Periodontal conditions in a 7-19-year-old student population in Araraquara, São Paulo, Brazil, 1995

O objetivo deste estudo foi verificar as condições periodontais e necessidades de tratamento em crianças e adolescentes, com idades entre 7 e 19 anos, matriculados em Escolas Públicas de Araraquara, SP, Brasil, em 1995, com o propósito de se obter um banco de dados-base inicial para o monitoramento das mudanças no estado periodontal. Uma amostra de 1956 crianças e adolescentes foi examinada por duas examinadoras, previamente calibradas, usando o CPITN. Os resultados mostraram que o sangramento gengival foi a condição periodontal mais frequentemente observada em todas as idades, com média de 3,0 sextantes afetados na idade de 15 anos. A presença de cálculo dental aumentou com a idade. No grupo etário de 15-19 anos, o cálculo dental e as bolsas periodontais rasas (3,5-5,5 mm) foram observados em 39,8% e 1,6% dos adolescentes, respectivamente. Com o propósito de alcançar a meta da OMS de não mais do que um sextante com escores 1 (sangramento) ou 2 (presença de cálculo dental) do CPITN na idade de 15 anos, prioridade deve ser dada aos programas de prevenção primária para que a saúde periodontal da maioria seja beneficiada.

Ametropia and ocular biometry in a UK university student population

Purpose. The prevalence of myopia is known to vary with age, ethnicity, level of education, and socioeconomic status, with a high prevalence reported in university students and in people from East Asian countries. This study determines the prevalence of ametropia in a mixed ethnicity U.K. university student population and compares associated ocular biometric measures. Methods. Refractive error and related ocular component data were collected on 373 first-year U.K. undergraduate students (mean age = 19.55 years ± 2.99, range = 17-30 years) at the start of the academic year at Aston University, Birmingham, and the University of Bradford, West Yorkshire. The ethnic variation of the students was as follows: white 38.9%, British Asian 58.2%, Chinese 2.1%, and black 0.8%. Noncycloplegic refractive error was measured with an infrared open-field autorefractor, the Shin-Nippon NVision-K 5001 (Shin Nippon, Ryusyo Industrial Co. Ltd, Osaka, Japan). Myopia was defined as a mean spherical equivalent (MSE) less than or equal to -0.50 D. Hyperopia was defined as an MSE greater than or equal to +0.50 D. Axial length, corneal curvature, and anterior chamber depth were measured using the Zeiss IOLMaster (Carl Zeiss, Jena, GmBH). Results. The analysis was carried out only for white and British Asian groups. The overall distribution of refractive error exhibited leptokurtosis, and prevalence levels were similar for white and British Asian (the predominant ethnic group) students across each ametropic group: myopia (50% vs. 53.4%), hyperopia (18.8% vs. 17.3%), and emmetropia (31.2% vs. 29.3%). There were no significant differences in the distribution of ametropia and biometric components between white and British Asian samples. Conclusion. The absence of a significant difference in refractive error and ocular components between white and British Asian students exposed to the same educational system is of interest. However, it is clear that a further study incorporating formal epidemiologic methods of analysis is required to address adequately the recent proposal that juvenile myopia develops principally from myopiagenic environments and is relatively independent of ethnicity.

An Examination of the Validity of English Language Achievement Test Scores in a LEP Student Population

Approximately 1,700 limited English proficient (LEP) and recently exited LEP students in grades 4 and 10 were tested using both an English and a comparable Spanish language achievement test. Many LEP and former LEP students performed better in math taking the test in Spanish compared to taking it in English.

A relationship between the Florida Comprehensive Assessment Test 2.0 mathematics scores and racial and ethnic concentration when considering socio-economic status, ESOL student population, and school climate

From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful. The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school's racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.

Teacher attitudes and the emotionally-behaviourally disordered middle school student

Inclusionary practices prescribe that chl1dren, regardless of exceptional1ty shall benef1t from receiv1ng educational serv1ce 1n the context of the regular class sett1ng. The result1ng el1minat1on of separate spec1al classes could be v1ewed as an econom1c advantage. In point of fact, many school boards and d1str1cts 1n both Canada and the United States are mov1ng towards 1mplementat1on of inclusionary practice, possibly for the above stated reason. Regardless, 1nclusion as 1t relates to the emot1onally/behav1ourally disordered youth in our school systems may not be successful. Regular educat ion teachers may not be prepared profess1onally or personally to deal w1th this very special student population. Th1s study focused on teacher attitude 1n this regard. As well, poss1ble factors that may lead to successful 1nclusion of these students are examined. Of these, teacher exper1ence, educat10n spec1f1c to the d1sab1l1ty of emot1onal/behavioural d1sordered comb1ned w1th teacher self-perception of success appear to hold the greatest promise. In view of these findings, recommendat1ons are made for professional pract1ce and future research d1rect1ons.

