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  1. No Child, No School, No State Left behind: Schooling in the Age of Accountability

    ERIC Educational Resources Information Center

    Hopmann, Stefan Thomas

    2008-01-01

    Why and under which conditions do international student assessment programmes like PISA have success? How can the results of these assessments be useful for advocates of different, even contradictory, policies? What might explain different patterns of using assessment as a tool for school governance? Drawing on historical and comparative research,…

  2. No School Left Behind

    ERIC Educational Resources Information Center

    Schraw, Gregory

    2010-01-01

    The goal of this special issue of "Educational Psychologist" is to consider the challenges of schooling in the age of accountability. Four experts were invited to review and evaluate the relationship between school accountability and school improvement, professional development, assessment, and student motivation. Each article provides…

  3. School age child development (image)

    MedlinePlus

    School age child development is a range from 6 to 12 years of age. During this time period observable differences in height, ... peers. As always, safety is important in school age children and proper safety rules should be enforced ...

  4. School-age children development

    MedlinePlus

    ... on this page, please enable JavaScript. School-age child development describes the expected physical, emotional, and mental abilities ... to 2 hours a day. Images School age child development References Feigelman S. Middle childhood. In: Kliegman RM, Behrman ...

  5. Indiana High School Principals' Response to No Child Left Behind

    ERIC Educational Resources Information Center

    Flowers, Patricia J.

    2009-01-01

    The research problem for this qualitative study was "Effective response to No Child Left Behind (NCLB) by school leadership is critical to public school success or failure in Indiana. Because high schools have been the first and most-often to 'fail' under NCLB, knowing principals' concerns and the leadership and implementation of strategies…

  6. Urban School Principals and the "No Child Left Behind" Act

    ERIC Educational Resources Information Center

    Gardiner, Mary E.; Canfield-Davis, Kathy; Anderson, Keith LeMar

    2009-01-01

    This exploratory study investigated how six practicing school principals responded to the requirements of the No Child Left Behind law (United States Congress Public Law 107-110, 2002, January, No Child Left Behind Act, http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf ) in light of the multicultural leadership demands presented by an urban…

  7. School-Age NOTES, 1998.

    ERIC Educational Resources Information Center

    Scofield, Richard T., Ed.

    1998-01-01

    These 12 monthly newsletter issues provide information and support for providers of school-age child care. The featured articles for each month are: (1) "Children's World Opens Private Elementary Schools" (September); (2) "How Does SAC [school-age care] Rate in Your State? (October)" (3) "Australian SAC Tackles Space…

  8. Early Learning Left Out: Building an Early-Learning System to Secure America's Future. Federal, State and School District Investments by Child Age. 4th Edition. 2010-2012

    ERIC Educational Resources Information Center

    Bruner, Charles

    2013-01-01

    As a society, are we investing enough in our youngest children? The BUILD Initiative's latest report, Early Learning Left Out, by CFPC director Charles Bruner, provides a clear answer that current investments fall far short. The report draws upon the most recent federal, state, and public school budget information--and what we know about effective…

  9. Enhancing No Child Left Behind-School mental health connections.

    PubMed

    Daly, Brian P; Burke, Robert; Hare, Isadora; Mills, Carrie; Owens, Celeste; Moore, Elizabeth; Weist, Mark D

    2006-11-01

    The No Child Left Behind Act of 2001 was signed into law by President George W. Bush in January 2002 and is regarded as the most significant federal education policy initiative in a generation. The primary focus of the No Child Left Behind Act is on promoting educational success for all children; however, the legislation also contains opportunities to advance school-based mental health. Unfortunately, the complexities of the provisions of the No Child Left Behind Act have made it difficult for educators, stakeholders, and mental health professionals to understand the legal and practical interface between No Child Left Behind and the school mental health movement. Therefore, the goals of this article are to (1) raise awareness about the challenges educators and school mental health professionals face as a result of the implementation of No Child Left Behind and (2) provide ideas and recommendations to advance the interface between No Child Left Behind and school mental health, which will support key provisions of the act and the growth of the field.

  10. No Child Left Behind and High School Reform

    ERIC Educational Resources Information Center

    Darling-Hammond, Linda

    2006-01-01

    Although No Child Left Behind (NCLB) aims to close the achievement gap that parallels race and class, some of its key provisions are at odds with reforms that are successfully overhauling the large, comprehensive high schools that traditionally have failed students of color and low-income students in urban areas. While small, restructured schools…

  11. Does No Child Left Behind Really Capture School Quality? Evidence from an Urban School District

    ERIC Educational Resources Information Center

    Price, Heather E.

    2010-01-01

    Before revising the No Child Left Behind (NCLB) legislation under the new administration, policy makers need to be informed as to whether or not the NCLB labeling formula adequately distinguishes good-quality schools from poor-quality schools. This study tests this question, using rich descriptive data for Milwaukee's urban school district (MPS).…

  12. School Restructuring Options Under No Child Left Behind: "What Works When?" Reopening as a Charter School

    ERIC Educational Resources Information Center

    Center for Comprehensive School Reform and Improvement, 2005

    2005-01-01

    Several years after the passage of the No Child Left Behind Act of 2001 (NCLB), there are persistently low-performing schools in every state that face increasingly strong consequences for failing to improve student achievement sufficiently. In particular, schools that fail to make adequate yearly progress (AYP) for five consecutive years must…

  13. Guiding School-Age Children.

    ERIC Educational Resources Information Center

    Roden, Jean

    1994-01-01

    Explores challenges faced by caregivers working with school-age children. Suggests guidance techniques based on understanding of children's emotional, social, physical, and intellectual characteristics. Focuses on appropriate use of environment, group management and problem solving, and development of self-discipline. (BAC)

  14. School-Age Child Care: Innovative Public School Programs.

    ERIC Educational Resources Information Center

    ERS Spectrum, 1992

    1992-01-01

    Innovative school-age day care programs include Tennessee's Extended School Program; Hawaii's After-School Plus program; San Antonio's Kid's Involvement Network (offering middle school supervision); Aurora, Colorado's state-licensed Year-Round School Recreation Plan; and Pomona, California's Child Development Program. These public school programs…

  15. 75 FR 15389 - No Child Left Behind School Facilities and Construction Negotiated Rulemaking Committee Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-29

    ... Child Left Behind Act of 2001. DATES: The Committee's second meeting will begin at 8:30 a.m. on April 12... Bureau of Indian Affairs 25 CFR CHAPTER VI No Child Left Behind School Facilities and Construction... that the No Child Left Behind School Facilities and Construction Negotiated Rulemaking Committee...

  16. Aortico-left ventricular tunnel experience on three different ages

    PubMed Central

    Saritas, Turkay; Erol, Nurdan; Erdem, Abdullah; Karaci, Aliriza; Celebi, Ahmet

    2010-01-01

    Aortico-left ventricular tunnel is extremely rare congenital paravalvar communication between the aorta and the left ventricle. Usually it is treated surgically. In addition to the surgery the tunnel can be closed by percutaneous transcatheter intervention in appropriate patients. We present in this paper 7 months, 10 years, and 1,5 months old three male cases with aortico-left ventricular tunnel that were surgically treated and followed up within 7 years in our clinic. PMID:21264186

  17. Seizure Management for School-Age Children

    ERIC Educational Resources Information Center

    Frueh, Eileen

    2008-01-01

    As many as 325,000 school-age children, ages 5-14, have epilepsy in the U.S. Thankfully, with medication, surgery, a special diet or vagus nerve stimulation, most go to school and fully participate in school activities. Children who continue to have seizures, however, may run into problems. Many of these problems can be overcome or prevented…

  18. Supporting Children's Transition to School Age Care

    ERIC Educational Resources Information Center

    Dockett, Sue; Perry, Bob

    2016-01-01

    While a great deal of research has focused on children's experiences as they start school, less attention has been directed to their experiences--and those of their families and educators--as they start school age care. This paper draws from a recent research project investigating practices that promote positive transitions to school and school…

  19. Day Care for School-Age Children.

    ERIC Educational Resources Information Center

    Diffendal, Elizabeth

    This booklet examines four aspects of day care services for school-age children: (1) national availability and trends, (2) parents' views, (3) program planning, and (4) recommended program models. A nationwide survey of 58 day care programs enrolling school-age children was conducted, and the general findings are presented. Information on parents'…

  20. Education, Schooling and Young Offenders of Secondary School Age

    ERIC Educational Resources Information Center

    Hayden, Carol

    2008-01-01

    This article outlines the evidence about education, schooling and young offenders of secondary school age. Education and experiences of schooling are shown to be potentially risk or protective factors in relation to offending behaviour by young people. The victimisation and vulnerability of more serious young offenders is highlighted in the case…

  1. No Child Left Behind: The Mathematics of Guaranteed Failure. NCLB: Failed Schools--Or Failed Law?

    ERIC Educational Resources Information Center

    Rose, Lowell C.

    2004-01-01

    The signing of the No Child Left Behind Act on January 8, 2002, moved the federal effort to influence K-12 schooling to a new and higher level--more aggressive, focused, and directive. The act requires that school districts and schools demonstrate adequate yearly progress (AYP) toward a particular goal: universal student achievement of standards…

  2. The Influence of No Child Left Behind Status on Teacher Perceptions of School Organizational Cohesiveness

    ERIC Educational Resources Information Center

    Tydeman, Christina Klassen

    2009-01-01

    The purpose of the study was to examine teacher perceptions of school process data over time to determine whether No Child Left Behind (NCLB) sanctions and interventions might produce any observable change in teachers' perceptions of the selected school processes. This study examined the relationship between the school's NCLB sanction status and…

  3. Implementing the No Child Left Behind Act: Implications for Rural Schools and Districts. Educational Policy Publications.

    ERIC Educational Resources Information Center

    Reeves, Cynthia

    The No Child Left Behind Act of 2001 poses unique challenges for rural schools and districts. Small schools are more likely to be labeled as needing improvement due to the volatility of annual test scores for small student populations. Rural districts are limited in their capacity to provide parents with school choice, and rural districts face…

  4. No Child Left Thinking: Democracy at Risk in Canada's Schools

    ERIC Educational Resources Information Center

    Westheimer, Joel

    2010-01-01

    The author titled this article "No Child Left Thinking" because for the past 10 years he has been studying the effects of education initiatives such as the U.S. "No Child Left Behind Act" or the various provincial testing and accountability policies in Canada and their impact on teachers' ability to teach critical thinking and…

  5. Enhancing No Child Left Behind--School Mental Health Connections

    ERIC Educational Resources Information Center

    Daly, Brian P.; Burke, Robert; Hare, Isadora; Mills, Carrie; Owens, Celeste; Moore, Elizabeth; Weist, Mark D.

    2006-01-01

    The No Child Left Behind Act of 2001 was signed into law by President George W. Bush in January 2002 and is regarded as the most significant federal education policy initiative in a generation. The primary focus of the No Child Left Behind Act is on promoting educational success for all children; however, the legislation also contains…

  6. School's Out! Group Day Care for the School Age Child.

    ERIC Educational Resources Information Center

    Prescott, Elizabeth; Milich, Cynthia

    This report on group day care is designed to: (1) examine the kinds of group programs for school-age children which exist in Los Angeles County, (2) describe the conditions necessary for program operation, and (3) consider the issue of quality as it relates to community expansion of day care services for children of school age. The report is…

  7. School-Age Ideas and Activities for After School Programs.

    ERIC Educational Resources Information Center

    Haas-Foletta, Karen; Cogley, Michele

    This guide describes activities for school-age children in after-school day care programs. These activities may also be used in other settings. An introductory section discusses program philosophy, room arrangement, multicultural curriculum, program scheduling, summer programs and holiday care, field trips and special programs, age grouping,…

  8. Early Learning Left Out: An Examination of Public Investments in Education and Development by Child Age

    ERIC Educational Resources Information Center

    Bruner, Charles; Elias, Victor; Stein, Debbie; Schaefer, Stephanie

    2004-01-01

    This study presents the most comprehensive picture, to date, of public investments in the education and development of children by three age groupings--the early learning years (roughly 0-5), the school-aged years (roughly 6-18), and the college-aged years (roughly 19-23). It is based upon detailed analysis of state, federal, and school district…

  9. One School's Approach to No Child Left Behind

    ERIC Educational Resources Information Center

    Shibley, Ivan A.

