學校智慧資本、創新經營與競爭力關係之研究─以宜蘭縣國民中小學為例

A Longitudinal Study of Learning Engagement of Math and Science Gifted Students in Junior and Senior High School

Objectives:Repetitive throwing motion generates tremendous stress on the dominant shoulder in baseball players, resulting in osseous change in the shoulder joint, especially increased humeral retroversion. Here we hypothesized that the career of a pitcher in elementary and junior-high schools might increase humeral torsion on the dominant shoulder. The objective of this study was to assess the effect of baseball position in youth and adolescent athletes on humeral torsion.Methods:We studied 153 high school baseball players who began to play baseball in elementary school at the age of 8.1±1.6 years old. All subjects completed questionnaires about their baseball experience, throwing activity, and past injuries; they then were physically examined. We divided them into four groups according to their baseball positions in elementary and junior-high schools: 35 players were pitchers in both elementary and junior-high school (group 1), 32 players were pitchers in elementary school but fielders in junior-high school (group 2), 17 players were fielders in elementary school but pitchers in junior-high school (group 3), and 69 players were fielders in both elementary and junior-high school (group 4). Humeral torsion was assessed bilaterally by using ultrasound. Humeral torsion was defined as the angle between the long axis of the forearm and a line parallel to the trunk, when the line tangential to the bicipital groove was parallel to the horizontal baseline in supine position with the shoulder at 90º abduction, the elbow at 90º flexion, and the forearm in the neutral position.Results:Beginning age of baseball did not differ significantly among four groups. Among the 153 high school baseball players, 113 players (73.9%) had history of shoulder or elbow injuries. Humeral torsion was significantly greater (p<0.01) on the dominant shoulder than on the non-dominant shoulder in all groups. Humeral torsion on the dominant shoulder was significantly greater (p=0.03) in group 1 than in group 4 (mean difference, 7.1º). A logistic regression analysis showed that humeral torsion on the dominant shoulder was not a predictive factor for shoulder and elbow injuries (odds ratio, 0.99; 95% confidence interval, 0.96 - 1.02; p value, 0.70).Conclusion:In high school baseball players, humeral torsion was greater on the dominant shoulder than on the non-dominant shoulder. Players who played baseball as pitchers during both elementary and junior-high school had greater humeral torsion on the dominant side than did players who were fielders during both periods. Given that pitchers throws more frequently than do fielders, this study suggests that increased time pitching in youth and adolescent athletes increases the humeral torsion on the dominant shoulder. Increased humeral torsion on the dominant shoulder was not the predictive factor for shoulder and elbow injuries.

This study seeks to understand the epidemiological characteristics, including incidence, severity, high-risk age, and gender distribution, of adolescent scoliosis in Southern Shanxi, thus providing data support and a foundation for adolescent health initiatives. In 2024, the Southern Shanxi region, primarily 45 elementary and secondary schools in the municipal district and Luzhou district of Changzhi City, along with pilot classes from one special school, were selected as the target population for this project to conduct a scoliosis monitoring campaign. Using pilot classes as units, entire classes were randomly selected from each grade as survey subjects, totaling 26,824 students. Scoliosis screening and related factor questionnaire surveys were conducted. Data analysis was performed using SPSS 24.0 statistical software. Count data were expressed as numbers and rates, and comparisons were made using the chi-square test or Fisher's exact test. A P-value < 0.05 was considered statistically significant. Analysis of the prevalence characteristics of spinal curvature abnormalities: In terms of educational stage trend, the overall prevalence showed an inverted V-shaped distribution: junior high school (peak) > high school > elementary school (P < 0.05). The junior high school group was the peak for all types of scoliosis: Grade I scoliosis: junior high school (4.10%) > high school (3.39%) > elementary school (3.53%) (P < 0.05); Grade II scoliosis: junior high school (0.78%) was significantly higher than other stages (P < 0.05); Grade III scoliosis: increased with age, high school group (0.21%) > junior high school (0.11%) > elementary school (0.03%) (P < 0.05), all differences were statistically significant. In terms of gender differences, there was no overall gender difference (4.53% vs. 4.53%, P=0.981), which was not statistically significant. By educational stage: elementary school (female 3.96% vs. male 3.94%), junior high school (female 5.33% vs. male 4.67%), high school (male 4.41% vs. female 3.85%), the differences were not statistically significant. In terms of severe case evolution, the incidence of Grade III scoliosis showed a significant age-accumulation effect, with the high school group accounting for 50% (15/30 cases) of total severe cases, suggesting that advanced stages require strengthened management of late-stage cases. The detection rate of scoliosis among elementary and secondary school students in the Southern Shanxi region is relatively high, with junior high school students being the key focus group.

