Annual Report

Mode of access: Internet.

Report

Annual

Principles of secondary education /

Includes bibliographies and index.

Annual Report

Title Varies: 18??, Report of the Board of Education of Prince Edward Island; 1877-? Annual Report for the Province of Prince Edward Island; 18??, Annual Report of the Superintendent of Education on the Primary, Advanced and High Schools of More

Physical activity and young people: Beyond participation

The quantitative literature on physical activity participation patterns leaves many questions about the place and significance of physical activity in the lives of young people unanswered. This paper begins to address this absence by attempting to understand physical activity from the point of view of young people and in relation to other aspects of their lives. It discusses interviews with 28 female and 34 male students from three Australian high schools chosen because they provided the opportunity to include students from different geographical, social and cultural locations. Students were asked to reflect upon their past and current engagement in physical activity, and the impact of factors such as their location, family, and school in their access and interest. Different spaces and places proved important in the nature of the physical activity available, its significance to young people and the kinds of identities which could be constructed.

Training school personnel to implement a universal school-based prevention of depression program under real-world conditions

The present study evaluated the impact of a universal prevention of depression program [the Resourceful Adolescent Program (RAP)] when implemented under real-world conditions in a school setting. Prior research has found the RAP program to be beneficial for high-school students when the program was implemented by university staff selected, trained, and supervised by a research team. The present study evaluated the RAP program when implemented by existing school personnel. Separately, we measured the impact of a training program for facilitators, the quality of subsequent program implementation, and the student's response to the RAP Program. Results showed that, in response to the training program, facilitators believed they had acquired the knowledge and confidence to implement the program and that the quality of program implementation was acceptable. The study did not demonstrate a beneficial impact of the RAP program for the students. The results raise important questions regarding the extent of training and ongoing supervision facilitators require if the beneficial outcomes for students are to be maintained when interventions are implemented under real-world conditions in school settings. (C) 2004 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

How adolescents cope with bullying

Bullying is a stressful event for adolescents at school and was the fourth most common reason for calls to Kids Help Line in 2002. This study sought to examine coping styles used by students affected by bullying in Years 8 and 10 attending three Queensland high schools. Eighty-eight students completed the Bully Survey containing questions about bullying experiences and the way they coped in those situations. No year level differences were found in terms of the type of bullying experienced or the way in which students coped with these experiences. A significant interaction was found between duration of bullying and perceived control for the proportional use of disengagement coping (i.e., denial, avoidance and wishful thinking strategies). A significant simple main effect was found between perceived stressfulness and proportional use of involuntary engagement coping (i.e., rumination, intrusive thoughts, emotional arousal, physiological arousal and impulsive actions). Implications of these findings for schools are discussed.

Thermal biofeedback, locus of control and precompetitive anxiety in young athletes

Small groups of athletes (maximum size 8) were taught to voluntarily control their finger temperature, in a test of the feasibility of thermal biofeedback as a tool for coaches. The objective was to decrease precompetitive anxiety among the 140 young, competitive athletes (track and field, N=61; swimming, N=79), 66 females and 74 males, mean age 14.8 years, age range 8.9-20.5 years, from local high schools and swimming clubs. The biofeedback (visual and auditory) was provided by small, battery-powered devices that were connected to thermistors attached to the middle finger of the dominant hand. An easily readable digital LCD display, in 0.01 degrees C increments, provided visual feedback, while a musical tone, which descended in pitch with increased finger temperature, provided the audio component via small headphones. Eight twenty minute sessions were scheduled, with 48 hours between sessions. The measures employed in this prestest-posttest study were Levenson's locus of control scale (IPC), and the Competitive Sport Anxiety Inventory (CSAI-2). The results indicated that, while significant control of finger temperature was achieved, F(1, 160)=5.30, p

Acculturation and eating disorders in Asian and Caucasian Australian adolescent girls

