lifelong learning are better mapped with these new methodologies. Further, evaluation methods also proposed in this work. Experiments are performed on two classes of 60 students each. One class is taught by traditional teaching methods. Second class is taught by the proposed methodologies at course level. Performance of students in higher order thinking and lower order thinking is also assessed. Experimental results indicate that higher order thinking among students is improved. Hence, critical thinking is improved. Further, each course is mapped to 12 Graduate Attributes. Hence, possibility of attaining more Graduate Attributes is improved. Practice of proposed methodologies at class level improves the student�s attendance.

Research on lipid peroxidation in food degradation, oil and fat nutrition, and age-related diseases has gained significant international attention for the view of improvement of societal health and longevity. In order to promote basic studies on these topics, a chemiluminescence detection-high performance liquid chromatography instrument using a high-sensitivity single photon counter as a detector was developed. This instrument enabled us to selectively detect and quantify lipid hydroperoxides, a primary product of lipid peroxidation reactions, as hydroperoxide groups at the lipid class level. Furthermore, an analytical method using liquid chromatography-tandem mass spectrometry has been established to discriminate the position and stereoisomerization of hydroperoxide groups in lipid hydroperoxides. Using these two methods, the reaction mechanisms of lipid peroxidation in food and in the body have been confirmed.

Weakly supervised semantic segmentation uses image-level labels to extract object regions. The existing methods focus on efficiently training CNN-based segmentation networks using the image-level labels. In contrast to the existing methods, this paper proposes a new fusion-based method, which first segments the foregrounds of each image by multiple group cosegmentation and then generates the semantic segmentation by combining the foregrounds. Specifically, a new CNN-based multiple group cosegmentation network is first proposed to segment foregrounds employing two cues, the discriminative cue and the local-to-global cue. Then, the fusion method is proposed to simply perform semantic segmentation based on the multiple group cosegmentation results. Experiments on the PASCAL VOC 2012 and MS COCO 2017 datasets demonstrate the effectiveness of the proposed method with mIoU values that are obviously larger than those of the existing methods.

Aim of this study is to examine the role of individual, class-level composition and school-level contextual features on school-aged children´s life satisfaction. Methods: Data from students in ninth grade (n = 10,715), in 745 classes within 406 secondary schools of the German National Educational Panel Study (NEPS) were used. Bivariate and three-level logistic multilevel analyses were conducted including individual-level, class-level composition (school performance, school disengagement, ambition and academic effort, level of helplessness in major subjects), teacher assessments of class composition, and school-level features (funding, socio-economic status, school infrastructure). At Results show, that at class-level, level of ambitious classmates was associated with higher life satisfaction. Students placed in classrooms with higher shares of classmates expecting academic effort revealed lower life satisfaction. Class- and school-level features were not significantly related to students’ life satisfaction. Conclusions: ApartIt can be concluded, that apart from contextual features, the composition of the overall learning environment in class is partially related to young people´s life satisfaction.

This study was planned to highlight the magnitude of prevalence of head louse infestation in school children in Karachi region of Pakistan. Comparative prevalence in Primary and Secondary, Government and Private, Girls and Boys Schools, were investigated. Prevalence at different age groups and in different class levels was also studied for determining the effect of different factors contributing to head lice transmission and their prevalence. From five districts of Karachi, a total of 4025 students were examined, from each district 4 Primary (2 boys + 2 girls) and 4 Secondary (2 boys + 2 girls) Govt. schools and 4 Primary (2 boys + 2 girls) and 4 Secondary (2 boys + 2 girls) Private schools were selected randomly. Head combing was carried out with a frequency of 10 combs through the head of a student, data were recorded along with information on student’s gender, age, class. Arithmetic average, the Standard Error of the Mean (SEM) was calculated. Correlation between age and infestation was calculated by Pearson’s R and Spearman correlation. Analysis of variance (ANOVA) was used to determine whether a significant difference in infestation existed due to gender, class level, and school type. The prevalence of head louse infestation in Karachi was 25.3%. A higher rate of infestation was found in Primary (28.72%) and Government school (32.90%) than in Secondary (21.90%). and Private (17.60%) school children. No significant difference of infestation was found between both sexes (P>0.05). Prevalence was found inversely related to age and academic class standards of students. It was revealed from the present study that head louse infestation is common in Karachi and is found almost in all school children without any respect of Gender. Infestation is not noticeably different in Boys and Girls, but Primary and Government school children were more susceptible to infestation than Secondary and Private school children. It was also encountered that prevalence of infestation decreases in higher class students and age groups.