This study was designed to assess the elementary and middle school students’ performance in the Gender Equality Education curriculum with longitudinal methods. The purpose was to locate the teaching emphasis among elementary school, junior high school and senior high school. By stratified sampling, there were 2,867 participants in this study (1,097 participants from Elementary School, 785 from Junior High School, 1,034 from High School and Vocational School). Data were collected from the questionnaire, which contained six parts — awareness, knowledge, attitude, behavior and intention, self-efficacy of gender self-understanding, interpersonal relationship and demographic information. The important findings were as follows: 1 .The percentage of implementation on gender education is increasing, but 10% of elementary school students, 20% of junior high school students and 30% of senior high school students indicated that not such program was offered in their schools. 2.The improvements are: first, the awareness, knowledge and attitude of elementary school students; second, awareness, knowledge and attitude of junior high school students ; third, awareness of gender inequality, knowledge and attitude toward gender role, self-esteem, homosexuality of senior high school students. 3. The following parts are necessary to be enhanced: The middle graders of elementary school—knowledge about physiology and reproduction; The upper graders of elementary school—self-efficacy about affective expression and communication; junior high school—gender role attitude toward gender interaction, gender career interest and performance, gender competence and performance; senior high school—knowledge about physiology and reproduction, sexual harassment and abuse , gender career interest and performance, gender competence and performance. Additionally, the Ministry of Education ought to pay attention to the increasing rate of sexual behavior in junior high school and senior high school. 4. The regressive parts are: first, junior high school—self-efficacy about “refusal skill and self-adaptation”; second, senior high school—self-efficacy about “affective expression and communication” and “refusal skill and self-adaptation”.

Purpose: Obtaining high peak bone mass (PBM) and maintaining bone mass is important for the prevention of osteoporosis. This study aimed to examine the regional differences in bone mineral density and factors associated with its acquisition from exercise. Design: The study population included 75 women of 18 - 22 years of age in East Japan and 104 women of 18 - 27 years of age in West Japan. The speed of sound (SOS) of the calcaneus was measured, and the young adult mean (%YAM) was calculated from the SOS. The subjects’ medical history, family history of osteoporosis, and exercise habits were examined using a self-administered questionnaire. Results: There were a significantly greater number of subjects with low %YAM in West Japan. The exercise history and exercise time were significantly higher in West Japan, and the exercise intensity score tended to be higher in East Japan during junior high and high school. A multiple regression analysis by region revealed that the following factors had a significant positive association with the SOS: exercise intensity at elementary school and outdoor sports at junior high school in East Japan; and exercise time at elementary school, muscle mass, and outdoor sports at junior high school in West Japan. On the other hand, exercise time in junior high school in West Japan showed a negative association with the SOS. Conclusions: Regional differences in bone mineral density existed, suggesting a trend toward lower bone mineral density in West Japan. Exercise history and time tended to be higher in West Japan, and exercise intensity scores tended to be higher in East Japan, suggesting that exercise intensity may be more important than exercise time for obtaining bone mineral density.

This study aims to 1) analyze the improvement of mathematical problem-solving skills with realistic-based learning (Realistic Mathematics Education RME) as a whole and 2) analyze the improvement of mathematical problem-solving skills with realistic-based learning (Realistic Mathematics Education RME) based on education level. The sampling technique used was purposive sampling. The research method is a meta-analysis with a sample of 20 national journal articles. The data analysis technique used Cohen's d effect size. Sampling consisted of four levels, namely Elementary School (SD), Junior High School (SMP), Senior High School (SMA), and tertiary institutions. The results of the meta-analysis show that increasing mathematical problem-solving skills through realistic-based learning (Realistic Mathematics Education RME) has an Effect Size at the Elementary School (SD) level = 0.90 (high effect), at the Junior High School (SMP) level = 0 .63 (medium effect), at the high school level (SMA) = 0.23 (small effect). At the university level, it is 0.38 (small effect). Between the education levels of Elementary School (SD), Junior High School (SMP), High School (SMA), and College, the average value of Effect Size = 0.67 (moderate effect). Keywords: Meta-analysis, Realistic Mathematics Education (RME), Mathematical problem-solving ability