    2005-01-01

    The NO VACANCY sign has been hanging out at the Columbia-Montour Area Vocational-Technical School (CMAVTS) for the past several years. A variety of reasons may have contributed to the building being at full capacity. A new administrative director, Steve Walk, was hired in 1999 to change the image of the school. Since his arrival, High Schools That…

  10. It Takes More Than a Hero: School Restructuring in Ohio under the No Child Left Behind Act

    ERIC Educational Resources Information Center

    Kelleher, Maureen

    2008-01-01

    This report describes Ohio's school restructuring efforts under the No Child Left Behind Act, including findings from interviews with state officials and case studies of nine schools in four school districts: Cincinnati Public Schools, Cleveland Metropolitan School District, Mansfield City Schools, and Mount Vernon City Schools. Key findings from…

  11. 76 FR 33180 - Tribal Consultation on No Child Left Behind School Facilities and Construction Negotiated...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-08

    ... Bureau of Indian Affairs 25 CFR Chapter I Tribal Consultation on No Child Left Behind School Facilities... announcing that it will conduct five consultation meetings with Indian tribes to obtain oral and written... No Child Left Behind Act of 2001. See the SUPPLEMENTARY INFORMATION section of this notice...

  12. Quantification of protein expression changes in the aging left ventricle of Rattus norvegicus.

    PubMed

    Grant, Jennifer E; Bradshaw, Amy D; Schwacke, John H; Baicu, Catalin F; Zile, Michael R; Schey, Kevin L

    2009-09-01

    As the heart ages, electrophysiological and biochemical changes can occur, and the ventricle in many cases loses distensibility, impairing diastolic function. How the proteomic signature of the aged ventricle is unique in comparison to young hearts is still under active investigation. We have undertaken a quantitative proteomics study of aging left ventricles (LVs) utilizing the isobaric Tagging for Relative and Absolute Quantification (iTRAQ) methodology. Differential protein expression was observed for 117 proteins including proteins involved in cell signaling, the immune response, structural proteins, and proteins mediating responses to oxidative stress. For many of these proteins, this is the first report of an association with the aged myocardium. Additionally, two proteins of unknown function were identified. This work serves as the basis for making future comparisons of the aged left ventricle proteome to that of left ventricles obtained from other models of disease and heart failure.

  13. Families with School-Age Children

    ERIC Educational Resources Information Center

    Christensen, Kathleen; Schneider, Barbara; Butler, Donnell

    2011-01-01

    Most working parents face a common dilemma--how to care for their children when they are not in school but the parents are at work. In this article Kathleen Christensen, Barbara Schneider, and Donnell Butler describe the predictable and unpredictable scheduling demands school-age children place on working couples and single working parents. The…

  14. No Child Left Behind and High School Astronomy

    ERIC Educational Resources Information Center

    Krumenaker, Larry

    2009-01-01

    Astronomy was a required subject in the first American secondary level schools, the academies of the 18th century. When these were supplanted a century later by public high schools, astronomy still was often required, subsumed into courses of Natural Philosophy. Reasons given at that time to support astronomy as a part of general education include…

  15. School Choice. No Child Left Behind Policy Brief.

    ERIC Educational Resources Information Center

    Krueger, Carl; Ziebarth, Todd

    One of the most controversial issues in contemporary education policy--school choice--plays a prominent part in the newly revised Elementary and Secondary Education Act (ESEA 2001) legislation. In fact, ESEA 2001 provides support for public school choice through a number of provisions, including the Innovative Programs, Public Charter Schools…

  16. Lenin's Lessons on Schooling for the Left in the UK

    ERIC Educational Resources Information Center

    Boxley, Simon

    2015-01-01

    If the recent revival in academic interest in Lenin's theory has overlooked his few writings on education, this may be because they appear to offer so little. This paper seeks to rectify this oversight. Whilst acknowledging that Lenin's educational offerings are thin, it is proposed that those on the left in the Twenty-First Century might…

  17. Coming of Age: Transitioning from Middle School to High School

    ERIC Educational Resources Information Center

    Ciminero, Sandra Elser

    2012-01-01

    To celebrate a milestone in eighth-graders' lives--leaving middle school and moving on to high school--the author assigns them the "Coming of Age" project, which examines the big idea of identity and promotes the move from self-reflection to self-expression. The project also includes writing components that correspond to each of the nine…

  18. Increasing Participation in No Child Left Behind School Choice. Policy Brief

    ERIC Educational Resources Information Center

    Vernez, Georges; Li, Jennifer

    2009-01-01

    This is one in a series of policy briefs on key education issues prepared by the RAND Corporation for the Obama administration. No Child Left Behind gave students in low-performing schools the opportunity to switch schools, but only a small percentage of eligible students exercise the option. The low rate of uptake is due to operational issues and…

  19. Schools for the Deaf and the No Child Left Behind Act

    ERIC Educational Resources Information Center

    Cawthon, S. W.

    2004-01-01

    The no child left be act of 2001 (NCLB) emphasizes educational accountability for all students. Twenty-eight states have policies to aggregate student participation and proficiency data for schools for the deaf in NCLB reports. The remaining states account for these students in other ways: referring student data to "sending" schools and…

  20. Impact of No Child Left Behind on Curriculum and Instruction in Rural Schools

    ERIC Educational Resources Information Center

    Powell, Deborah; Higgins, Heidi J.; Aram, Roberta; Freed, Andrea

    2009-01-01

    This article examines the influence of the No Child Left Behind Act on the decision making of rural principals and teachers about curriculum and instruction as well as the possible long-term effects on rural education. Data were gathered from 101 rural elementary school principals in Missouri and 76 rural elementary school teachers in Maine.…

  1. The "No Child Left Behind Act of 2001": Benefits to Private School Students and Teachers

    ERIC Educational Resources Information Center

    US Department of Education, 2007

    2007-01-01

    The "Elementary and Secondary Education Act" ("ESEA"), as reauthorized by the "No Child Left Behind Act of 2001," provides benefits to private school students, teachers and other education personnel, including those in religiously affiliated schools. These services are considered assistance to students and teachers…

  2. No Art Teacher Left Behind: Professional Development that Really Matters in an Age of Accountability

    ERIC Educational Resources Information Center

    Allison, Amanda

    2013-01-01

    Teacher professional development is a chief concern of states, districts, and schools in the wake of high-stakes accountability measures such as No Child Left Behind (NCLB). The goals and practices of professional development are often disconnected, and this misalignment affects art teachers in unique ways. Art teachers are often "left…

  3. Games Schools Play: How Schools near the Proficiency Threshold Respond to Accountability Pressures under No Child Left Behind

    ERIC Educational Resources Information Center

    Wong, Vivian C.

    2011-01-01

    The purpose of this paper is to explore state and school responses to accountability pressures under the No Child Left Behind Act (NCLB). Section 2 presents a framework for summarizing the many positive and negative ways in which states, schools, and teachers respond to accountability pressures under NCLB. Section 3 focuses on state accountability…

  4. Schooling for a Global Age.

    ERIC Educational Resources Information Center

    Becker, James M., Ed.

    The book explores objectives, needs, and practices in the area of global education in elementary and secondary schools. Major purposes of the volume are to present a comprehensive, up-to-date examination of existing programs, characterize components of an ideal global education program, and provide advice to educators as they develop and implement…

  5. Writing and Drawing Performance of School Age Children: Is There Any Relationship?

    ERIC Educational Resources Information Center

    Bonoti, Fotini; Vlachos, Filippos; Metallidou, Panagiota

    2005-01-01

    The aim of our study was to investigate possible relationships between writing and drawing performance of school-aged children, in order to compare the two skills at the within-individual level. The sample consisted of 182 right- and left-handed children, aged 8 to 12 years. Children were examined by the Greek adaptation of the Luria-Nebraska…

  6. Left Behind: Are Public Schools Failing Indian Kids?

    ERIC Educational Resources Information Center

    Tirado, Michelle

    2001-01-01

    American Indian children have the poorest academic performance among public school students. Reasons include poverty, racism, cultural incompatibility, low teacher expectations, high student mobility, lack of American Indian teachers, communication and learning differences, and cultural bias in standardized tests. New Mexico initiatives to improve…

  7. Neurodevelopmental outcomes for children with hypoplastic left heart syndrome at the age of 5 years.

    PubMed

    Brosig, Cheryl; Mussatto, Kathleen; Hoffman, George; Hoffmann, Raymond G; Dasgupta, Mahua; Tweddell, James; Ghanayem, Nancy

    2013-10-01

    This study aimed to determine the neurodevelopmental (ND) outcome for children with hypoplastic left heart syndrome (HLHS) at early school age. English-speaking patients who underwent the Norwood procedure between 2000 and 2005 were eligible at 4-6 years of age for ND testing. Of the 72 eligible patients, 44 (61 %) agreed to participate, and 37 completed ND testing before the close of the study. Three subjects were excluded from analyses due to late stroke. The ND testing included intelligence, visual motor integration, memory and motor and language skills. Parents and teachers completed measures of behavior and attention problems. Subjects' scores and parent/teacher ratings were converted to z-scores and compared with test norms. Higher scores on child measures represent better outcomes, whereas higher scores on parent and teacher rating scales indicate more problems. The average ND performance of the tested cohort fell within one standard deviation of the test norms for all measures. However, the subjects performed significantly lower than the test norms on measures of visual-motor integration, fine motor skills, memory, and word structure (z = -0.42 to -0.54; p < 0.005). On the parent and teacher completed measures, the subjects scored higher than the test norms on attention problems (z = 0.40-0.62; p < 0.005). Although the overall ND performance of the cohort was normal, the subjects showed relative weakness in visual motor and attention skills. Ongoing developmental monitoring of these children is recommended to guide interventions that may improve individual outcomes and to assess the impact of changes in clinical management strategies on functional outcomes.

  8. Neurodevelopmental Outcomes for Children With Hypoplastic Left Heart Syndrome at the Age of 5 Years

    PubMed Central

    Mussatto, Kathleen; Hoffman, George; Hoffmann, Raymond G.; Dasgupta, Mahua; Tweddell, James; Ghanayem, Nancy

    2014-01-01

    This study aimed to determine the neurodevelopmental (ND) outcome for children with hypoplastic left heart syndrome (HLHS) at early school age. English-speaking patients who underwent the Norwood procedure between 2000 and 2005 were eligible at 4–6 years of age for ND testing. Of the 72 eligible patients, 44 (61 %) agreed to participate, and 37 completed ND testing before the close of the study. Three subjects were excluded from analyses due to late stroke. The ND testing included intelligence, visual motor integration, memory and motor and language skills. Parents and teachers completed measures of behavior and attention problems. Subjects’ scores and parent/teacher ratings were converted to z-scores and compared with test norms. Higher scores on child measures represent better outcomes, whereas higher scores on parent and teacher rating scales indicate more problems. The average ND performance of the tested cohort fell within one standard deviation of the test norms for all measures. However, the subjects performed significantly lower than the test norms on measures of visual-motor integration, fine motor skills, memory, and word structure (z = −0.42 to −0.54; p < 0.005). On the parent and teacher completed measures, the subjects scored higher than the test norms on attention problems (z = 0.40–0.62; p < 0.005). Although the overall ND performance of the cohort was normal, the subjects showed relative weakness in visual motor and attention skills. Ongoing developmental monitoring of these children is recommended to guide interventions that may improve individual outcomes and to assess the impact of changes in clinical management strategies on functional outcomes. PMID:23503929

  9. Creating Better School-Age Care Jobs: Model Work Standards.

    ERIC Educational Resources Information Center

    Haack, Peggy

    Built on the premise that good school-age care jobs are the cornerstone of high-quality services for school-age youth and their families, this guide presents model work standards for school-age care providers. The guide begins with a description of the strengths and challenges of the school-age care profession. The model work standards are…

  10. Left/right neck rotation judgments are affected by age, gender, handedness and image rotation.

    PubMed

    Wallwork, Sarah B; Butler, David S; Fulton, Ian; Stewart, Halton; Darmawan, Igusti; Moseley, G Lorimer

    2013-06-01

    Understanding motor imagery of the hands and feet has led to promising new treatments for neurological and chronic pain disorders. We aimed to extend this line of research to the neck with a view to developing the definitive platform study upon which clinical and experimental studies can be based. In a cross-sectional experiment with a convenience sample, volunteers were shown 40 photographs of a model with their head turned to the left or right. Images were presented in random order and orientation. Participants judged the direction of neck rotation. They also completed a left/right hand judgment task. 1361 pain-free participants volunteered. Mean ± standard deviation response time (RT) for making left/right judgments of neck rotation was 1.621 ± 0.501 s. Median accuracy was 92.5%. RT was related to age, gender, and handedness (p < 0.001). That is, RT increased with age, was greater in females than in males and was greater in left-handers than in right-handers. Accuracy reduced with age (p < 0.001), but was unaffected by gender or handedness. Judgments were more accurate when images showed a neck rotated to the right than when they showed a neck rotated to the left (p < 0.001). The magnitude of image rotation affected both response time and accuracy (p < 0.001). In general, the performance parameters established for left/right limb judgments also apply for left/right neck rotation judgments. The current work establishes the definitive normative values against which clinical and experimental groups can be compared and reveals unpredicted effects of the direction neck rotation and the orientation of the image.

