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The authors address the complex issue of how to improve urban schools. Policy makers have endeavored to use a variety of solutions to help address the problems confronting America's urban schools. The authors outline some of the panaceas and then proffer 14 strategies that urban educators can consider as they seek to deal with the unique problems confronting the young people they educate. Some of the authors' recommendations require little or no cost, whereas others would entail funding obligations. All of the solutions are ones that have considerable research support and offer significant opportunity for success.

Sixth form retention rates were calculated for each State high school in the Wollongong urban area and correlated with two measures of social class (education and occupation) in each high school feeder area. The study found that retention rates in the Wollongong Urban Area ranged from 12.94% to 31.04%. The rates vary directly with the proportions of the feeder area populations in professional and managerial occupations (r = 0.94, p < 0.01) and with Leaving Certificate or higher education (r = 0.93, p < 0.01). The rates varied inversely with the proportions of feeder area populations employed in trade, unskilled and production process occupations (r = −0.70, p < 0.05).

This study examined the associations of substance use, psychological distress, and mental health services receipt with the structure and content of adolescent school‐based networks. Using data from the National Longitudinal Study of Adolescent Health, we found that substance use was associated with receiving more, but making fewer, peer nominations. It also was associated with less favorable network characteristics, such as low GPA. Services receipt was associated with receiving and making fewer nominations, less favorable network characteristics, and a lower likelihood of reciprocated best friendships. Psychological distress had fewer significant associations. All associations were modest in magnitude. Our results suggest the importance of considering multiple indicators of socioemotional problems and multiple dimensions of social networks in research on adolescent peer relations.

Geography is one of the subjects offered in all high schools in Zambia. At the time this
study was conducted in the year 2010, five years after the declaration of the Decade
of Education for Sustainable Development (ESD) (2005-2014), ESD had not yet been
incorporated at high school level. The study hence sought to determine the aspects
of Geography that were compatible with ESD to ascertain the attitude of high school
pupils towards Geography and determine ways in which the Geography syllabus
could be improved vis-à-vis the need for pupils to be empowered to thrive in their
local environments. A descriptive survey research design was used and information
was gathered through group discussions (for the pupils) and questionnaires (for the
pupils and Geography Heads of Section). The study found that ESD could make a
contribution to Geography in the areas of field projects, personal hygiene and health,
sexual education, intergenerational transmission of knowledge, use of indigenous
knowledge and localisation of the Geography syllabus. The study found that though
pupils were interested in Geography as reflected by their general good performance in
examinations, nonetheless negative attitudes existed towards Geography because of
its detachment from pupils' personal environments, excessive use of teacher-centred
methods and the bulky nature of the Geography syllabus.

Following sustained discussion regarding the relationship between advanced mathematics and science learning in England, the Government has pursued a reform agenda in which mathematics is embedded in national, high stakes A-level science qualifications and their assessments for 18-year-olds. For example, A-level Chemistry must incorporate the assessment of relevant mathematics for at least 20% of the qualification. Other sciences have different mandated percentages. This embedding policy is running in parallel with an adding policy that is encouraging all young people to include the study of mathematics to 18. In this paper we present a detailed scrutiny of the published sample assessment materials in the new A-level Physics, Chemistry and Biology qualifications in order to consider what the impact of this policy move might be for the teaching and learning of mathematics, its applications in upper secondary school advanced science studies and the implications in the transition to mathematically-demanding undergraduate studies.

THIS IS A STUDY OF THE SOCIALIZING PROCESS IN THE INSTITUTIONAL LIFE OF THE UNITED STATES. IT IS A PRELIMINARY ANALYSIS FOR A LARGER STUDY ON THIS SUBJECT WHICH ZEROS IN ON THE WAY SOCIALISM IS TAUGHT IN U.S. SCHOOLS. IT ADVOCATES THE NEED FOR FURTHER STUDY OF WHAT IS BEING TAUGHT AND FOR EFFORTS TO REDESIGN THE CURRICULUM TO ACHIEVE A MORE BALANCED AND APPRECIATIVE AWARENESS OF SOCIALISM.

This article analyses realist school in the Russian international relations scholarshipand discusses the debates among Russian realists. It focuses on the characteristics of the newly emerging world order and the development of an adequate strategy for Russia to pursue in its international behavior. The authors argue that over the 1990s, realism has made considerable intellectual progress and has gained the status of a leading intellectual movement in Russia. It assisted Russian intellectual and political community in defining the country's interests and priorities in the emerging international relations, and it provided a necessary analysis of the world order's structure and polarity.

The aim of the study was to determine the relationship of bullying behavior at school with indicators of psychosocial health (self-esteem, happiness, relationships in family and with teachers, smoking and alcohol use) and with social-demographical factors (age, gender, socioeconomic status). Participants were 1,162 pupils from the 6th, 8th, and 11th grades of schools. A total of 56.5% of students were involved in bullying. 12.7% were ascribed as victims and 16.3% as bullies. Using logistic regression, it was established that involvement in bullying is most associated with grade (6th and 8th grades), masculine gender, tobacco smoking, lower self-esteem, and family teasing about appearance. Victimization was most associated with grade, masculine gender, lower self-esteem, unhappiness, and family teasing about appearance. For the bully, masculine gender, grades (6th and 8th), tobacco smoking and family teasing about appearance are typically associated factors. Results are interpreted against the background of other study findings, while emphasizing relevance of family teasing about appearance in bullying behavior.

Angemessene Beurteilungen zu erheben, die multikulturelle Besonderheiten berücksichtigen, ist ein aktuelles Forschungsthema innerhalb der Psychologie der Beratungspraxis. Allerdings existiert bisher nur wenig an Forschung zu der Frage, wie Schulpsycholog(inn)en in ihrer Arbeit multikulturelle Problemstellungen handhaben. Pilotstudien haben gezeigt, dass diese nicht besonders beachtet wurden. In der vorgestellten Studie, die Teil einer größeren Untersuchung ist, wurden die Antworten von zahlreichen Schulpsycholog(inn)en im amerikanisch-mexikanischen Grenzgebiet ausgewertet. Basis waren eigens entwickelte Vignetten, die von zwei Studierenden mit Lernproblemen handelten, wobei in den Geschichten die ethnische Identität variiert wurde. In dem Beitrag wird nur eine Vignette und deren Analyse vorgestellt.

Tulisan ini dimaksudkan untuk menjadi awal dari pengenalan terhadap semiotika budaya mazhab Yuri Lotman/Tartu-Moscow-Semiotic School, yang belum banyak dikenal di Indonesia. Semiotika tersebut mempunyai pendekatan yang mampu menelisik kasus melalui sudut pandang yang rekat dengan kehidupan bermasyarakat, karena memiliki pendekatan holistik terhadap budaya. Ia juga memberi perspektif yang sangat luas dalam mempelajari teks, dimana analisis teks merupakan bagian dari identifikasi dan transmisi proses budaya secara umum. Definisi teks dalam semiotika aliran Lotman/Tartu-Moscow-Semiotic School sangat luas, sehingga dapat diterapkan untuk meneliti fenomena sosial seperti isu masyarakat dan bencana alam, isu SARA, maupun isu kebangsaan yang berkaitan dengan nation branding. Di Indonesia yang masyarakatnya majemuk, fenomena sosial memiliki dinamika unik yang menarik untuk diteliti. Oleh karena itu, semiotika budaya sangat sesuai untuk mengkaji kehidupan sosial, ekonomi, dan politik masyarakat Indonesia.

Seeks to develop a profile of those who favor and oppose prayer in public schools.