The aim of this research is to determine the middle school students' interest in STEM (Science, Technology, Engineering and Mathematics) field. Descriptive survey model, which is one of the quantitative researches, was used. A scale named ‘’The Development of the STEM Career Interest Survey (STEM-CIS)’’ was applied to the middle school students who were studying in public schools in two different central districts of Ankara. 271 (51.7%) female and 253 (48.3%) male student attended to the research. The reliability coefficient of this questionnaire was calculated as 0.902. The findings show that self-efficacy, personal goals, expectation of results, interest in science, contextual support and individual inputs are effective in STEM career interests of middle school students. STEM career interest has been found to be disproportionate to gender, but it is proportional to class level. In order for students to develop their career plans, the content which is specific to the STEM fields can be combined with the course content itself.

Higher education in the United States, and sport management in particular, has faced contemporary attacks for its perceived lack of academic rigor. To investigate these criticisms, this study examined 830 students enrolled in 69 semester-long courses across four consecutive years in a single sport management program to measure perceived course rigor and its relationship to overall course ratings, course grades, and course level. Seven rigor questions were added to existing student ratings and distributed at the end of each semester. A factor analysis strongly supported the conceptualization of rigor utilized in the study. Pearson correlations indicated that student ratings and rigor were positively related. An ordinary least squares multiple regression also revealed that overall student ratings and course grades significantly aid in predicting course rigor. Pragmatically, the results suggest that sport management students appreciate rigorous courses and that faculty should strive to include elements of rigor into their courses without fear of retributional bias on student ratings.

Due to the absence of training samples and intraclass variation, the extraction of discriminative facial features and construction of powerful classifiers have bottlenecks in improving the performance of facial recognition (FR) with a single sample per data subject (SSPDS). In this paper, we propose to learn regional adaptive convolution features that are locally and globally discriminative to facial identity and robust to facial variation. Then, a novel class-level joint representation framework is presented to exploit the distinctiveness and class-level commonality of different facial features. In the proposed class-level joint representation with regional adaptive convolution features (CJR-RACF), both discriminative facial features that are robust to facial variations and powerful representations for classification with generic facial variations have been fully exploited. Furthermore, the gallery discrimination is extracted by our proposed weight-embedded supervision in the training phase (denoted by CJR-RACF w ), which is conducive to more specific features for FR with SSPDS. CJR-RACF and CJR-RACF w have been evaluated on several popular databases, including the large-scale CMU Multi-PIE, LFW, Megaface, and VGGFace datasets. Experimental results demonstrate the much higher robustness and effectiveness of the proposed methods compared to the state-of-the-art methods.

We propose a new approach with which to measure school efficiency by including student Non-Cognitive Skills in the analysis. In classical analysis, efficiency is measured separately from effectiveness. In our framework, we jointly consider efficiency and effectiveness, including both Cognitive Skills and Non-Cognitive Skills. We call our approach “Non-Cognitive Skills Efficiency” and we propose two analyses. The first is called “Static Non-Cognitive Skills Efficiency” and measures the efficiency of transforming Non-Cognitive Skills into Cognitive Skills, by means of a Stochastic Frontier Approach. We verify that some Non-Cognitive Skills have effect on Cognitive Skills and contribute to increase school efficiency. The second is defined “Dynamic Non-Cognitive Skills Efficiency” and measures the efficiency of school educational programmes aimed at improving Non-Cognitive Skills. The statistical method is a Difference-in-Differences model based on a Stochastic Frontier Approach. We find that these educational programmes (treatment) have a positive effect on Non-Cognitive Skills. The survey concerns 8th grade students attending 25 schools in the Provincia Autonoma di Trento, in Italy. The dataset comprises both survey data and the administrative data of local authorities, thus providing a complete set of information at student level on CS and NCS skills, social capital variables, in particular the socioeconomic background of families, and teaching parameters. We measure school efficiency at class level, because this level is less affected by unobserved environmental factors. The results provide new perspectives on education in schools.