  11. School health nursing services role in education: the No Child Left Behind Act of 2001.

    PubMed

    Costante, Carol C

    2006-06-01

    Public Law 107-110, the No Child Left Behind Act of 2001, represents the most sweeping reauthorization of the Elementary and Secondary Education Act since it was enacted in 1965. The goal of the No Child Left Behind Act is to improve the academic achievement of all American students so that they all meet their own state's standards for competence by 2014. The law focuses on closing the achievement gap that exists among the economically disadvantaged, those with limited English proficiency, racial/ethnic minorities, and students receiving special education services. The No Child Left Behind Act has created both support and controversy in education circles. Although the No Child Left Behind Act does not legislate the practice of school nursing, as professional staff working in schools, school nurses are affected indirectly by the heightened emphasis on accountability for achievement in public education. School nurses actively promote and support achievement for all students in specific ways and help to provide a safe school environment.

  12. Energy Retrofit for Aging K-12 Schools.

    ERIC Educational Resources Information Center

    3D/International, Houston, TX.

    Successfully retrofitting aging K-12 schools using energy conservation measures (ECM) that can improve the physical plant and reduce energy consumption are explored. Topics explore how certain ECM measures can benefit educational facilities, why retrofitting begun sooner rather than later is important, how to finance the retrofit program, and the…

  13. Fostering the School Age Child: Instructor's Manual.

    ERIC Educational Resources Information Center

    Piers, James C.

    "Fostering the School Age Child" is a manual for use in training families providing service to children in foster care. Including instructor's materials and participants' course content, this instructor's manual is divided into eight lessons. Separate instructional sessions focus on development and behavior; building discipline and…

  14. Childhood Depression in School Age Children.

    ERIC Educational Resources Information Center

    Willis, Sandra M.

    At any one time, between 2 percent and 17 percent of the school-age population in the United States experiences moderate to severe depression. Too often, depression goes unrecognized, damaging self-esteem, ruining academic achievement, and disrupting families. This paper discusses childhood depression and treatment. Following an introduction…

  15. Common Concerns of School Age Children.

    ERIC Educational Resources Information Center

    Malkus, Amy J.; Musser, Lynn M.

    This study assessed common concerns of school-age children. Participating were 138 children in grades 1, 3, and 5. Concerns were spontaneously generated by children during Phase 1 of the study, and common stressors most frequently mentioned were ranked on a 10-item rank-order task during Phase 2. In Phase 3, children completed questionnaires…

  16. VISION SCREENING PROGRAMS, PRE-SCHOOL AND SCHOOL AGE.

    ERIC Educational Resources Information Center

    TREGANZA, AMORITA; AND OTHERS

    VISION PROBLEMS CAN BE DETECTED IN PRESCHOOL AND SCHOOL AGE CHILDREN BY THE USE OF THE APPROPRIATE TESTS OUTLINED IN THIS BOOKLET. THESE TESTS ARE DESIGNED TO BE ADMINISTERED IN PART BY LAY PERSONNEL UNDER THE DIRECTION OF AN OPTOMETRIC CONSULTANT. THE ENTIRE PROGRAM CONSISTS OF THE COMPLETION OF A DEVELOPMENTAL QUESTIONNAIRE BY THE PARENTS, AN…

  17. The Impact of the No Child Left Behind Act and School Choice on Student Achievement

    ERIC Educational Resources Information Center

    Pettett, Wendy Ruddell

    2012-01-01

    The No Child Left Behind (NCLB) act, signed into law in January 2002, established a decade of test-driven school reform in an attempt to increase student achievement and reduce the student achievement gap. The state of Georgia created the Criterion Reference Competency Test (CRCT) to align with the guidelines of NCLB. This study examined…

  18. No Poor Child Left Unrecruited: How NCLB Codifies and Perpetuates Urban School Militarism

    ERIC Educational Resources Information Center

    Furumoto, Rosa

    2005-01-01

    A critical theoretical framework is used to analyze the No Child Left Behind (NCLB) federal legislation and its role in codifying and perpetuating educational practices and policies that contribute to growing campus militarism in urban schools serving low-income African American and Latino students. The author argues that NCLB Section 9528 is part…

  19. Not Quite "Deja Vu All over Again": "No Child Left Behind" Meets Effective Schools Research

    ERIC Educational Resources Information Center

    O'Brien, Thomas V.; Roberson, Thelma J.

    2012-01-01

    This article examines the connections between No Child Left Behind (NCLB) and the Effective Schools Research Movement. Using historical methodology, the authors argue that although both were premised on building capacity, over time the reform that became NCLB evolved to focus on accountability. This shift disconnected the reform from its research…

  20. No Child Left Behind and Administrative Costs: A Resource Dependence Study of Local School Districts

    ERIC Educational Resources Information Center

    Neely, Stephen R.

    2015-01-01

    This study considers the impact of federal funding on the administrative expenditures of local school districts since the passage of the No-Child-Left-Behind (NCLB) Act of 2001. Under NCLB, federal education funds were made contingent upon a variety of accountability and reporting standards, creating new administrative costs and challenges for…

  1. Effect of age on left ventricular function during exercise in patients with coronary artery disease

    SciTech Connect

    Hakki, A.H.; DePace, N.L.; Iskandrian, A.S.

    1983-10-01

    The purpose of this study was to assess the effect of age on left ventricular performance during exercise in 79 patients with coronary artery disease (greater than or equal to 50% narrowing of one or more major coronary arteries). Fifty patients under the age of 60 years (group I) and 29 patients 60 years or older (group II) were studied. Radionuclide angiograms were obtained at rest and during symptom-limited upright bicycle exercise. The history of hypertension, angina or Q wave myocardial infarction was similar in both groups. Multivessel coronary artery disease was present in 30 patients (60%) in group I and in 19 patients (66%) in group II (p . not significant). There were no significant differences between the two groups in the hemodynamic variables (at rest or during exercise) of left ventricular ejection fraction, end-diastolic volume, end-systolic volume and cardiac index. Exercise tolerance was higher in group I than in group II (7.8 +/- 0.4 versus 5.7 +/- 0.4 minutes, p . 0.009), although the exercise heart rate and rate-pressure product were not significantly different between the groups. There was poor correlation between age and ejection fraction, end-diastolic volume and end-systolic volume at rest and during exercise. Abnormal left ventricular function at rest or an abnormal response to exercise was noted in 42 patients (84%) in group I and in 25 patients (86%) in group II (p . not significant). Thus, in patients with coronary artery disease, age does not influence left ventricular function at rest or response to exercise. Older patients with coronary artery disease show changes in left ventricular function similar to those in younger patients with corresponding severity of coronary artery disease.

  2. Effect of age on left ventricular function during exercise in patients with coronary artery disease.

    PubMed

    Hakki, A H; DePace, N L; Iskandrian, A S

    1983-10-01

    The purpose of this study was to assess the effect of age on left ventricular performance during exercise in 79 patients with coronary artery disease (greater than or equal to 50% narrowing of one or more major coronary arteries). Fifty patients under the age of 60 years (group I) and 29 patients 60 years or older (group II) were studied. Radionuclide angiograms were obtained at rest and during symptom-limited upright bicycle exercise. The history of hypertension, angina or Q wave myocardial infarction was similar in both groups. Multivessel coronary artery disease was present in 30 patients (60%) in group I and in 19 patients (66%) in group II (p = not significant). There were no significant differences between the two groups in the hemodynamic variables (at rest or during exercise) of left ventricular ejection fraction, end-diastolic volume, end-systolic volume and cardiac index. Exercise tolerance was higher in group I than in group II (7.8 +/- 0.4 versus 5.7 +/- 0.4 minutes, p = 0.009), although the exercise heart rate and rate-pressure product were not significantly different between the groups. There was poor correlation between age and ejection fraction, end-diastolic volume and end-systolic volume at rest and during exercise. Abnormal left ventricular function at rest or an abnormal response to exercise was noted in 42 patients (84%) in group I and in 25 patients (86%) in group II (p = not significant). Thus, in patients with coronary artery disease, age does not influence left ventricular function at rest or response to exercise. Older patients with coronary artery disease show changes in left ventricular function similar to those in younger patients with corresponding severity of coronary artery disease.

  3. Students Left behind: Measuring 10th to 12th Grade Student Persistence Rates in Texas High Schools

    ERIC Educational Resources Information Center

    Domina, Thurston; Ghosh-Dastidar, Bonnie; Tienda, Marta

    2010-01-01

    The No Child Left Behind Act requires states to publish high school graduation rates for public schools; the U.S. Department of Education is currently considering a mandate to standardize high school graduation rate reporting. However, no consensus exists among researchers or policymakers about how to measure high school graduation rates. We use…

  4. Influence of an individual's age on the amount and interpretability of DNA left on touched items.

    PubMed

    Poetsch, Micaela; Bajanowski, Thomas; Kamphausen, Thomas

    2013-11-01

    In crime scene investigations, DNA left by touch on an object can be found frequently and the significant improvements in short tandem repeat (STR) amplification in recent years built up a high expectation to identify the individual(s) who touched the object by their DNA profile. Nevertheless, the percentage of reliably analysable samples varies considerably between different crime scenes even if the nature of the stains appears to be very similar. Here, it has been proposed that the amount and quality of DNA left at a crime scene may be influenced by external factors (like nature of the surface) and/or individual factors (like skin conditions). In this study, the influence of the age of an individual who left his DNA on an object is investigated. Handprints from 213 individuals (1 to 89 years old) left on a plastic syringe were analysed for DNA amount and STR alleles using Quantifiler® and PowerPlex® ESX 17. A full profile of the individual could be found in 75 % of all children up to 10 years, 9 % of adolescents (11 to 20 years), 25 % of adults (21 to 60 years) and 8 % of elderly people (older than 60 years). No person older than 80 years displayed a full profile. Drop-in and drop-out artefacts occurred frequently throughout the age groups. A dependency of quantity and quality of the DNA left on a touched object on the age of the individual could be clearly demonstrated at least for children and elderly people. An epithelial abrasion unexpectedly good to interpret may be derived from a child, whereas the suspected skin contact of an elderly person with an object may be impossible to prove.

  5. Schools for the deaf and the No Child Left Behind Act.

    PubMed

    Cawthon, Stephanie W

    2004-01-01

    The No Child Left Behind Act of 2001 (NCLB) emphasizes educational accountability for all students. Twenty-eight states have policies to aggregate student participation and proficiency data for schools for the deaf in NCLB reports. The remaining states account for these students in other ways: referring student data to "sending" schools and aggregating data to the district or state level are most prominent. In reports of student assessment results for academic year 2002-2003, three schools for the deaf made "Adequate Yearly Progress" under NCLB: These schools demonstrated at least a 95% participation rate in assessments, and at least 95% of their students met or surpassed state proficiency benchmarks in reading and mathematics. Proficiency levels for other schools varied by report, but were often comparable to those of students with disabilities. Challenges and strategies for capturing the impact of NCLB accountability policies on deaf students are discussed.

