Sentence examples for school geographical from inspiring English sources

Data on the school geographical location are also collected.

Different effects at different proficiency levels of reading achievement also emerge when school geographical location is considered.

The LS results indicate that, on average, after controlling for kindergarten attendance and enrolment in primary school, students scores are uniquely related to gender, socio-economic background, immigrant status and school geographical area.

The school geographical location exerts a significant unique effect on students' performance in reading and mathematics; in fact, the LS regression coefficients confirm that, on average, students in the southern regions obtain lower reading and mathematics test scores than students from the north.

Each team is called REACH (North, South, East and West, based on school geographical zoning) which stands for "Response, Early Intervention and Assessment in Community mental Health" [ 38].

A range of methods have been used in high-income countries to measure distance from home to school: Geographical Information Systems (GIS) [ 10, 13]; Geographical Positioning Systems (GPS) [ 14]; travel time [ 15]; or the 'straight-line' between school and home [ 4, 16].

Professor Jonathan Bamber, from the school of geographical studies at University of Bristol, said, "With Google Streetview available for many cities around the world and digital maps for everything from population density to happiness, one might assume that the landscape of the Earth has been fully explored and mapped.

Therefore, to address from a descriptive perspective the inequality of opportunity in education going beyond the well known Italian north south division, in this study the school's geographical location (north-Italy, centre-Italy and south-Italy) is also considered.

Furthermore, the uptake of the HPV vaccination among boys was low, and was dependent upon the school's geographical location and socioeconomic status [ 17].

The aim of the project was to produce guidance based on experienced consensus and that medical educators working in the UK medical schools would find useful in helping develop teaching and learning about health inequalities in their unique medical school and geographical contexts.

Except, the results are not straightforward: there is a huge amount of variation across schools and geographical regions.