Community College Student Participation in Undergraduate Research: An Explanatory Case Study for Faculty and Research Mentors

This study adapted the current model of science undergraduate research experiences (URE's) and applied this novel modification to include community college students. Numerous researchers have examined the efficacy of URE's in improving undergraduate retention and graduation rates, as well as matriculation rates for graduate programs. However, none have detailed the experience for community college students, and few have employed qualitative methodologies to gather relevant descriptive data from URE participants. This study included perspectives elicited from both non-traditional student participants and the established laboratory community. The purpose of this study was to determine the effectiveness of the traditional model for a non-traditional student population. The research effort described here utilized a qualitative design and an explanatory case study methodology. Six non-traditional students from the Maine Community College System participated in this study. Student participants were placed in six academic research laboratories located throughout the state. Student participants were interviewed three times during their ten-week internship and asked to record their personal reflections in electronic format. Participants from the established research community were also interviewed. These included both faculty mentors and other student laboratory personnel. Ongoing comparative analysis of the textual data revealed that laboratory organizational structure and social climate significantly influence acculturation outcomes for non-traditional URE participants. Student participants experienced a range of acculturation outcomes from full integration to marginalization. URE acculturation outcomes influenced development of non-traditional students? professional and academic self-concepts. Positive changes in students? self-concepts resulted in greater commitment to individual professional goals and academic aspirations. The findings from this study suggest that traditional science URE models can be successfully adapted to meet the unique needs of a non-traditional student population – community college students. These interpretations may encourage post-secondary educators, administrators, and policy makers to consider expanded access and support for non-traditional students seeking science URE opportunities.

The response to an ESL population boom in the Beaufort County, South Carolina school system: A case study

The purpose of this case study was to examine the why the English language learners (ELLs) in the Beaufort County, South Carolina school system have been so successful. This school system has recently experienced a boom in its ESL student population, and this population has performed very well on standardized tests. This study used critical theory as its theoretical framework and examined why the students have been successful rather than marginalized in Beaufort County schools. This phenomenon was investigated using semi-structured interviews with the ESOL Coordinator for Beaufort County, 4 ESL-lead teachers, and 6 mainstream teachers.^ Data were collected using semi-structured interviews with Sarah Owen, the Beaufort County ESOL, Gifted and Talented, and World Languages coordinator. Based on the results of her interview, 4 themes emerged that were used for the semi-structured interviews with ESOL and mainstream teachers. The interviews centered on the themes of ESL policy, ESL leadership, and teacher training. The ESL and mainstream teacher interviews also revealed several subthemes that included teacher attitude, why Beaufort County has been successful with the ELLs, and the teachers' recommendations for other schools systems trying to successfully accommodate a large ESL student population in mainstream classrooms. ^ The findings from the teachers' interviews revealed that additional training for the teachers without ESL experience helped them become comfortable instructing ELLs. This training should be conducted by the ESOL teachers for those without ESOL certification or endorsement. As the teachers had more training, they had better attitudes about teaching ESOL students in their classes. Finally, those who utilized the additional ESOL training and ESOL accommodations saw better student achievement in their classes.^ Based on the finding of this study, the researcher proposed a model for other school systems to follow in order to replicate the success of Beaufort County's ELLs. The implications of this study focus on other schools systems and why ELLs are not obtaining the same level of success as those in Beaufort County's schools. Finally, recommendations for further research are provided.^

A study to identify the nutritional problems in the elementary school population in the Republic of Venezuela

The purpose of this research is to identify and evaluate the nutritional problems that exist in the student population at the elementary school level in the Republic of Venezuela and to develop a system that will make it possible to deliver a more adequate diet to this population, with a greater fulfillment of their nutritional needs.

The Response to an ESL Population Boom in the Beaufort County, South Carolina School System: A Case Study