  6. Auditory Sensitivity in School-Age Children.

    ERIC Educational Resources Information Center

    Trehub, Sandra E.; And Others

    1988-01-01

    Obtained thresholds for octave-band noises with center frequencies of 0.4, 1, 2, 4, and 10 kHz and 1/3-octave band noises centered at 10 and 20 kHz from children aged 6 to 16 years. Compared results with findings for infants, preschool children, and adults. Continuing sensitivity improvements were evident from infancy well into the school years.…

  7. Prehypertension and Left Ventricular Diastolic Dysfunction in Middle-Aged Koreans

    PubMed Central

    Jang, Shin Yi; Kim, Sujin; Lee, Chang Kwan; Cho, Eun Jeong; Cho, Soo Jin

    2016-01-01

    Background and Objectives Left ventricular diastolic dysfunction is known to be a marker of myocardial damage, in particular myocardial fibrosis resulting from hypertension (HT). However, few studies have shown an association between the grade of diastolic dysfunction and blood pressure classification. We investigated the association between diastolic dysfunction and prehypertension (preHT) in apparently healthy adults who underwent routine health examinations. Subjects and Methods The study sample included 4261 Koreans, 45 to 64 years of age with no previous history of HT, diabetes mellitus, malignancy, proven coronary artery disease, or valvular heart disease based on echocardiography, who underwent routine health examinations including echocardiography. The subjects were classified into three groups based on resting blood pressure: prehypertensive, hypertensive, and normotensive. Results The prevalence of preHT in our study was 42.1%. After adjusting for age, gender, smoking status, alcohol consumption, fasting blood sugar, serum lipid profile, and body mass index, left ventricular diastolic dysfunction grades 1 and 2 were significantly more frequent in subjects with preHT (odds ratio [OR] 1.66 [95% confidence interval {CI} 1.40-1.96] and 1.37 [95% CI 0.95-1.97], respectively). When analyzed according to gender, the increased OR was especially notable in males. Conclusion Left ventricular diastolic dysfunction appears to be significantly associated with preHT in Korean middle-aged males. PMID:27482263

  8. Day Care for School-Age Children. Final Report.

    ERIC Educational Resources Information Center

    Unco, Inc., Washington, DC.

    This report provides some perspectives on existing school-age child care and proposes some alternative school-age care program models which maximize the use of community resources and, thus, reduce potentially high costs. Chapters One and Two examine the current school-age "child care" services both nationally and in Region X (Oregon, Washington…

  9. Left cheek bias for emotion perception, but not expression, is established in children aged 3-7 years.

    PubMed

    Lindell, Annukka K; Tenenbaum, Harriet R; Aznar, Ana

    2017-01-01

    As the left hemiface is controlled by the emotion-dominant right hemisphere, emotion is expressed asymmetrically. Portraits showing a model's left cheek consequently appear more emotive. Though the left cheek bias is well established in adults, it has not been investigated in children. To determine whether the left cheek biases for emotion perception and expression are present and/or develop between the ages of 3 and 7 years, 145 children (71 male, 74 female; M age = 65.49 months) completed two experimental tasks: one assessing biases in emotion perception, and the other assessing biases in emotion expression. Regression analysis confirmed that children aged 3-7 years find left cheek portraits happier than right cheek portraits, and age does not predict the magnitude of the bias. In contrast when asked to pose for a photo expressing happiness children did not show a left cheek bias, with logistic regression confirming that age did not predict posing orientations. These findings indicate that though the left cheek bias for emotion perception is established by age 3, a similar bias for emotion expression is not evident by age 7. This implies that tacit knowledge of the left cheek's greater expressivity is not innate but develops in later childhood/adolescence.

  10. Addressing the Need for School Age Child Care: A Guide for Philadelphia Elementary School Principals.

    ERIC Educational Resources Information Center

    Mintzer, Janet L.

    The Delaware Valley Child Care Council (DVCCC) developed this booklet to help Philadelphia school principals plan and develop privately run after-school centers in their schools. First, an executive summary documents the need for school-age day care nationwide and in the Philadelphia area. Section I offers guidance on planning a school-age child…

  11. Attenuated sarcomere lengthening of the aged murine left ventricle observed using two-photon fluorescence microscopy.

    PubMed

    Nance, Michael E; Whitfield, Justin T; Zhu, Yi; Gibson, Anne K; Hanft, Laurin M; Campbell, Kenneth S; Meininger, Gerald A; McDonald, Kerry S; Segal, Steven S; Domeier, Timothy L

    2015-09-01

    The Frank-Starling mechanism, whereby increased diastolic filling leads to increased cardiac output, depends on increasing the sarcomere length (Ls) of cardiomyocytes. Ventricular stiffness increases with advancing age, yet it remains unclear how such changes in compliance impact sarcomere dynamics in the intact heart. We developed an isolated murine heart preparation to monitor Ls as a function of left ventricular pressure and tested the hypothesis that sarcomere lengthening in response to ventricular filling is impaired with advanced age. Mouse hearts isolated from young (3-6 mo) and aged (24-28 mo) C57BL/6 mice were perfused via the aorta under Ca(2+)-free conditions with the left ventricle cannulated to control filling pressure. Two-photon imaging of 4-{2-[6-(dioctylamino)-2-naphthalenyl]ethenyl}1-(3-sulfopropyl)-pyridinium fluorescence was used to monitor t-tubule striations and obtain passive Ls between pressures of 0 and 40 mmHg. Ls values (in μm, aged vs. young, respectively) were 2.02 ± 0.04 versus 2.01 ± 0.02 at 0 mmHg, 2.13 ± 0.04 versus 2.23 ± 0.02 at 5 mmHg, 2.21 ± 0.03 versus 2.27 ± 0.03 at 10 mmHg, and 2.28 ± 0.02 versus 2.36 ± 0.01 at 40 mmHg, indicative of impaired sarcomere lengthening in aged hearts. Atomic force microscopy nanoindentation revealed that intact cardiomyocytes enzymatically isolated from aged hearts had increased stiffness compared with those of young hearts (elastic modulus: aged, 41.9 ± 5.8 kPa vs. young, 18.6 ± 3.3 kPa; P = 0.006). Impaired sarcomere lengthening during left ventricular filling may contribute to cardiac dysfunction with advancing age by attenuating the Frank-Starling mechanism and reducing stroke volume.

  12. Families with school-age children.

    PubMed

    Christensen, Kathleen; Schneider, Barbara; Butler, Donnell

    2011-01-01

    Most working parents face a common dilemma--how to care for their children when they are not in school but the parents are at work. In this article Kathleen Christensen, Barbara Schneider, and Donnell Butler describe the predictable and unpredictable scheduling demands school-age children place on working couples and single working parents. The authors assess the potential capacity of schools to help meet the needs of working families through changes in school schedules and after-school programs and conclude that the flexibility parents need to balance family-work responsibilities probably cannot be found in the school setting. They argue that workplaces are better able than schools to offer the flexibility that working parents need to attend to basic needs of their children, as well as to engage in activities that enhance their children's academic performance and emotional and social well-being. Two types of flexible work practices seem especially well suited to parents who work: flextime arrangements that allow parents to coordinate their work schedules with their children's school schedules, and policies that allow workers to take short periods of time off--a few hours or a day or two-to attend a parent-teacher conference, for example, or care for a child who has suddenly fallen ill. Many companies that have instituted such policies have benefited through employees' greater job satisfaction and employee retention. Yet despite these measured benefits to employers, workplaces often fall short of being family friendly. Many employers do not offer such policies or offer them only to employees at certain levels or in certain types of jobs. Flexible work practices are almost nonexistent for low-income workers, who are least able to afford alternative child care and may need flexibility the most. Moreover the authors find that even employees in firms with flexible practices such as telecommuting may be reluctant to take advantage of them, because the workplace culture

  13. High-Stakes Testing under the No Child Left Behind Act: How Has It Impacted School Culture?

    ERIC Educational Resources Information Center

    Tingey, RaShel Anderson

    2009-01-01

    The purpose of this study was to investigate the impact of high-stakes testing under the No Child Left Behind (NCLB) Act on school culture. Individual interviews and focus groups were conducted with first grade through sixth grade teachers and principals from two of Nebo School District's schools located in Utah. Their responses were categorized…

  14. Differences in American College Test Performance after Seven Years of No Child Left Behind Reform in an Urban School District

    ERIC Educational Resources Information Center

    Hammond, Craig Alan

    2010-01-01

    This study addressed the effectiveness of No Child Left Behind reform in an urban school district. The researcher obtained American College Test composite scores from a diverse, urban, public school district and a private school within the same city for years 2001 and 2008. Statistical tests were run to determine if seniors' scores were…

  15. U.S. Department of Education 2008 No Child Left Behind -- Blue Ribbon Schools Program: Statistical Summary of National Participation

    ERIC Educational Resources Information Center

    US Department of Education, 2008

    2008-01-01

    The No Child Left Behind Blue Ribbon Schools Program honors public and private K-12 schools that are either academically superior in their state or that demonstrate dramatic gains in student achievement. This document includes 2008 statistical information for public and private blue ribbon schools for 45 states. In addition to summarized totals,…

  16. Perceptions of Alternative School Teachers and Administrators about the Impact of the No Child Left behind Act

    ERIC Educational Resources Information Center

    Queenan, Carla Glover

    2010-01-01

    The purpose of this qualitative study was to investigate and examine the perceptions of alternative school teachers and administrators about the impact of No Child Left Behind on their students and school. Through the lens of alternative school practitioners, this study examined the intersection of at-risk students, alternative education programs,…

  17. Mathematical modeling of left ventricular dimensional changes in mice during aging

    PubMed Central

    2012-01-01

    Cardiac aging is characterized by diastolic dysfunction of the left ventricle (LV), which is due in part to increased LV wall stiffness. In the diastolic phase, myocytes are relaxed and extracellular matrix (ECM) is a critical determinant to the changes of LV wall stiffness. To evaluate the effects of ECM composition on cardiac aging, we developed a mathematical model to predict LV dimension and wall stiffness changes in aging mice by integrating mechanical laws and our experimental results. We measured LV dimension, wall thickness, LV mass, and collagen content for wild type (WT) C57/BL6J mice of ages ranging from 7.3 months to those of 34.0 months. The model was established using the thick wall theory and stretch-induced tissue growth to an isotropic and homogeneous elastic composite with mixed constituents. The initial conditions of the simulation were set based on the data from the young mice. Matlab simulations of this mathematical model demonstrated that the model captured the major features of LV remodeling with age and closely approximated experimental results. Specifically, the temporal progression of the LV interior and exterior dimensions demonstrated the same trend and order-of-magnitude change as our experimental results. In conclusion, we present here a validated mathematical model of cardiac aging that applies the thick-wall theory and stretch-induced tissue growth to LV remodeling with age. PMID:23281647

  18. Building Creativity Training: Drawing with Left Hand to Stimulate Left Brain in Children Age 5-7 Years Old

    ERIC Educational Resources Information Center

    Saputra, Yanty Hardi; Sabana, Setiawan

    2016-01-01

    Researcher and professionals that started researching about brains since 1930 believe that left brain is a rational brain, which is tightly related with the IO, rational thinking, arithmetic thinking, verbal, segmental, focus, serial (linear), finding the differences, and time management, Meanwhile right brain is the part of brain that controlled…

  19. Schools in the Age of Technology: Ideas for Instructional Innovation.

    ERIC Educational Resources Information Center

    McGraw, James H., IV; Frank, Charlotte K.

    This document profiles five schools that were selected as winners of the "Fifth Annual Business Week Awards for Instructional Innovation: Schools in the Age of Technology": Bailey's Elementary School for the Arts and Sciences (Falls Church, Virginia); Hunterdon Central Regional High School (Flemington, New Jersey); John Muir Elementary School…

  20. Professional Learning Communities in Improved Illinois Elementary Schools: The Value of Professional Learning Communities for Leaders of Illinois Elementary Schools Formerly in "No Child Left Behind" Status

    ERIC Educational Resources Information Center

    Thomas, Steven James

    2012-01-01

    The "No Child Left Behind" (NCLB) reauthorization of the Elementary and Secondary Education Act of 1965 has created a system, which potentially labeled 82% of US school as "failing" in 2011. Consequences for failing schools go beyond public ostracism to the release of numerous staff and school leaders or the closing of the…

  1. Influence of Age-Related Versus Non-Age-Related Renal Dysfunctionon Survival in Patients with Left Ventricular Dysfunction

    PubMed Central

    Testani, Jeffrey M.; Brisco, Meredith A.; Han, Gang; Laur, Olga; Kula, Alexander J.; Cheng, Susan J.; Tang, W. H. Wilson; Parikh, Chirag R.