The present study aimed to compare the attitudes and psychopathology of eating disorders between Asian and Caucasian adolescent girls; and investigate the relationship between acculturation and the attitudes and psychopathology of eating disorders in subgroups of Asian girls. Two groups of non-clinical adolescent girls in Perth, Western Australia, were compared using a survey method. There were 17 Asian and 25 Caucasian adolescent girls, aged 14-17 drawn from private high schools in Perth who were screened using the Eating Attitudes Test (EAT-26), the Eating Disorders Inventory (EDI-2), and an acculturation index. The psychopathology scores for eating disorders of the Asian group were significantly higher than that of the Caucasian group in terms of total EDI-2 score, Interpersonal Distrust, Maturity Fears, Impulse Regulation and Social Insecurity subscales. Eating attitudes measured by Dieting subscale of the EAT-26 was significantly different. Within the Asian group, the less acculturated girls had higher scores on the EAT-26 and the EDI-2 than the more acculturated. Less acculturated Asian girls appeared to have unhealthier attitudes and psychopathology toward eating.

Anaemia and vitamin A status among adolescent schoolboys in Dhaka City, Bangladesh

Objectives To investigate the prevalence of anaemia and subclinical vitamin A deficiency among adolescent schoolboys in Dhaka City, Bangladesh, and to identify factors related to anaemia and vitamin A status. Design A cross-sectional study. Setting Government high schools in Dhaka City, Bangladesh. Subjects and methods A total of 381 boys, aged 11–16 years, from 10 schools in Dhaka City participated in the study. Socio-economic, anthropometric and dietary data were collected. Haemoglobin and serum retinol (vitamin A) concentrations were determined. Results Seven per cent of the boys were anaemic and 22% had serum vitamin A levels below the adequate level of 1.05 μmol l−1, with only 1.5% having subclinical vitamin A deficiency (

The HYP program - Targeted motivational interviewing for adolescent violations of school tobacco policy

Objective. To evaluate the efficacy of a short-term tobacco-focused intervention for high school students referred by school administrators because of tobacco use. Method. A sample of 56 adolescents (66% male, mean age 15 years) was recruited through referrals from three state high schools. Participants were randomly assigned to a one-hour motivational interview (MI) session or to standard care (advice/education). The two groups were followed up at one, three, and six-month intervals. Results. The MI intervention resulted in significant short-term reductions in quantity and frequency of smoking relative to standard care, however, effects were not maintained at 3- and 6-month follow-up. Improvements in refusal self-efficacy were significant relative to standard care. Conclusion. For adolescents who are established smokers and at high risk of other problems, motivational interviewing was associated with modest short-term gains relative to standard care. (c) 2006 Elsevier Inc. All rights reserved.

PROFESSOR ENSINA! MAS, QUEM ENSINA O PROFESSOR? Relações de Aprendizagem Mediadas pelas Tecnologias

A discussão sobre a formação de Professores sempre foi um desafio, especialmente em se tratando dos caminhos e descaminhos acerca das práticas cotidianas e, muito mais, ainda hoje, com a inserção da tecnologia dentro das salas de aula. A pesquisa investigou se o uso da tecnologia favorece a interação professor-aluno e se isso se torna um facilitador na busca de novos conhecimentos, colaborando para a alteração da prática cotidiana. Para desenvolver tais discussões realizamos uma revisão da literatura e da legislação sobre a formação de professores no contexto brasileiro e sobre a formação de professores e as tecnologias. Elaboramos análises das ações do Governo Federal, privilegiando o contexto do Estado de São Paulo por ser o foco da nossa investigação. Para a realização da pesquisa de campo contamos com a colaboração de professores do Ensino Fundamental II e do Ensino Médio de Escolas Estaduais e os responsáveis das Oficinas Pedagógicas das Diretorias de Ensino dos Municípios de Santo André e Mauá para a aplicação de um questionário e realização de entrevistas de aprofundamento. Verificamos que os esforços de implantação de projetos desenvolvidos pela rede estadual esbarram na burocracia e na descontinuidade, provocadas pela mudança de administração, onde se priorizam os interesses pessoais em detrimento dos interesses coletivos. Em contrapartida, encontramos os formadores nas Diretorias de Ensino, que precisam atender todas as questões administrativas e políticas, e, ao mesmo tempo, darem conta da formação continuada dos professores, resolvendo problemas que, muitas vezes, estão longe de suas possibilidades e verificamos também que o uso da tecnologia na atividade docente ainda não é o esperado, ou seja, estes professores não fazem uso pedagógico do computador, porém, o uso aumentou sistematicamente, mas trazê-lo para a sala de aula ainda é um desafio e reflete a forma de agir e de pensar dos professores envolvidos no processo desta pesquisa.