The aim of this study is to determine cluster analysis for panel data with multivariable data structures. Choosing a Ward method Choosing a method in a cluster analysis hierarchical technique. Ward method is a method based on Sum Square Error (SSE) with a measure of homogeneity between two objects based on the minimum number of error squares. The measure of similarity used is the Euclidean distance squared. The Ward method is used to add variation between objects in one cluster and maximize variation with objects in another cluster. The steps of the analysis are described in the discussion of this study. The method of implementation uses education gross enrollment rate (GER) data in West Java Province in 2015-2018. The results of the study indicate that the grouping of education GER data in West Java in 2015-2018 using the Ward method produces four clusters. The first cluster consists of five regions, GER for Elementary school, junior and senior high school in the cluster are below the average APK in West Java. The second cluster consists of two regions, in contrast to the first cluster GER for elementary schools in this cluster according to the average GER in West Java but for junior and senior high school GER below the average GER in West Java. The third cluster consists of seven regions, the GER for elementary, junior and senior high schools in this cluster is above the average GER in West Java while the fourth cluster consists of five regions, the GER for elementary and junior high schools in this area is above the average GER in West Java.

Based on geographical location, Sabang municipality is located in an archipelago far from big cities and has a relatively small population so that the fulfillment of educational facilities needs attention. This study aims to analyze and evaluate the availability and affordability of public elementary schools, junior high schools, and senior high schools in Sabang Municipality. This study uses quantitative and qualitative approaches (mix methods). The analysis of availability and affordability was carried out by calculating serviceability and buffering analysis based on normative reference and was completed with interviews with stakeholders of the Education Office. The results of the study show that for detailed availability, namely elementary schools, junior high schools, and senior high schools are all categorized as deficits, while for detailed affordability, namely, elementary schools are categorized as high, junior high schools are categorized as medium, and senior high schools are categorized as high. The government explained that the availability and affordability of public schools at the elementary schools, junior high schools, and senior high schools levels are adequate and accessible, especially equipped with transportation facilities. The conclusion shows that although this study focuses only on public schools so that it is found that the availability is still a deficit, on the other hand the location of the school can be reached, so it can be interpreted that the location of the school is strategic.

The existence of educational facilities in housing and settlements is the most important thing for the community. Basically, the government has issued regulations regarding the implementation for the provision of educational facilities, as referred to in terms of educational facilities for Kindergarten (TK), Elementary School (SD), Junior High School (SMP), High School (SMA) and Schools. Vocational High School (SMK) or its equivalent. This study aims to evaluate the need for educational facilities for the present and the future and to find problem points for the provision of supporting facilities and infrastructure in the provision of educational facility services. The method used in this research is descriptive analysis and trend analysis. From the results of scientific calculations obtained, the existing educational facilities in Abepura District for the present and the future are still adequate. However, from the results of the research, there are still many problems with the educational facilities in the Abepura District that must be considered. Problems that occur in educational facilities in the Abepura District are the lack of complementary supporting facilities and infrastructure that require improvement and maintenance for existing facilities and infrastructure in educational locations, as well as inadequate transportation services in 3 (three) villages, namely: Enggros Village, Nafri Village, and Koya Koso Village. From the problems that exist in educational facilities, it is hoped that the government will pay attention to the completeness of facilities and infrastructure which refers to the regulations that have been set in order to provide quality services to the community and improve transportation services in order to support the smooth running of people who want to access these facilities. and other desired infrastructure and facilities.

Originally geography is a field study, and fieldwork is the thing of primary importance for geographical education. Therefore implementation of fieldwork in geography class is strongly requested by a Course of Study for elementary, junior high and high school.However fieldwork is not actively implemented during each school education. Although fieldwork is implemented for third and forth year students in elementary school's social study, most of them fail to arouse student's geographical interest due to lack of teacher's ability.In junior high and high school, fieldwork is rarely implemented. The similar situation is also found at the faculty of education, which cause the fact that there are few new graduates who are able to undertake the implementation of fieldwork.The present writer has continued fieldwork at the social/geography class in elementary, junior high and high school. The writer has also implemented fieldwork for all the student in a faculty of education of training elementary school teacher and the students who has a teacher's license of social studies in a faculty of education of training junior high school teacher at teachers college or university. All students participated in fieldwork highly appreciated it. Effectiveness of fieldwork for geographical education is fully proved from this point.It could be suggested from the writer's activities that following two points are important for the encouragement of fieldwork at the actively engaged geographical education. The first point is a training of teachers who are able to implement geographical fieldwork. The second point is an enforcement of practically effective measures of educational administration for which facilitate an implementation of fieldwork at the class.