    2013-01-01

    Normal aging results in a predictable decline in glomerular filtration rate (GFR) and low GFR is associated with worsened survival. If this survival disadvantage is directly caused by the low GFR, as opposed to the disease causing the low GFR, the risk should be similar regardless of the underlying mechanism. Our objective was to determine if age related declines in estimated GFR (eGFR) carry the same prognostic importance as disease attributable losses in patients with ventricular dysfunction. We analyzed the Studies Of Left Ventricular Dysfunction (SOLVD) limited data set (n=6337). The primary analysis focused on determining if the eGFR mortality relationship differed by the extent the eGFR was consistent with normal ageing. Mean eGFR was 65.7 ± 19.0ml/min/1.73m2. Across the range of age in the population (27 to 80 years), baseline eGFR decreased by 0.67 ml/min/1.73m2 per year (95% CI 0.63 to 0.71). The risk of death associated with eGFR was strongly modified by the degree to which the low eGFR could be explained by aging (p interaction <0.0001). For example, in a model incorporating the interaction, uncorrected eGFR was no longer significantly related to mortality (adjusted HR=1.0 per 10 ml/min/1.73m2, 95% CI 0.97–1.1, p=0.53) whereas a disease attributable decrease in eGFR above the median carried significant risk (adjusted HR=2.8, 95% CI 1.6–4.7, p<0.001). In conclusion, in the setting of LV dysfunction, renal dysfunction attributable to normal aging had a limited risk for mortality, suggesting that the mechanism underlying renal dysfunction is critical in determining prognosis. PMID:24216124

  2. Birth Order and Maladaptive Behavior in School-Aged Children.

    ERIC Educational Resources Information Center

    Carmichael, Karla D.

    Drawing on Alfred Adler's theories on the effect of birth order on maladaptive behavior in children, this study focused on the relationship between birth order and the referral to counseling of school-aged children with maladaptive disorder. School-aged children (N=217) with academic or behavioral problems, ages 5 to 18, were referred to the staff…

  3. Alterations in neural connectivity in preterm children at school age.

    PubMed

    Gozzo, Yeisid; Vohr, Betty; Lacadie, Cheryl; Hampson, Michelle; Katz, Karol H; Maller-Kesselman, Jill; Schneider, Karen C; Peterson, Bradley S; Rajeevan, Nallakkandi; Makuch, Robert W; Constable, R Todd; Ment, Laura R

    2009-11-01

    Converging data suggest recovery from injury in the preterm brain. We used functional magnetic resonance imaging (fMRI) to test the hypothesis that cerebral connectivity involving Wernicke's area and other important cortical language regions would differ between preterm (PT) and term (T) control school age children during performance of an auditory language task. Fifty-four PT children (600-1250 g birth weight) and 24 T controls were evaluated using an fMRI passive language task and neurodevelopmental assessments including: the Wechsler Intelligence Scale for Children - III (WISC-III), the Peabody Individual Achievement Test - Revised (PIAT-R) and the Peabody Picture Vocabulary Test - Revised (PPVT-R) at 8 years of age. Neural activity was assessed for language processing and the data were evaluated for connectivity and correlations to cognitive outcomes. We found that PT subjects scored significantly lower on all components of the WISC-III (p<0.009), the PIAT-R Reading Comprehension test (p=0.013), and the PPVT-R (p=0.001) compared to term subjects. Connectivity analyses revealed significantly stronger neural circuits in PT children between Wernicke's area and the right inferior frontal gyrus (R IFG, Broca's area homologue) and both the left and the right supramarginal gyri (SMG) components of the inferior parietal lobules (pschool age differently than T controls; these alterations may represent a delay in maturation of neural networks or the engagement of alternate circuits for language processing.

  4. Alterations in neural connectivity in preterm children at school age

    PubMed Central

    Gozzo, Yeisid; Vohr, Betty; Lacadie, Cheryl; Hampson, Michelle; Katz, Karol H.; Maller-Kesselman, Jill; Schneider, Karen C.; Peterson, Bradley S.; Rajeevan, Nallakkandi; Makuch, Robert W.; Constable, R. Todd; Ment, Laura R.

    2009-01-01

    Converging data suggest recovery from injury in the preterm brain. We used functional Magnetic Resonance Imaging (fMRI) to test the hypothesis that cerebral connectivity involving Wernicke’s area and other important cortical language regions would differ between preterm (PT) and term (T) control school age children during performance of an auditory language task. Fifty-four PT children (600 – 1250 g birth weight) and 24 T controls were evaluated using an fMRI passive language task and neurodevelopmental assessments including: the Wechsler Intelligence Scale for Children - III (WISC - III), the Peabody Individual Achievement Test - Revised (PIAT-R) and the Peabody Picture Vocabulary Test - Revised (PPVT- R) at 8 years of age. Neural activity was assessed for language processing and the data were evaluated for connectivity and correlations to cognitive outcomes. We found PT subjects scored significantly lower on all components of the WISC - III (p < 0.009), the PIAT- R reading comprehension test (p = 0.013), and the PPVT-R (p = 0.001) compared to term subjects. Connectivity analyses revealed significantly stronger neural circuits in PT children between Wernicke’s area and the right inferior frontal gyrus (R IFG, Broca’s area homologue) and both the left and the right supramarginal gyri (SMG) components of the inferior parietal lobules (p ≤ 0.02 for all). We conclude that PT subjects employ neural systems for auditory language function at school age differently than T controls; these alterations may represent a delay in maturation of neural networks or the engagement of alternate circuits for language processing. PMID:19560547

  5. Altered left ventricular performance in aging physically active mice with an ankle sprain injury.

    PubMed

    Turner, Michael J; Guderian, Sophie; Wikstrom, Erik A; Huot, Joshua R; Peck, Bailey D; Arthur, Susan T; Marino, Joseph S; Hubbard-Turner, Tricia

    2016-02-01

    We assessed the impact of differing physical activity levels throughout the lifespan, using a musculoskeletal injury model, on the age-related changes in left ventricular (LV) parameters in active mice. Forty male mice (CBA/J) were randomly placed into one of three running wheel groups (transected CFL group, transected ATFL/CFL group, SHAM group) or a SHAM Sedentary group (SHAMSED). Before surgery and every 6 weeks after surgery, LV parameters were measured under 2.5 % isoflurane inhalation. Group effects for daily distance run was significantly greater for the SHAM and lesser for the ATLF/CFL mice (p = 0.013) with distance run decreasing with age for all mice (p < 0.0001). Beginning at 6 months of age, interaction (group × age) was noted with LV posterior wall thickness-to-radius ratios (h/r) where h/r increased with age in the ATFL/CFL and SHAMSED mice while the SHAM and CFL mice exhibited decreased h/r with age (p = 0.0002). Passive filling velocity (E wave) was significantly greater in the SHAM mice and lowest for the ATFL/CFL and SHAMSED mice (p < 0.0001) beginning at 9 months of age. Active filling velocity (A wave) was not different between groups (p = 0.10). Passive-to-active filling velocity ratio (E/A ratio) was different between groups (p < 0.0001), with higher ratios for the SHAM mice and lower ratios for the ATFL/CFL and SHAMSED mice in response to physical activity beginning at 9 months of age. Passive-to-active filling velocity ratio decreased with age (p < 0.0001). Regular physical activity throughout the lifespan improved LV structure, passive filling velocity, and E/A ratio by 6 to 9 months of age and attenuated any negative alterations throughout the second half of life. The diastolic filling differences were found to be significantly related to the amount of activity performed by 9 months and at the end of the lifespan.

  6. Language-related activations in the left prefrontal regions are differentially modulated by age, proficiency, and task demands.

    PubMed

    Tatsuno, Yoshinori; Sakai, Kuniyoshi L

    2005-02-16

    It remains to be elucidated how cortical activations are modulated by factors of age, proficiency, and language task demands when mastering first language (L1) and a second language (L2). Using functional magnetic resonance imaging, we tested subjects aged 13 (the age 13 group) and 19 (the age 19 group), thereby comparing the cortical activations involved in past-tense verb identification with those involved in verb matching. We found that the activation in the dorsal triangular part of the left inferior frontal gyrus (IFG) was lower, corresponding to a higher proficiency in English (L2) in the older subjects, suggesting that the proficiency level plays a major role in the activation of this region during L2 acquisition. Moreover, the lower activation in the triangular and orbital parts of the left IFG (F3t/F3O) for the irregular past tense corresponding to a higher proficiency in L2, together with the nonsignificant activation for the regular past tense when its performance almost reached perfection for age 19, suggests that the modulation of the left F3t/F3O activation reflects language task demands for identifying correct past-tense forms. On the other hand, the left F3t/F3O activation in Japanese (L1) for age 13 was significantly greater than that for age 19, despite the matched performances in L1. These results suggest that the left IFG subserves language-specific functions that are critically required when mastering any language.

  7. No Child Left Behind and Its Effect on Recruiting and Retaining Special Education Teachers in Rural South Carolina School Districts

    ERIC Educational Resources Information Center

    Martin, Deborah S.

    2010-01-01

    The study examined the No Child Left Behind Act as it relates to the recruiting and retention of special education teachers in rural school districts. The focus of the research was to examine those factors that have influenced teachers to leave the profession or to seek employment in more urban school districts. Data for the study were collected…

  8. School Leaders as both Colonized and Colonizers: Understanding Professional Identity in an Era of No Child Left Behind

    ERIC Educational Resources Information Center

    Lewis, Alisha Lauren

    2010-01-01

    This study positioned the federal No Child Left Behind (NCLB) Act of 2002 as a reified colonizing entity, inscribing its hegemonic authority upon the professional identity and work of school principals within their school communities of practice. Pressure on educators and students intensifies each year as the benchmark for Adequate Yearly Progress…

  9. School Communication in the Age of Google

    ERIC Educational Resources Information Center

    Porterfield, Kitty; Carnes, Meg

    2012-01-01

    The debate about social media in schools--about should we or should we not--is already over. Social media is here to stay. The only relevant question now is how long it will take school leaders to adopt new ways and adapt the new technologies to support teaching, learning, and communication among the adults in schools. For schools to pretend that…

  10. No Child Left Behind and the Spectacle of Failing Schools: The Mythology of Contemporary School Reform

    ERIC Educational Resources Information Center

    Granger, David A.

    2008-01-01

    This article discusses what David Berliner (2005) has called the perverse "spectacle of fear" (208) surrounding issues of teacher quality and accountability in contemporary school reform. Drawing principally on the critical semiotics of Roland Barthes' essay, "The World of Wrestling" (1957), it examines the way that this…

  11. Building Peer Relationships in School Age Care. Beginnings Workshop.

    ERIC Educational Resources Information Center

    Teachy, Cindy L.; And Others

    1994-01-01

    This workshop section includes four essays: (1) "Building Lifelong Relationships: School Age Programs at Work" (Cindy L. Teachey); (2) "Building Friendships in School Age Programs" (Joan M. Bergstrom); (3) "On the Rocky Road to Friendship: Emerging Peer Relationships" (Kay Albrecht); (4) "Helping Teachers Understand Their Role in Supporting Peer…

  12. Assessing attachment in school-age children.

    PubMed

    Crittenden, Patricia; Kozlowska, Kasia; Landini, Andrea

    2010-04-01

    The School-age Assessment of Attachment (SAA) is a newly developed clinical tool to identify pattern of attachment using the Dynamic-Maturational Model of attachment and adaptation (DMM). Seven picture cards were used to elicit fantasy stories and recalled episodes. The transcribed discourse was analyzed to yield one of 13 DMM attachment classifications, together with possible unresolved traumas and losses, and modifiers (depression and intrusions). In this article, we outline the steps necessary to validate an assessment tool, describe the development of the SAA, and report data from a preliminary clinical study testing the SAA's reliability, validity, and utility. Concurrent construct, familial, and discriminant validity were evaluated in terms of mental health status and exposure to danger on a sample of 5-12-year-old children, drawn from clinical ( n = 51) and normative (n = 40) populations. The SAA (a) differentiated children referred for psychiatric diagnosis from those in the normative population; (b) accounted for 31% of the variance (46% when family variables were added); (c) identified risk children in the normative sample; and (d) suggested risk factors associated with children's psychiatric disorder.

  13. [Relationship Between Age of School Entry and Behaviour Problems].

    PubMed

    Schmiedeler, Sandra; Segerer, Robin; Schneider, Wolfgang

    2015-01-01

    Relationship Between Age of School Entry and Behaviour Problems Recent studies demonstrated that children who are relatively young within a school year show more behaviour problems, are at greater risk of being diagnosed with attention- eficit/hyperactivity disorder (ADHD) and treated with stimulants compared to their older classmates. In this paper we examine the association of age at school entry and behavioural problems for a German sample of elementary school children, who were enrolled in 2009 (N = 928). We used teacher ratings on the Strengths and Difficulties Questionnaire (SDQ) as well as the prevalence of ADHD diagnosis and medication. Our analyses showed that those children with a relatively younger age at school entry were judged more hyperactive than their older peers when sex was controlled for. After stratifying for sex, the effect of age at school entry on hyperactivity was now only significant for boys. No association with age at school entry could be found for the other SDQ-subscales as well as for ADHD diagnosis and medication. Although we could only partially demonstrate a significant relationship between age at school entry and behavioral problems in German elementary school-children, understanding these associations may help to consider children´s maturity differences when evaluating the child´s behavior.