Social skill interventions are utilised by educational psychologists (EPs) to promote positive social behaviour amongst pupils. These have predominantly occurred for target populations, rather than at the whole-class level. Research into evidence-based, whole-class interventions for social skill development is warranted. The Good Behaviour Game (GBG) is a contingency management intervention for promoting positive behaviour at the whole-class level. The current study evaluates an adaptation of the GBG to target engagement in social skills in a mainstream primary school classroom setting. An ABAB reversal design was used to evaluate teacher implementation of the GBG. The GBG was shown to be effective in promoting engagement in targeted social behaviour of positive social interactions and working as team. No change in behaviour was observed for the targeted social behaviour of supporting peers. The paper discusses the implications of the findings, limitations, relevancy to EP practice and impetus for further research.

In the research, it was aimed to determine the level of anxiety and metacognitive awareness of secondary school students about mathematics lesson, whether these levels change according to gender and class level and examine explaining status of these levels in mathematical achievements. The research, designed on the basis of the cross-sectional screening method, was carried with 1553 secondary school students. Two-step clustering analysis, independent t-test, one-way variance analysis and linear regression analysis were used to analyse the data. The participants were grouped into three according to their mathematics achievement and into two according to their metacognitive awareness and mathematics anxiety. The metacognitive awareness of the students with high achievement was found to be higher and the mathematics anxiety was lower than the students in moderate and low achievement group. It was found that the metacognitive awareness and mathematics anxiety scores explain the mathematics achievement significantly. It was also determined that as the metacognitive awareness scores increased, mathematics achievement increased significantly; on the other hand, as the mathematics anxiety scores increased, the mathematics achievement was meaningfully reduced. In addition, it was found that the metacognitive awareness had less effect on mathematics achievement compared with the mathematics anxiety.

Bu çalışmanın amacı; üniversite öğrencilerinin dijital bağımlılık düzeylerini belirlemek ve farklı değişkenler açısından incelemektir. Araştırmanın örneklemini 2018-2019 akademik yılı bahar döneminde Sivas Cumhuriyet Üniversitesinde sekiz farklı fakültede öğrenim görmekte olan 653 kız 455 erkek olmak üzere 1108 öğrenci oluşturmaktadır. Araştırmada genel tarama modeli seçkisiz örnekleme yöntemi kullanılmıştır. Öğrencilerin dijital bağımlılık düzeylerini belirlemek amacıyla üniversite öğrencilerine yönelik olarak geliştirilen beş faktör ve 19 maddeden oluşan “Dijital Bağımlılık Ölçeği” kullanılmıştır. Ölçeğin toplam güvenirliği .87, bu çalışmada ise .88 olarak belirlenmiştir. Verilerin analizinde Kolmogorov-Smirnov (K-S), aritmetik ortalama, standart sapma, bağımsız gruplar t testi, tek yönlü ANOVA ve TUKEY analiz yöntemleri kullanılmıştır. Araştırma sonucunda üniversite öğrencilerinin dijital bağımlılık düzeylerine ilişkin puan ortalamalarının cinsiyet, sınıf düzeyi, ikamet yeri, mezun oldukları lise türü ve branş değişkenleri açısından anlamlı farklılık gösterdiği, ailenin ekonomik durumu açısından göstermediği belirlenmiştir.

Whilst previous studies are broadly in agreement on the effectiveness of student response systems (hereafter SRSs) in enhancing student engagement, there are gaps in the literature relating to study design and outcomes assessed. This study offers enhancements to study design. First, by collecting baseline data, engagement levels can be conditioned and changes in engagement attributable to the SRS detected. Second, it is one of the few studies that employs a comprehensive measure of student engagement. Third, analysis occurs at student level rather than class level. The study finds increased positive perceptions towards self-evaluation (both self and relative assessment) and ability to express opinion, in addition to strong student positivity towards the SRS.