Before providing a historical perspective on level movement, examining its past successes and failures, and envisioning future improvements, I must declare my great admiration for our public schools. Although I am critical of certain recent developments, I believe that when historians look back on our civilization, they will point to our public school systems as America's greatest achievement. And today, in a climate of accountability, it is simply not fair nor appropriate to label public schools in United States as failures. Schools and teachers have been and still are America's greatest resource for good. What would we do without them? Public schools in United States evolved without benefit of a master plan. The elementary, secondary, and collegiate levels developed rather independently of one another. Elementary schools were not established first, and young men attended colleges such as Harvard long before we organized public secondary schools. America's school systems developed piecemeal over time and are still very much works in progress. By late 1800s, however, many states had organized elementary schools and high schools in an 8-4 pattern that would become standard as our country began to put its revolutionary vision of education for all American youth into practice. The still relatively young school movement is part of larger reorganization initiative that led to creation of junior high school in first decade of last century. The following four statements highlight relevant developments since then. * Exactly 100 years have passed since Indianola Junior High School, generally acknowledged as first junior high school, was established in Columbus, Ohio, in 1909. * In 1946, 37 years after junior high school was introduced, 6-3-3 pattern of school organization became predominant pattern in United States, replacing 8-4 plan. * In 1963, William Alexander, speaking at Cornell University, first advanced term middle This event, 46 years ago and just 17 years after junior high school had become majority practice, is commonly used to mark beginning of school movement. * By 1983, new 5-3-4 plan of organization, featuring a grades six through eight school, had become predominant pattern. The movement to reorganize secondary education that began in 1909 might, then, be judged as highly successful, for it actually changed face of American education twice in a century. The change to 5-3-4 pattern is particularly remarkable. Just 20 years after entering educational arena, number of 6-8 schools exceeded number of 7-9 junior high schools. That success, however, has been more in realm of school organization than in more critical programmatic areas so central in vision of both types of level organization. Although it is seldom acknowledged, it should be noted that junior high school advocated by its founders was to be, using contemporary term, a developmentally responsive institution. However, by mid-1960s junior high school was commonly viewed as failing. Captured by its parent, it had become what its ill chosen name implied - a junior high school. Could a somewhat similar conclusion be made about school today? And might it be said that junior high school was first school, or that school is simply today's version of junior high school? Or, that school movement is actually rebirth of progressive education? Like its predecessor, school has come under heavy criticism. Because many students do not reach targeted academic goals, it has been labeled the weak link in American education, primarily by those who believe school's primary responsibility is to prepare students for advanced high school courses, and who presume that school's concern for students as persons takes away from its academic responsibilities. …

Intra-occupational status, i.e., status relationships among positions within a given occupation, is anem piricaUy documented construct. Perrucci (10) found such relationships among engineers, as did Mason and Gross (8) among school superintendents and Smith (11) among the professional staff in a large educational re search center. Similar intra-occupational status relationships have been informally observed among teaching positions. Meltzer (9) noted a status difference between elementary and high school teachers, betweenteach ers of academic and non-academic subjects, and between teaching positions in neighborhoods of varying socio-economic levels. Seniority and student ability were teacher status variables noted byHavighurst and Neugarten (4) . Similar observations have been made by Lieberman (7 ), Hodgkinson (5), and Stub (12) .With the exception of a study by Becker (1), however, which suggested that socio-economic level of the school neigh borhood may be a significant variable for status among teachers, little has been done to document the existence of these teacher intra-occupational status differences or to study their impact on the institution. THIS STUDY(3) investigated teachers'perceptions of intra-occupational status relationships among el ementary, junior high, and senior high school teach ing positions in one school system. Status was de fined as the aUocation of variable amounts of au thority, income, rights, and privileges to the dif ferent positions in a social system such that posi tions come to be ranked in a vertical hierarchy o f desirability. Six questions were investigated: 1. Do teachers perceive other teachers as supporting intra-occupational status dif ferences among elementary, junior high, and senior high school teaching positions ? 2. Do teachers perceive the community as supporting intra-occupational status dif ferences among elementary, junior high, and senior high school teaching positions? 3. Do teachers support the differential dis tribution of statusful symbols of employ ment among elementary, junior high, and senior high school teaching positions? 4. Are male teachers both more perceptive and more supportive of a teacher intra occupational status system than are fe male teachers? 5. Are older teachers both more perceptive and more supportive of a teacher intra occupational status system than younger teachers? 6. Do teachers who have been assigned to elementary, junior high, or senior high school teaching positions differ from one another in their perceptions and support of a teacher intra-occupational status system among those positions?