  14. Perceptions of School Nurses regarding Obesity in School-Age Children

    ERIC Educational Resources Information Center

    Moyers, Pamela; Bugle, Linda; Jackson, Elaine

    2005-01-01

    Obesity is epidemic in the nation's school-age population with African American and Hispanic children and adolescents specifically at risk. School nurses at elementary and middle public schools in the Missouri 8th Congressional District were surveyed regarding their perceptions of childhood obesity. School nurses supported preventive interventions…

  15. Visual search in school-aged children with unilateral brain lesions.

    PubMed

    Netelenbos, J Bernard; Van Rooij, Louise

    2004-05-01

    In this preliminary study, visual search for targets within and beyond the initial field of view was investigated in seven school-aged children (five females, two males; mean age at testing 8 years 10 months, SD 1 year 3 months; range 6 to 10 years) with various acquired, postnatal, focal brain injuries (haematoma, haemorrhage, meningioma, neuroblastoma, and cerebral abscess) in anterior or posterior sites of the left or right hemisphere, and seven control children (matched for age and sex) were also studied. All participants attended mainstream primary schools. The children with lesions underwent surgery after diagnosis (mean age at diagnosis 5 years 4 months, SD 2 years 7 months). Group results indicated that for the overall scores on three psychometric tests of visuospatial and fine motor abilities (Southern California Figure Ground Perception Test, Visual Organization Test, and Visual-Motor Integration Test), no difference between the children with left and right lesions was present. However, children with lesions in the right hemisphere, and not in the left hemisphere, took significantly more time than the controls to locate visual targets presented within and beyond the field of view. Examination of individual data suggested that, in accordance with brain imaging research, right-sided anterior cerebral lesions sustained in early childhood might have an enduring detrimental effect on voluntary visual search performance during development. This persistent effect of early brain injury might imply that developmental plasticity of the brain does not apply to certain specific functions of particular areas of the right hemisphere.

  16. Different Predictors of Right and Left Ventricular Metabolism in Healthy Middle-Aged Men

    PubMed Central

    Heiskanen, Marja A.; Leskinen, Tuija; Eskelinen, Jari-Joonas; Heinonen, Ilkka H. A.; Löyttyniemi, Eliisa; Virtanen, Kirsi; Pärkkä, Jussi P.; Hannukainen, Jarna C.; Kalliokoski, Kari K.

    2015-01-01

    Dysfunction of the right ventricle (RV) plays a crucial role in the outcome of various cardiovascular diseases. Previous studies on RV metabolism are sparse although evidence implies it may differ from left ventricular (LV) metabolism. Therefore, the aims of this study were (1) to determine predictors of RV glucose uptake (GU) and free fatty acid uptake (FFAU) and (2) to compare them to predictors of LV metabolism in healthy middle-aged men. Altogether 28 healthy, sedentary, middle-aged (40–55 years) men were studied. Insulin-stimulated GU and fasting FFAU were measured by positron emission tomography and RV and LV structural and functional parameters by cardiac magnetic resonance. Several parameters related to whole-body health were also measured. Predictors of RV and LV metabolism were determined by pairwise correlation analysis, lasso regression models, and variable clustering using heatmap. RVGU was most strongly predicted by age and moderately by RV ejection fraction (EF). The strongest determinants of RVFFAU were exercise capacity (peak oxygen uptake), resting heart rate, LVEF, and whole-body insulin-stimulated glucose uptake rate. When considering LV metabolism, age and RVEF were associated also with LVGU. In addition, LVGU was strongly, and negatively, influenced by whole-body insulin-stimulated glucose uptake rate. LVFFAU was predicted only by LVEF. This study shows that while RV and LV metabolism have shared characteristics, they also have unique properties. Age of the subject should be taken into account when measuring myocardial glucose utilization. Ejection fraction is related to myocardial metabolism, and even so that RVEF may be more closely related to GU of both ventricles and LVEF to FFAU of both ventricles, a finding supporting the ventricular interdependence. However, only RV fatty acid utilization associates with exercise capacity so that better physical fitness in a relatively sedentary population is related with decreased RV fat metabolism

  17. The Effect of Age-Correction on IQ Scores among School-Aged Children Born Preterm

    ERIC Educational Resources Information Center

    Roberts, Rachel M.; George, Wing Man; Cole, Carolyn; Marshall, Peter; Ellison, Vanessa; Fabel, Helen

    2013-01-01

    This study examined the effect of age-correction on IQ scores among preterm school-aged children. Data from the Flinders Medical Centre Neonatal Unit Follow-up Program for 81 children aged five years and assessed with the WPPSI-III, and 177 children aged eight years and assessed with the WISC-IV, were analysed. Corrected IQ scores were…

  18. Reading and Coherent Motion Perception in School Age Children

    ERIC Educational Resources Information Center

    Kassaliete, Evita; Lacis, Ivars; Fomins, Sergejs; Krumina, Gunta

    2015-01-01

    This study includes an evaluation, according to age, of the reading and global motion perception developmental trajectories of 2027 school age children in typical stages of development. Reading is assessed using the reading rate score test, for which all of the student participants, regardless of age, received the same passage of text of a medium…

  19. Left Too Early: The Effects of Age at Separation From Parents on Chinese Rural Children's Symptoms of Anxiety and Depression

    PubMed Central

    Liu, Zhengkui; Li, Xinying

    2009-01-01

    Objectives. We examined the effect of age at separation from parents on symptoms of anxiety and depression among children in rural communities in China whose parents migrated to cities in search of employment opportunities during the country's rapid economic development. Methods. Students in 3 rural areas, Anhui, Chongqing, and Guizhou (N = 592; age = 10–17 years), completed questionnaires that asked about symptoms of state and trait anxiety, as well as depression and age at separation from parents. Results. Children who were separated from parents at a younger age had more symptoms of anxiety and depression. This effect was especially pronounced for children who were separated from their mothers or from both parents. Conclusions. China's explosive economic growth appears to exact a significant toll on left-behind children's mental health, particularly on children whose parents left early in their lives. The unintended consequences of the economic boom on child development need to be further examined in prospective studies. PMID:19762669

  20. School Mobility and School-Age Children's Social Adjustment

    ERIC Educational Resources Information Center

    Dupere, Veronique; Archambault, Isabelle; Leventhal, Tama; Dion, Eric; Anderson, Sara

    2015-01-01

    This study explored how nonpromotional school changes, a potentially major event for children, were associated with 3 forms of social maladjustment: isolation/withdrawal, affiliation with maladjusted peers, and aggression toward peers. Given that school mobility frequently co-occurs with family transitions, the moderating role of these transitions…

  1. Chronic Respiratory Diseases of School-Age Children

    ERIC Educational Resources Information Center

    McGovern, John P.

    1976-01-01

    The author examines the problems of chronic respiratory disease in school-age children from a medical viewpoint, including recognition and diagnosis, commonly encountered diseases, their effect on participation in physical exercise, emotional factors, medication, and emergency care. (MB)

  2. School Age Populations Research Needs - NCS Dietary Assessment Literature Review

    Cancer.gov

    Drawing conclusions about the validity of available dietary assessment instruments in school age children is hampered by the differences in instruments, research design, reference methods, and populations in the validation literature.

  3. Home(lessness) in Urbanizing China: Invisible Violence and Left-Behind Children in Martial Arts Schools

    ERIC Educational Resources Information Center

    Dong, Xuan

    2017-01-01

    This article examines how martial arts students retell their stories about being left behind and how they have experienced, viewed, and struggled with the invisible violence. Popularly known as the "hometown of Chinese martial arts," Dengfeng is home to 48 registered martial arts schools and more than 70,000 full-time students. Drawing…

  4. No Child Left Behind Act and the Closing of the Achievement Gap in Suffolk County Public Schools

    ERIC Educational Resources Information Center

    Quackenbush, John Paul

    2011-01-01

    In this investigation, 55 of the 72 Suffolk County public schools were analyzed using archival data gleaned from the New York State Education Department's BEDS report for the years 2000 to 2005. Three primary research questions were used to determine if the No Child Left Behind Act of 2001 had an impact on four ethnic groups, wealth of different…

  5. Doing Discipline Differently: The Greenfield Middle School Story. Children Left Behind Policy Briefs. Supplementary Analysis 3-A

    ERIC Educational Resources Information Center

    Rausch, M. Karega; Skiba, Russell

    2004-01-01

    One key finding of the "Children Left Behind" series has been the critical role of school leadership in setting the tone for how the day-to-day discipline and management of misbehavior is conducted. Interview and survey data from the second and third briefing papers have demonstrated that: (1) principals are sharply divided in their …

  6. The No Child Left Behind Comparability Provision and Within-District Resource Distribution: An Examination of One Florida School District

    ERIC Educational Resources Information Center

    Chaprnka, Danielle L.

    2012-01-01

    The intent of Title I of the No Child Left Behind Act of 2001 is to ensure that all students, regardless of their socioeconomic status, are provided a fair and equitable opportunity to meet challenging academic performance standards. Given such, Title I legislation provides for federal funding to be administered to school districts and schools…

  7. Drugs Education and Prevention for School-Aged Young People

    ERIC Educational Resources Information Center

    McCrystal, Patrick; Winning, Kerry

    2009-01-01

    Drug misuse in Northern Ireland, like many parts of the world, is becoming one of the major issues facing society today. A first stage to addressing this problem is effective drugs education and prevention strategies to school-aged young people. A survey of a range of education providers including mainstream and special needs schools, and school…

  8. Sharing-Among Those Concerned with School-Age Parents.

    ERIC Educational Resources Information Center

    Eddinger, Lucy, Ed.

    1975-01-01

    Day care services, educational programs and other supportive services for school-age parents of infants are surveyed in this publication. Mainstreaming pregnant students and improving care for the infants of students are discussed and two day care programs operating within high schools for student parents are presented in detail. A program…

  9. Aging Education in Elementary School Textbooks in Taiwan

    ERIC Educational Resources Information Center

    Huang, Chin-Shan

    2011-01-01

    With the advent of an aging society, the older population is gradually increasing and people are living longer than ever before. However, older people are often portrayed in school textbooks as insignificant, unhealthy, sad, passive, and dependent. That is, ageism emerges in school textbooks in subtle ways. Under this circumstance, children may…

  10. Association between arterial stiffness and left ventricular diastolic function in relation to gender and age

    PubMed Central

    Kim, Hack-Lyoung; Lim, Woo-Hyun; Seo, Jae-Bin; Chung, Woo-Young; Kim, Sang-Hyun; Kim, Myung-A.; Zo, Joo-Hee

    2017-01-01

    Abstract Left ventricular (LV) diastolic dysfunction and subsequent overt heart failure are more prevalent in elderly women. Close interaction between arterial stiffness and LV morphology/function has been reported. The aim of this study was to investigate whether there is an age- and gender-dependent relationship between arterial stiffness and LV diastolic function. A total of 819 subjects (58.6 ± 13.3 years, 50.2% men) without structural heart disease (LV ejection fraction ≥50%) were retrospectively analyzed. All participants underwent transthoracic echocardiography and brachial-ankle pulse wave velocity (baPWV) measurement on the same day. The association of baPWV with septal e′ velocity and average E/e′ was assessed. In the total study subjects, baPWV was negatively correlated with septal e′ velocity (r = 0.383, P < 0.001), and positively correlated with E/e′ (r = −0.266, P < 0.001). These linear correlations remained significant even after stratificaion of the study subjects by age (<65 years vs ≥65 years) and genders (P < 0.05 for each). There were obvious differences in baPWV according to groups with normal LV diastolic function, intermediate profile and LV diastolic dysfunction in young (P = 0.010) and elderly (≥65 years) women (P < 0.001) and eldery men (P = 0.012) but not in elderly men (P = 0.270). There was a significant association of baPWV with septal e′ velocity (β = −0.258, P = 0.020) and E/e′ (β = 0.122, P = 0.030) in elderly women even after controlling for multiple clinical covariates. This independent association was not seen in younger women and men (P > 0.05 for each). In conclusion, baPWV was independently associated with septal e′ velocity and E/e′ in elderly women but not in younger women or men. The results of this study provide additional evidence that increased arterial stiffness plays an important role in the development of heart failure with

  11. Determinants of After-School Programming for School-Age Immigrant Children

    ERIC Educational Resources Information Center

    Greenberg, Joy P.

