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The problem with which this dissertation is concerned is to determine whether the semester unit plan offers seventh grade students greater academic gain in the basic subject areas than does the quarter unit plan. Texas offers school districts a choice of the two plans. This study is unique in that the district of this study has both plans in operation at the secondary level.

The problem with which this investigation is concerned is that of determining success of selection of classes and satisfaction or dissatisfaction with self-scheduling as opposed to computer scheduling. A survey is made of 468 randomly selected high school students from four high schools in a large metropolitan school district.

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While scholars have investigated the impact of school start times on adolescent students, there is limited research on how school start times affect teachers. In addition, recent reports of declining teacher morale emphasize the need for further study on influences of teacher satisfaction. Using secondary analysis of data from the 2017–18 National Teachers and Principals Survey (NTPS), this study measured relationships between school start times and other characteristics of responding teachers (n = 44,319) and their schools. The results identified trends in school start times by school level and community density. In addition, a statistically significant positive relationship between school start time and teacher satisfaction was found, as well a statistically significant negative relationship between school end time and teacher satisfaction. These findings suggest a need for further research on the association between school schedules and teacher satisfaction, but other variables appear to have a stronger influence on teacher satisfaction, such as teacher engagement in professional development. / Educational Leadership

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Made available in DSpace on 2014-12-17T15:36:53Z (GMT). No. of bitstreams: 1 AnaPLM.pdf: 607381 bytes, checksum: 38ed8ff61bb80d4aa7e083e73b98e3f8 (MD5) Previous issue date: 2008-06-04 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The sleep onset and offset delay at adolescence in relation to childhood. Besides biological causes, some external factors as academic obligations and socialization contributes, increasing the burden of school and socialization. However, morning school schedules reduce sleep duration. Besides light strong effect, studies in humans have indicated that exercise influence circadian synchronization. To evaluate the effect of the morning exercise under sunlight on sleep-wake cycle (SWC) of adolescents, 160 high school students (11th year) were exposed to the following conditions: lesson in usual classroom (Group C), lesson in swimming pool exposed to sunlight (Group E), half of them carrying through physical activity (EE) and the other resting (EL). Each experimental group met two stages: assessment of SWC 1 week before and 1 week during the intervention, which was held in Monday and Wednesday between 7:45 and 8:30 am. In the baseline, there were applied the questionnaires "Health and Sleep" and cronotype evaluation (H & O). In addition, students were evaluated before and during the intervention by "Sleep Diary", "Karolinska Sleepiness Scale" (KSS), Psychomotor Vigilance Test (PVT) and actimetry. During the intervention, there was a delay in wake-up time on the weekend and a trend to greater sleep duration on week for the three groups. At the weekend, only the groups EE and EL increased sleep duration. There was no difference in bedtime, irregularity of sleep schedules and nap variables. The sleepiness showed a circadian pattern characterized by higher alertness levels at 11:30 am and sleepiness levels at bedtime and wake-up time on week. On weekends there were higher levels of alertness in these times. In the days of intervention, there was an increase of sleepiness at 11:30 am for groups EL and EE, which may have been caused by a relaxing effect of contact with the water of the pool. In addition, the group EE showed higher alert levels at 14:30 pm on Monday and at 8:30 am in the Wednesday, possibly caused by exercise arousal effect. The reaction time assessed through the TPV did not vary between the stages. The sleep quality improved in the three groups in the second stage, making impossible the evaluation of intervention effect. However, the sleep quality increased on Monday and Tuesday only on the group EE. From the results, it is suggested that the intervention promoted effects on the sleepiness at some day hours. In other SWC variables there were no effects, possibly due to a large SWC irregularity on weekends. Thus, the evaluation of higher weekly frequency EF is necessary, since only two days were insufficient to promote greater effect on adolescents SWC / Na adolesc?ncia h? uma tend?ncia a dormir e acordar mais tarde em rela??o ? inf?ncia. Embora esta caracter?stica tenha causas biol?gicas, alguns fatores externos podem favorec?-la: como o aumento da carga escolar e da socializa??o. No sentido contr?rio os hor?rios escolares matutinos representam um dos grandes fatores respons?veis pela priva??o parcial de sono. Ainda que a exposi??o ? luz seja considerada o regulador mais importante do sistema circadiano em mam?feros, estudos em seres humanos indicaram que o exerc?cio f?sico influencia a sincroniza??o circadiana. Por isso, o objetivo do nosso trabalho ? avaliar o efeito do exerc?cio f?sico matinal sob luz solar no ciclo vig?lia-sono (CVS) de adolescentes. O estudo contou com a participa??o de 160 alunos do ensino m?dio (1? e 2? ano), expostos ?s seguintes condi??es: aula na sala habitual (Grupo C), aula na piscina exposto ? luz solar (Grupo E), metade em exerc?cio f?sico (EE) e outra em repouso (EL). Cada grupo experimental cumpriu duas etapas: avalia??o do CVS 1 semana antes e 1 semana durante a interven??o, que foi realizada na 2? e 4? feira entre 7:45 e 8:30 h. Na linha de base foram aplicados os question?rios Sa?de e Sono e de avalia??o do cronotipo (H&O). Al?m disso, os alunos foram avaliados antes e durante a interven??o pelo Di?rio de sono , Escala de Sonol?ncia de Karolinska (ESK), Teste de vigil?ncia psicomotora (TPV) e actimetria. Durante a interven??o, houve atraso no hor?rio de acordar no fim de semana e tend?ncia a maior dura??o do sono na semana nos tr?s grupos. No fim de semana, apenas os grupos EE e EL passaram a dormir mais. N?o houve diferen?a no hor?rio de dormir, na irregularidade dos hor?rios de sono e nas vari?veis do cochilo. A sonol?ncia apresentou um padr?o circadiano caracterizado por maior alerta ?s 11:30 h e maior sonol?ncia nos hor?rios de acordar e dormir na semana, e menor sonol?ncia nos finais de semana. Nos dias de interven??o, houve um aumento da sonol?ncia ?s 11:30 h para os grupos EE e EL, que pode ter sido decorrente de um efeito relaxante do contato com a ?gua da piscina. Al?m disso, o grupo EE apresentou maiores n?veis de alerta ?s 14:30 h na 2? feira e ?s 8:30 h na 4? feira, possivelmente decorrentes de um efeito ativacional do exerc?cio. O tempo de rea??o avaliado por meio do TPV n?o variou entre as etapas. A qualidade do sono melhorou nos tr?s grupos na 2? etapa, impossibilitando avaliar o efeito da interven??o. Entretanto, houve melhora na qualidade do sono na 2? e 3? feira apenas para o grupo EE. A partir dos resultados, sugere-se que a interven??o promoveu efeitos sobre a sonol?ncia em alguns hor?rios. Nas outras vari?veis n?o foram observados efeitos, possivelmente devido a uma grande irregularidade no CVS nos finais de semana. Faz- se necess?rio ampliar o estudo com a realiza??o de exerc?cio f?sico numa freq??ncia semanal maior, visto que apenas dois dias foram insuficientes para promover maiores efeitos no CVS dos adolescentes