A UTILIZAÇÃO DOS QUADRINHOS NO ENSINO DE HISTÓRIA: AVANÇOS, DESAFIOS E LIMITES

O projeto propõe estabelecer um suporte teórico e metodológico para a utilização das HQs no ensino da História pelos professores de História que trabalham no ciclo 2 do ensino fundamental e no ensino médio. Através da análise do conteúdo das HQs, esta pesquisa fornecerá sugestões práticas de como as HQs tanto podem ser usadas como fonte documental para o estudo de determinada época quanto podem ser material de apoio para promover em sala de aula reflexões sobre a gênese dos anacronismos encontrados nas representações de culturas do passado. Pretende identificar avanços e também as principais dificuldades, obstáculos ou mesmo limites que ainda impedem um uso mais freqüente ou proveitoso desse recurso no ensino de História.

O PROFESSOR DO ENSINO MÉDIO: SUA FORMAÇÃO PARA ATUAR E ENFRENTAR OS DESAFIOS DO SÉCULO XXI

Esta investigação empírica discute e analisa o trabalho docente do profissional do Ensino Médio, sua formação e desestruturação na sociedade contemporânea, procurando relacioná-la à própria crise da formação cultural em vigor. O objetivo principal é analisar as formas de adaptação e de resistência do professor perante as grandes mudanças e novas exigências para o educador do novo século iniciado no ano de 2000, com a chegada do novo milênio. A partir desse objetivo analisado, foi estudado como o professor compreende sua formação e carreira, focalizando as ações instauradas atualmente pela Secretaria do Estado da Educação de São Paulo, no período de 2000 a 2014, nas escolas de Ensino Médio do município de Barueri, confrontando com as regras propostas pela última LDB (Lei de Diretrizes e Bases) e legislação correlata também em âmbito estadual. A hipótese que rege esta investigação é a de que há inconsistências e incoerências na normatização na esfera executiva do sistema estadual de ensino. As Escolas Estaduais de Ensino Médio do município de Barueri (SP) serão o campo empírico desta pesquisa que se realizará em 2013 e 2014. A partir de informações obtidas por meio de análise documental e de respostas fornecidas por professores com questionários padronizados, objetivando caracterizar o perfil profissional do professor, confronta-lo com as exigências do sistema, identificar ações que regulam a sua seleção e explicitar sua manifestação sobre o impacto da má qualidade de sua formação no exercício da docência, fator que favorece o agravamento de forças conservadoras, cristalizadas em forma de práticas voltadas para a resolução de problemas do cotidiano escolar do Ensino Médio. Os estudos sobre cultura escolar, história da educação será apoiado Florestan Fernandes (1966), Otaíza de Oliveira Romanelli (1990), Helena Souza Patto (1999), Raquel Volpato Serbino (1998), Edgar Morin (2006), Guiomar Namo de Mello (2004), Dermeval Saviani (2003), Antônio Nóvoa (1995), José Mário P. Azanha (1968), Selma Pimenta Garrido (1992), Bernadete Gatti (1996), Francisco Imbernón (2002), Martha Abrahão Saad Lucchesi (2002), Lizete Shizue Bomura Maciel (2004), entre outros autores que estaremos pesquisando ao longo do nosso trabalho.

Using Problems to Introduce some Tools and Technologies for Implementation of Graphics and Animation in C#

This paper is devoted to the learning of event programming by using Visual C# in specialized training in Informatics in high schools. Some basic tools and technologies for the implementation of graphics and animation in C# are discussed. Two example problems are proposed.