    2013-01-01

    The purpose of this study was to examine the child and family characteristics that predict enrollment in after-school programming for school-age children of immigrant and nonimmigrant families. Although much is known about the beneficial effects of after-school programming for children and youths, the literature focused on immigrant children--the…

  12. Working with Homeless School-Aged Children: Barriers to School Social Work Practice

    ERIC Educational Resources Information Center

    Groton, Danielle; Teasley, Martell L.; Canfield, James P.

    2013-01-01

    With the needs and challenges of adolescent homelessness on the rise, the McKinney-Vento Homeless Assistance Act (MVA) was crafted as a public policy initiative aimed at facilitating access to schools for this population. While school social workers are the designated personnel for practice with homeless school-aged children, we know little about…

  13. [Stress in school-age children].

    PubMed

    Plourde, R G

    1994-10-01

    In April 1988, following preliminary research, Notre Dame Elementary School in Edmunston, N.B. initiated a pilot project entitled Management of Children's Stress. Using a three-dimensional process, parents, teachers and students collaborated to empower all students enrolled at the school to effectively manage their day-to-day stress. To prepare, the children, parents and teachers participated in nine- and 15-hour education sessions, respectively. Various techniques, including deep breathing exercises, stretching, relaxation techniques and listening to music, were considered. Visualization, maximizing the mind's potential to envision relaxing images, became the preferred technique. In addition to complementing other relaxation techniques used by the children, visualization facilitated their learning; developed and improved their concentration, motivation and self-confidence; gave them a positive self-image; and reduced health problems. The project has surpassed all expectations. In March 1993, it became part of a Quality of Life Education Project at the school.

  14. Age at Menarche, Schooling, and Sexual Debut in Northern Malawi

    PubMed Central

    Glynn, Judith R.; Kayuni, Ndoliwe; Floyd, Sian; Banda, Emmanuel; Francis-Chizororo, Monica; Tanton, Clare; Molesworth, Anna; Hemmings, Joanne; Crampin, Amelia C.; French, Neil

    2010-01-01

    Background Age at sexual debut is a key behavioural indicator used in HIV behavioural surveillance. Early age at menarche may precipitate early sex through perceived readiness for sex, or through school drop-out, but this is rarely studied. We investigated trends and circumstances of sexual debut in relation to schooling and age at menarche. Methods and Findings A cross-sectional sexual behaviour survey was conducted on all individuals age 15–59 within a demographic surveillance site in Karonga District, Malawi. Time trends were assessed using birth cohorts. Survival analysis was used to estimate the median age at menarche, sexual debut and first marriage. The 25th centile was used to define “early” sex, and analyses of risk factors for early sex were restricted to those who had reached that age, and were done using logistic regression. Of the 8232 women and 7338 men resident in the area, 88% and 78%, respectively, were seen, and, 94% and 92% of these were interviewed. The median reported age at first sex was 17.5 for women and 18.8 for men. For women, ages at menarche, sexual debut and first marriage did not differ by birth cohort. For men, age at sexual debut and first marriage decreased slightly in later birth cohorts. For both men and women increased schooling was associated with later sexual debut and a longer delay between sexual debut and first marriage, but the associations were stronger for women. Earlier age at menarche was strongly associated with earlier sexual debut and marriage and lower schooling levels. In women early sexual debut (<16 years) was less likely in those with menarche at age 14–15 (odds ratio (OR) 0.31, 95%CI 0.26–0.36), and ≥16 (OR 0.04, 95%CI 0.02–0.05) compared to those with menarche at <14. The proportion of women who completed primary school was 46% in those with menarche at <14, 60% in those with menarche at 14–15 and 70% in those with menarche at ≥16. The association between age at menarche and schooling was

  15. Psychological Skills Education for School Aged Athletes.

    ERIC Educational Resources Information Center

    Haslam, Ian R.

    2002-01-01

    Discusses the potential for teaching psychological skills to student athletes in school sport programs, outlining a conceptual approach to psychological skills training for athletic coaches. The paper details how to develop a psychological skills education curriculum, explaining issues of curriculum sequence and implementation strategies in the…

  16. Career Maturity in High School Age Females.

    ERIC Educational Resources Information Center

    Pedro, Joan Daniels

    1982-01-01

    Examined career maturity in high school females by using a set of general career-maturity and gender-specific, career-related measures, and an alternate career-maturity criterion measure, career-planning involvement. Results indicated significant relationships between achievement orientation and occupational information and knowledge of women's…

  17. Effects of Aged Garlic Extract on Left Ventricular Diastolic Function and Fibrosis in a Rat Hypertension Model

    PubMed Central

    Hara, Yuki; Noda, Akiko; Miyata, Seiko; Minoshima, Makoto; Sugiura, Mari; Kojima, Jun; Otake, Masafumi; Furukawa, Mayuko; Cheng, Xian Wu; Nagata, Kohzo; Murohara, Toyoaki

    2013-01-01

    Daily consumption of garlic is known to lower the risk of hypertension and ischemic heart disease. In this study, we examined whether aged garlic extract (AGE) prevents hypertension and the progression of compensated left ventricular (LV) hypertrophy in Dahl salt-sensitive (DS) rats. DS rats were randomly divided into three groups: those fed an 8% NaCl diet until 18 weeks of age (8% NaCl group), those additionally treated with AGE (8% NaCl + AGE group), and control rats maintained on a diet containing 0.3% NaCl until 18 weeks of age (0.3% NaCl group). AGE was administered orally by gastric gavage once a day until 18 weeks of age. LV mass was significantly higher in the 8% NaCl + AGE group than in the 0.3% NaCl group at 18 weeks of age, but significantly lower in the 8% NaCl + AGE group than in the 8% NaCl group. No significant differences were observed in systolic blood pressure (SBP) between the 8% NaCl and 8% NaCl + AGE groups at 12 and 18 weeks of age. LV end-diastolic pressure and pressure half-time at 12 and 18 weeks of age were significantly lower in the 8% NaCl + AGE group compared with the 8% NaCl group. AGE significantly reduced LV interstitial fibrosis at 12 and 18 weeks of age. Chronic AGE intake attenuated LV diastolic dysfunction and fibrosis without significantly decreasing SBP in hypertensive DS rats. PMID:24172194

  18. [Sensorimotor reactions in students of high school age during different types of the weather].

    PubMed

    Vadziuk, S N; Ratyns'ka, O M

    2004-01-01

    The neuro-dynamical characteristics of the higher nervous activity of senior pupils in different weather types were investigated. The group of practically healthy pupils was given tests on investigation of the speed of the simple sensomotorical reaction (SSR), sigma of the simple sensomotorical reaction (Sigma), the medial speed of the choice reaction (CR), the speed of the choice reaction for the right (CRR) and the left (CRL) hand. The study was conducted on the days with favorable, conditionally favorable and unfavorable medical-meteorological conditions. The results of the study of the neuro-dynamical characteristics of the higher nervous activity of senior pupils give the possibility to make a conclusion that they decrease as the weather conditions become worse. Senior school age is characterized by the improvement of the neuro-dynamical characteristics of the higher nervous activity. The girls of the senior school age have shown higher results in different weather types than the boys.

  19. Predicting School Readiness: The Validity of Developmental Age.

    ERIC Educational Resources Information Center

    Wood, Chip; And Others

    1984-01-01

    Examination of the predictive validity of the Gesell School Readiness Screening Test with 84 kindergarten-age children found the procedure effective in predicting child success or failure in kindergarten and that within four-six years the chronological age of children entering kindergarten is unrelated to eventual success of failure in…

  20. Expository Language Skills of Young School-Age Children

    ERIC Educational Resources Information Center

    Westerveld, Marleen F.; Moran, Catherine A.

    2011-01-01

    Purpose: This research investigated the expository language skills of young school-age children with the ultimate aim of obtaining normative data for clinical practice. Specifically, this study examined (a) the level of expository language performance of 6- and 7-year-old children with typical development and (b) age-related differences between…

  1. Post-Traumatic Stress Disorder among School Age Palestinian Children

    ERIC Educational Resources Information Center

    Khamis, Vivian

    2005-01-01

    Objectives: This study was designed to assess the prevalence of PTSD among Palestinian school-age children. Variables that distinguish PTSD and non-PTSD children were examined, including child characteristics, socioeconomic status, family environment, and parental style of influence. Method: Participants were 1,000 children aged 12 to 16 years.…

  2. How Pervasive Are Relative Age Effects in Secondary School Education?

    ERIC Educational Resources Information Center

    Cobley, Stephen; McKenna, Jim; Baker, Joeseph; Wattie, Nick

    2009-01-01

    Relative age effects (RAEs; R. H. Barnsley, A. H. Thompson, & P. E. Barnsley, 1985) convey school attainment (dis)advantages depending on whether one is relatively older or younger within annually age-grouped cohorts. In the present study, the authors examined the pervasiveness of RAEs by examining (a) attainment in 4 secondary school…

  3. School-Age Children in CCDBG: 2012 Update

    ERIC Educational Resources Information Center

    Matthews, Hannah; Reeves, Rhiannon

    2014-01-01

    The Child Care and Development Block Grant (CCDBG) is the primary funding source for federal child care subsidies to low-income working families, as well as improving child care quality. CCDBG provides child care assistance to children from birth to age 13. This fact sheet highlights key information about school-age children and CCDBG. This…

  4. Head Injuries in School-Age Children Who Play Golf

    ERIC Educational Resources Information Center

    Reuter-Rice, Karin; Krebs, Madelyn; Eads, Julia K.

    2016-01-01

    Traumatic brain injury (TBI) is the leading cause of death and disability in children. We conducted a prospective study, which examined injury characteristics and outcomes of school-age children of 5.0-15.0 years (N = 10) who were admitted to hospital for a TBI. This study evaluated the role of age, gender, the Glasgow Coma Scale, mechanisms and…

  5. Time-Constrained Functional Connectivity Analysis of Cortical Networks Underlying Phonological Decoding in Typically Developing School-Aged Children: A Magnetoencephalography Study

    ERIC Educational Resources Information Center

    Simos, Panagiotis G.; Rezaie, Roozbeh; Fletcher, Jack M.; Papanicolaou, Andrew C.

    2013-01-01

    The study investigated functional associations between left hemisphere occipitotemporal, temporoparietal, and inferior frontal regions during oral pseudoword reading in 58 school-aged children with typical reading skills (aged 10.4 [plus or minus] 1.6, range 7.5-12.5 years). Event-related neuromagnetic data were used to compute source-current…

  6. An Examination of Primary School Attendance and Completion among Secondary School Age Adolescents in Post-Conflict Sierra Leone

    ERIC Educational Resources Information Center

    Moyi, Peter

    2013-01-01

    Sierra Leone was ravaged by a civil war between 1991 and 2002. Since the end of the war, it has witnessed an unprecedented increase in school enrollments. Although school enrollment has increased, the number of school age children who are out of school remains high. The focus of international agencies is on children of primary school age, yet a…

  7. Health for the school aged: a fledgeling concern.

    PubMed

    Chatterjee, M

    1991-04-01

    Despite acknowledging India's crucial need for health education for school aged children, government institutions have failed to provide the necessary support. Past experience has shown that while the government has drafted policy statements concerning school health, scant action has followed. What little has been done consists primarily of perfunctory medical check-ups of school children, a service mostly limited to urban centers. Evident from the current status of health education for the school aged, several changes must take place: 1) Government institutions must reach a consensus regarding the content of school health services. Since school health is intended to improve both children's health status and cognitive capability, such a service demands a comprehensive program that includes regular and complete health surveillance. And it also means that the schools themselves must be healthy environments, and that teachers must serve as role models of good health. 2) School health efforts must involve and be supported by the parents and the community. 3) Government policies must take into account children who are not attending school. This means both a long-term policy to solve the problem of drop-outs and a short-term policy of providing non formal education -- including health education -- for these children. 4) Of critical importance, the health and education sectors need to work together; they must have "joint responsibility." 5) A related issue is that both the health and education sectors accord a low priority to the issue of school health -- something that needs to change. 6) Finally, the government must change its generally weak commitment to providing school health services.

