Women and higher education in Iran: What are the implications for employment and the “marriage market”?

International Review of Education - In contemporary Iran, women with higher education face both gender discrimination and an unfavourable economic system, one that is not conducive to...     

Effect of Students' After-School Activities on Teachers' Academic Expectancies

Teacher expectancies can have an impact on students' academic achievement. These expectancies can be based on diverse student characteristics, only one of which is past academic performance. The present study investigated three student individual differences that teachers may use when forming academic expectancies: the sex of the student, the family socioeconomic status (SES) of the student, and the student's after-school activities. Results indicated teachers held higher grade, graduation, and college attendance expectancies for females than for males and for middle-SES than low-SES students. Also, students who participated in extracurricular activities were expected to achieve more academically than either students who were employed after school or who did nothing after school. The latter two groups did not elicit different teacher expectancies. Interactions revealed that (a) lowest expectations were held for low-SES males who did nothing after school and (b) the difference in graduation expectancies between the SES groups was only half as great for students who took part in extracurricular activities than it was for students who had no involvements after school or who had jobs. Copyright 2000 Academic Press.     

Book Reviews: “Primitive Education,” a Confusion of Terms

Biography: Hernán Cortés, Conqueror Of Mexico by Salvador de Madariaga. The Macmillan Company. 542 pp. $4.00.

Jefferson by Saul K. Padover. Illustrated. Harcourt, Brace and Co. 459 pp. $4.00.

Education: An Introduction to Education by Velorus Martz and Henry Lester Smith. Charles Scribner's Sons. 485 pp. $2.00.

Children in a World of Conflict by Roy F. Street. The Christopher Publishing House. 302 pp. $2.50.

Handbook of Educational Psychology and Measurement by M. J. Nelson. The Dryden Press. 174 pp. $1.25.

Education in the United States by Edgar W. Knight. Second revised edition. Ginn and Company. 669 pp. $3.40.

Introduction to American Public Education by Chris A. DeYoung. 704 pp. $2.75.

Theories of Secondary Education in the United States by Joseph Justman. Contributions to Education, No. 814. Bureau of Publications, Teachers College, Columbia University. Pp. viii plus 481. $3.00.

The Subject Fields in General Education. A Report of the National Commission on Cooperative Curriculum Planning. John J. DeBour, Editor. D. Appleton-Century Company, Inc. 239 pp. $1.50.

Fiction: Sugar in the Gourd by Evelyn Hanna. E. P. Dutton and Company. 313 pp. $2.50.

General Literature: Heirs to your Money and how to Protect Them by Nathaniel Fishman. Liveright Publishing Corporation. 133 pp. $1.50.

The Actor's Art And Job by Harry Irvine. E. P. Dutton and Co. 251 pp. $2.50.

Shall not Perish from the Earth by Ralph B. Perry. New York: The Vanguard Press, 1940. 159 pp. $1.50.

The Alert by Wilfrid Gibson. The Oxford University Press. (Imported from England, 1941.) 41 pp. $1.00.

Religion: Religious Crossroads by Radoslav A. Tsanoff. E. P. Dutton and Co. 384 pp. $3.75.

Social Studies: The Axis Grand Strategy. Blue Prints for the Total War. From original material prepared by Staff Officers of the German Army, Navy, and Air Force. Compiled and edited by Ladislas Farago, Editor of German Psychological Warfare. Farrar and Rinehart. 614 pp. $3.75.

The Roots of National Socialism by Rohan D'O. Butler. E. P. Button and Co. 304 pp. $3.00.     

The Acute Response of the Immune System to Tennis Drills in Adolescent Athletes

ABSTRACT

Purpose: The purpose of this study was to examine changes in school-based physical education (PE) attendance over time among nationally representative samples of U.S. high school students and how changes in PE attendance have varied across demographic subgroups. Method: Student demographic information and PE attendance data were obtained from 13 biennial cycles (1991–2015) of the national Youth Risk Behavior Survey (YRBS). Physical education variables derived from YRBS data included PE attendance, daily PE, average PE days/week, and PE frequency. Logistic regression models examined trends in PE attendance, daily PE, and PE frequency for the overall sample and demographic subgroups. Linear regression models examined trends in average PE days/week in the overall sample only. Results: Overall, there was no significant change in the percentage of students reporting PE attendance during 1991 to 2015. However, daily PE and average PE days/week declined significantly from 1991 to 1995 (41.6% to 25.4% and 4.64 days to 3.64 days, respectively) and then remained stable through 2015 (29.8% and 4.11 days, respectively). The percentage of students reporting a PE frequency of 3 days per week increased significantly from 1991 to 1995 (1.5% to 19.0%) before stabilizing through 2015 (9.1%). Trends across demographic subgroups revealed notable differences in PE attendance. Conclusions: Study findings showed that U.S. schools have not substantially reduced PE amounts in recent years. Still, the prevalence of PE attendance among U.S. high school students is well below recommendations. For PE to contribute to increased adolescent compliance with national physical activity guidelines, significant policy actions are needed to improve PE access for all students.