The purpose of this case study was to examine the why the English language learners (ELLs) in the Beaufort County, South Carolina school system have been so successful. This school system has recently experienced a boom in its ESL student population, and this population has performed very well on standardized tests. This study used critical theory as its theoretical framework and examined why the students have been successful rather than marginalized in Beaufort County schools. This phenomenon was investigated using semi-structured interviews with the ESOL Coordinator for Beaufort County, 4 ESL-lead teachers, and 6 mainstream teachers. Data were collected using semi-structured interviews with Sarah Owen, the Beaufort County ESOL, Gifted and Talented, and World Languages coordinator. Based on the results of her interview, 4 themes emerged that were used for the semi-structured interviews with ESOL and mainstream teachers. The interviews centered on the themes of ESL policy, ESL leadership, and teacher training. The ESL and mainstream teacher interviews also revealed several subthemes that included teacher attitude, why Beaufort County has been successful with the ELLs, and the teachers’ recommendations for other schools systems trying to successfully accommodate a large ESL student population in mainstream classrooms. The findings from the teachers’ interviews revealed that additional training for the teachers without ESL experience helped them become comfortable instructing ELLs. This training should be conducted by the ESOL teachers for those without ESOL certification or endorsement. As the teachers had more training, they had better attitudes about teaching ESOL students in their classes. Finally, those who utilized the additional ESOL training and ESOL accommodations saw better student achievement in their classes. Based on the finding of this study, the researcher proposed a model for other school systems to follow in order to replicate the success of Beaufort County’s ELLs. The implications of this study focus on other schools systems and why ELLs are not obtaining the same level of success as those in Beaufort County’s schools. Finally, recommendations for further research are provided.

Jisc CAN case study: Student Digital Ambassadors for Digital Literacy at London School of Economics

Student Digital Ambassadors for Digital Literacy at London School of Economics case study. Student Ambassadors for Digital Literacy (SADL) is a programme coordinated by Learning Technology and Innovation and LSE Library and open to LSE undergraduate students. It has been running since 2013, when it started as a pilot in two academic departments. LSE is a specialist social science institution, research led with a relatively small undergraduate population (approximately 4500 students). Students study across the social sciences in quantitative subjects such as economics, maths and statistics, and qualitative subjects such as social policy, international history and anthropology. The student population is highly international and LSE has an excellent rating for graduate employment. LSE Students Union offer support and promote SADL which aims to develop students digital literacies, but provides an opportunity to understand more about what their needs might be.

Assessing student perceptions and comprehension of climate change in portuguese higher education institutions

The higher education system has a critical role to play in educating environmentally aware and participant citizens about global climate change. Yet, few studies have focused on higher education students’ knowledge and attitudes about this issue. This study aims to contribute to a comprehensive understanding of views and attitudes about climate change issues, across the postgraduate student population in three universities—the on Campus University of Porto and University of Coimbra, and the distance learning Universidade Aberta, Portugal. We surveyed university students and graduates from three master programs in environmental sciences targeting their knowledge, attitudes and behaviour on climate change issues, and their views of the role that their master degree had on it. A majority of the respondents believed that climate change is factual, and is largely human-induced; and a majority expressed concerns about climate change. Still, the surveyed students hold some misconceptions about basic causes and consequences of climate change. Further research is necessary to comprehend the university postgraduate students’ population, so that curricula programs can be adapted to grant consensus on scientific knowledge about climate change, and an active engagement of the graduate citizens, as part of the solution for climate change problems.

Caracterização e distribuição de cronotipos no sul do Brasil: diferenças de gênero e estação de nascimento

OBJETIVO: Investigar a tipologia circadiana e as diferenças de gênero em universitários do sul do Brasil. MÉTODOS: Voluntários (736) de 17 a 49 anos preencheram a versão brasileira do Questionário de Cronotipo (QC), tradução do Morningness-eveningness Questionnaire (MEQ) de Horne e Östberg. Medidas de tendência central e dispersão e curva de distribuição dos escores do QC (Kolmogorov-Smirnov) foram calculadas de acordo com gênero (teste t de Student), idade, estação de nascimento e desconforto com o horário de verão (qui-quadrado). RESULTADOS: Foram incluídos 648 indivíduos (36% homens, 64% mulheres), com perdas de 12% por questionários incorretos. A distribuição dos escores do QC evidenciou uma curva normal (amplitude = 18-77; média = 46,6; desvio-padrão = 10,8). Nesta amostra, 32% foram vespertinos, 54% intermediários e 14% matutinos. As médias do QC foram significativamente diferentes (p = 0,003): homens (44,9 ± 10,8) comparados com mulheres (47,5 ± 10,7) e 70% dos que nasceram na primavera e no verão foram vespertinos (p = 0,015), sem associação gênero-estação do ano. CONCLUSÃO: Homens e nascidos na primavera-verão evidenciaram preferência pela vespertinidade, não havendo diferença de gênero com relação à estação de nascimento. Nossos resultados estão de acordo com estudos realizados no hemisfério norte que mostraram, também, uma associação entre a estação de nascimento e o cronotipo.

A tradição oral nas práticas do ensino Pré-Escolar e 1.º ciclo do Ensino Básico

Mestrado (PES II), Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 21 de Janeiro de 2015, Universidade dos Açores.

Domínio lexical e compreensão da leitura na criança surda

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em ciências da educação - especialização em educação especial