The purpose of this study was to compare the incidences of macular irregularities of elementary school (ES) and junior high school (JHS) students. This was a prospective cross-sectional observational study of 122 right eyes of 122 ES students (8–9 years) and 173 right eyes of 173 JHS students (12–13 years). Vertical cross-sectional images of the macula were obtained by optical coherence tomography. The eyes were classified based on the vertical symmetry of the posterior pole, and then sub-classified as convex-, flat-, concave-, or dome-shaped based on the direction of the curvature of the retinal pigment epithelium. One hundred and two eyes (83.6%) were placed in the symmetrical group in the ES students and 149 eyes (86.1%) in the JHS students. Twenty eyes (16.4%) were placed in the asymmetric groups in the ES students and 24 eyes (13.9%) in the JHS students. In symmetrical group, 78 and 118 eyes had a convex-shape (76.4 and 79.2%), followed by 22 and 29 eyes of dome-shaped group (21.6 and 19.4%) in ES and JHS students respectively. Because the incidences of the posterior pole shapes were not significantly different between the groups, it is likely that the macular irregularities develop before the age of ES.

Prolonged fatigue among elementary and junior high school teachers not only damages their health but also affects the quality of education. The aim of this study was to determine the factors of working conditions associated with prolonged fatigue among teachers at public elementary and junior high schools. We distributed a self-reported, anonymous questionnaire to 3,154 teachers (1,983 in elementary schools, 1,171 in junior high schools) working in public schools in a city in Japan. They were asked to assess 18 aspects of their working conditions using a seven-point Likert scale. Prolonged fatigue was measured using the Japanese version of the checklist individual strength questionnaire. Multiple regression analysis was used to examine the association between working conditions and prolonged fatigue. Gender, age, and school type were introduced as confounders. In all, 2,167 teachers participated in this study. Results showed that qualitative and quantitative workload (time pressure due to heavy workload, interruptions, physically demanding job, extra work at home), communication with colleagues (poor communication, lack of support), and career factors (underestimation of performance by the board of education or supervisors, occupational position not reflecting training, lack of prospects for work, job insecurity) were associated with prolonged fatigue.

This study was designed to assess self-concept as a factor in rate of adjustment of children as they moved from one learning setting to another. A further dimension of the study was the teachers' perception of the children's self concept and rate of adjustment to the new learning environment. The eleven elementary schools in a suburban school district, south of Pittsburgh, Pennsylvania were selected for the study. A total of 602 pupils were involved. The Self-Concept as a Learner Scale (SCAL) developed by Waetjen was administered to all students in September 1971 and again in December 1971 with exactly 60 school days in the interval. Four areas that were of interest to the researchers are included in the SCAL, namely: motivation, task orientation, problem solving and class membership. Children used a student assessment sheet to record the date that they felt they had adjusted to their new school setting during the 60 school day period. Teachers recorded their assessments for each child on a classroom data sheet that had the same four areas of SCAL plus a total score. The teacher placed the date under each area where she felt the child had adjusted in that area. An inservice meeting was held with the teachers to explain the study and seek their aid. The two settings for the study were an I.P.I, oriented middle school and a non-1 .P.I. oriented junior high school. Four transition patterns exist in the school district for the children who move from elementary to the middle school and the junior high school. One set of pupils moves from an I.P.I, program to a non-1 .P.I. junior high school. Another set move from an I.P.I, program to the I.P.I, oriented middle school. Students from four other schools move from non-1.P.I. elementary programs to an I.P.I, oriented middle school. The students from the other five elementary schools move from a non-1 .P.I. program to a non-1 .P.I. junior high school. The Cooley-Lohnes Multivariate Time Sharing Version program was used to determine the Product Moment Correlation Coefficient. The NYMBOL program, designed to analyze data where unequal sample sizes exist, was used for computation in the analysis of variance. It was found in the analysis of variance that all variables dealing with preand post-measure of the SCAL were significant at the .05 level for Source A, post elementary school. There were no significant differences for the variables for Source B, elementary school. The analysis of variance indicates that students need fewer days to adjust to the I.P.I, oriented middle school. All analysis of data favored the middle school setting. The highest correlation between pupil assessment of rate of adjustment with teacher assessment of rate of adjustment appeared for the pupils who continued from an I.P.I, elementary school to the I.P.I, oriented middle school. Teachers' perceptions of students' viewpoints were influenced by the school setting and the type of curriculum offered. The I .P.I. learner-centered, middle school appears to make it more convenient for teachers to focus on individuals daily and in a consistent fashion. This study has revealed that children entering a middle school appear to adjust more rapidly and with less loss of self-concept than children who entered a subject-centered junior high school. It would seem desirable to study the transition of children from elementary environments to middle schools and junior high schools in other districts. •