  8. Effects of age on left atrial volume and strain parameters using echocardiography in a normal black population

    PubMed Central

    Meel, Ruchika; Peters, Ferande; Libhaber, Elena; Nel, Samantha; Essop, Mohammed R

    2016-01-01

    Objective Normal cut-off values for left atrial (LA) size and function may be altered by aging and ethnic differences. No age-related reference values for LA volumetric measurements or LA strain exist in Africans. We aimed to establish normal age-appropriate values of LA size and function in black Africans. Additionally, we studied the correlation between age, LA strain and volumetric parameters. Methods In this prospective, cross-sectional study of 120 individuals (mean age 38.7 ± 12.8 years, 50% men), subjects were classified into four age groups: 18–29, 30–39, 40–49 and 50–70 years. LA volumes were measured by biplane Simpson’s method, and Philips QLAB 9 (Amsterdam, The Netherlands) speckle-tracking software was used to measure LA peak strain in the reservoir (ƐR) and contractile phase (ƐCT). Results No significant differences in the maximum and minimum LAVi were noted among the four age categories (P = 0.1, P = 0.2). LA volumetric function assessment showed no difference in reservoir function between age groups (P > 0.05), conduit function decreased with advancing age (r = −0.3, P < 0.001) and booster function displayed a significant increase with age (LA active emptying volume index, P = 0.001). There was a significant decrease in LA ƐR (P < 0.0001) in the older age groups, whereas ƐCT remained unchanged (P = 0.27). Conclusion Age-related changes in LA reservoir, conduit and contractile function in black Africans are similar to those observed in other populations, as was the trend of declining ƐR with advancing age. The preservation of ƐCT with increasing age requires further analysis. PMID:27884828

  9. Schooling, marriage, and age at first birth in Madagascar.

    PubMed

    Glick, Peter; Handy, Christopher; Sahn, David E

    2015-01-01

    The low school attainment, early marriage, and low age at first birth of females are major policy concerns in less developed countries. This study jointly estimated the determinants of educational attainment, marriage age, and age at first birth among females aged 12-25 in Madagascar, explicitly accounting for the endogeneities that arose from modelling these related outcomes simultaneously. An additional year of schooling results in a delay to marriage of 1.5 years and marrying 1 year later delays age at first birth by 0.5 years. Parents' education and wealth also have important effects on schooling, marriage, and age at first birth, with a woman's first birth being delayed by 0.75 years if her mother had 4 additional years of schooling. Overall, our results provide rigorous evidence for the critical role of education-both individual women's own and that of their parents-in delaying the marriage and fertility of young women.

  10. Students Left Behind: Measuring 10(th) to 12(th) Grade Student Persistence Rates in Texas High Schools.

    PubMed

    Domina, Thurston; Ghosh-Dastidar, Bonnie; Tienda, Marta

    2010-06-01

    The No Child Left Behind Act requires states to publish high school graduation rates for public schools and the U.S. Department of Education is currently considering a mandate to standardize high school graduation rate reporting. However, no consensus exists among researchers or policy-makers about how to measure high school graduation rates. In this paper, we use longitudinal data tracking a cohort of students at 82 Texas public high schools to assess the accuracy and precision of three widely-used high school graduation rate measures: Texas's official graduation rates, and two competing estimates based on publicly available enrollment data from the Common Core of Data. Our analyses show that these widely-used approaches yield inaccurate and highly imprecise estimates of high school graduation and persistence rates. We propose several guidelines for using existing graduation and persistence rate data and argue that a national effort to track students as they progress through high school is essential to reconcile conflicting estimates.

  11. Students Left Behind: Measuring 10th to 12th Grade Student Persistence Rates in Texas High Schools

    PubMed Central

    Domina, Thurston; Ghosh-Dastidar, Bonnie; Tienda, Marta

    2012-01-01

    The No Child Left Behind Act requires states to publish high school graduation rates for public schools and the U.S. Department of Education is currently considering a mandate to standardize high school graduation rate reporting. However, no consensus exists among researchers or policy-makers about how to measure high school graduation rates. In this paper, we use longitudinal data tracking a cohort of students at 82 Texas public high schools to assess the accuracy and precision of three widely-used high school graduation rate measures: Texas’s official graduation rates, and two competing estimates based on publicly available enrollment data from the Common Core of Data. Our analyses show that these widely-used approaches yield inaccurate and highly imprecise estimates of high school graduation and persistence rates. We propose several guidelines for using existing graduation and persistence rate data and argue that a national effort to track students as they progress through high school is essential to reconcile conflicting estimates. PMID:23077375

  12. The Practitioner and School Age Child Problems

    PubMed Central

    Teicher, Joseph D.

    1969-01-01

    The extraordinary plasticity of the growing child offers the general practitioner an unusual opportunity to intervene either in a preventative or therapeutic manner. Such intervention, properly the task of any informed physician dealing with families, can alter unhealthy growth to healthier development. The whole child is just as important as his medical illnesses; the whole family usually needs help when there is an emotional disturbance in any child. Common problems that lend themselves readily to physician intervention are behavior disorders accompanying a neurological deficit, conduct disorders, enuresis and school phobias. Knowing how to elicit information, to evaluate clinical data and to utilize the findings of a skilled psychologist, and when to refer to a psychiatrist, plus a thorough knowledge of community resources are part and parcel of a physician's equipment for dealing with children and families. PMID:4180064

  13. Role Relationships and Behavior between Preschool-Aged and School-Aged Sibling Pairs.

    ERIC Educational Resources Information Center

    Brody, Gene H.; And Others

    1985-01-01

    Observed role relationships and behaviors that characterize interactions of preschool-aged sibling pairs and school-aged sibling pairs. Seven roles were operationalized and observed: teacher, learner, manager, managee, helper, helpee, and observer. Instances of prosocial and agonistic behavior were also observed in unstructured naturalistic…

  14. Rural Left-behind Children's Academic Psychology in Western China and the School Management Countermeasures

    ERIC Educational Resources Information Center

    Yao, Jihai; Mao, Yaqing

    2008-01-01

    Left-behind children refer to those left behind by parents working away from home and taken care of by only one of the parents or relatives because one or both of the parents go out to work in the city. By using questionnaires, this study involves 8,627 rural pupils chosen from 10 provinces to examine academic psychological characteristics,…

  15. School Health Nursing Services Role in Education: The No Child Left Behind Act of 2001

    ERIC Educational Resources Information Center

    Costante, Carol C.

    2006-01-01

    Public Law 107-110, the No Child Left Behind Act of 2001, represents the most sweeping reauthorization of the Elementary and Secondary Education Act since it was enacted in 1965. The goal of the No Child Left Behind Act is to improve the academic achievement of "all" American students so that they "all" meet their own state's…

  16. Primary School Attendance and Completion among Lower Secondary School Age Children in Uganda

    ERIC Educational Resources Information Center

    Moyi, Peter

    2013-01-01

    At the World Education Forum in Dakar in 2000, governments pledged to achieve education for all by 2015. However, if current enrollment trends continue, the number of out-of-school children could increase from current levels. Greater focus is needed on lower secondary school age (13-16 years) children. These children are not included estimates of…

  17. Working with School Age International Students: Considerations and Strategies for School Counselors

    ERIC Educational Resources Information Center

    Edwards-Joseph, Arline

    2012-01-01

    The number of school age international students and their parents matriculating in U.S. schools continues to increase. These students and their families have a myriad of unique needs that are multidimensional and continue to evolve as they transition into U.S. culture. Strategically placed to help these students become familiar with school…

  18. Variability in the implementation of the No Child Left Behind Act in Wisconsin school districts and science departments

    NASA Astrophysics Data System (ADS)

    Miller, Christopher L.

    In the United States of America, the public education system is comprised of over 14,000 school districts. Each of these unique districts is being affected by the enactment of the No Child Left Behind Act of 2001. In turn, this diverse population of school districts is determining the impact on education of this sweeping federal education policy. This study examines eight of those school districts to determine their actions related to the early phase of the implementation of one portion of NCLB, the accountability provisions prescribing standardized assessment for the determination of Adequate Yearly Progress. Specifically, this study examines what these eight Wisconsin school districts, serving from 1,000 to over 5,000 students, did with the student achievement data resulting from their state assessment, the Wisconsin Knowledge and Concepts Examinations (WKCE). A wide variety of responses were found in how school districts used the WKCE data. The eight school districts were examined to determine what features of their organizations were responsible for how they responded to the enactment of the AYP provisions, specifically how they used the WCKE data. District responses were found to be determined by district size, governance structures, personnel, and dispositions. The interactions of these characteristics were considered in light of organizational studies using conceptualizations borrowed from ecology and the theory of evolution and by studies of school districts.

  19. Influences of age at onset of blindness on Braille reading performances with left and right hands.

    PubMed

    Sampaio, E; Philip, J

    1995-08-01

    Several previous studies suggest that early sensory deprivation produces a changed organisation of the cerebral cortex. This study compared the effects of early and late total blindness on a Braille reading task. This task is intended to induce a superiority of the left hand rather than the right because of the particular role played by the right hemisphere in Braille decoding. 38 strongly right-handed adults, accustomed to daily bimanual Braille reading, were tested. 21 subjects were born blind and 17 became blind during childhood before learning to read. Analysis indicated that previous visual experience can, under certain conditions, play a modulating role in manual superiority in Braille reading.

  20. No Child Left Behind Act: Education Actions Could Improve the Targeting of School Improvement Funds to Schools Most in Need of Assistance. Report to Congressional Requesters. GAO-08-380

    ERIC Educational Resources Information Center

    Ashby, Cornelia M.

    2008-01-01

    Under the No Child Left Behind Act (NCLBA), the federal government provides millions of dollars annually to assist schools that have not met state academic goals. In the 2006-2007 school year, over 10,000 such schools were identified for improvement. NCLBA requires states to set aside 4 percent of their Title I funds to pay for school improvement…

  1. Evaluation of Obesity in School-Age Children.

    PubMed

    Dobashi, Kazushige

    2016-01-01

    To prevent obesity in middle age, early precautions and interventions are required during childhood. Therefore, it is very important to accurately evaluate the degree of overweight in children. Body mass index (BMI) is widely used worldwide in adults, but not in children. Because standard BMI, which is calculated using the average height and weight for age, changes widely during growth, a constant cut-off point cannot be set for children. An international unified method defining childhood obesity has not been established. In many countries, BMI-for-age percentile (BMI%) value or Z (standard deviation) score is used, whereas in Japan, the percentage of overweight (POW), which is the modified weight-for-height method, is used. We compared BMI% values with POW values obtained using the anthropometric data of elementary and junior high school students based on the Japanese school survey conducted in 2000 and found that the values for the degree of overweight were significantly different between the two methods. It became clear that tall students were easily defined as being overweight, whereas short students tended to be evaluated as being underweight when using BMI%. POW method seemed to be more appropriate than BMI% for school-age children. Abdominal obesity, excess visceral adipose tissue (VAT), is highly associated with obesity-related complications. Waist circumference (WC) is now accepted as an appropriate guide to VAT accumulation. The cut-off value of WC defining excess VAT is 80 cm at the umbilical level in Japanese school-age children. It is not easy to decide the obesity criteria and optimum WC in school-age children. Childhood obesity should be discussed more internationally.

  2. Demographic, Environmental, Access, and Attitude Factors that Influence Walking to School by Elementary School-Aged Children

    ERIC Educational Resources Information Center

    Rodriguez, Ariel; Vogt, Christine A.

    2009-01-01

    Background: Walking to school has been identified as an activity that contributes to children's daily exercise requirements. The purpose of this study was to better understand factors that influence walking to school by elementary school-aged children. Methods: A sample of 1,897 elementary school-aged children (84% response rate; 3rd-5th graders)…

  3. Head Injuries in School-Age Children Who Play Golf.

    PubMed

    Reuter-Rice, Karin; Krebs, Madelyn; Eads, Julia K

    2016-04-01

    Traumatic brain injury (TBI) is the leading cause of death and disability in children. We conducted a prospective study, which examined injury characteristics and outcomes of school-age children of 5.0-15.0 years (N = 10) who were admitted to hospital for a TBI. This study evaluated the role of age, gender, the Glasgow Coma Scale, mechanisms and severity of injury, and functional outcomes. Seventy percent of the children sustained a TBI from a fall. We also found that playing golf was associated with 40% of the TBIs, with three (30%) children being unrestrained passengers in a moving golf cart and another one (10%) was struck by a golf club. Injury awareness could have benefited or prevented most injuries, and school nurses are in the best position to provide preventative practice education. In golf-centric communities, prevention of golf-related injuries should include education within the schools.

  4. Free and Compulsory School Age Requirements. ECS 50-State Reviews

    ERIC Educational Resources Information Center

    Aragon, Stephanie

    2015-01-01

    Policymakers across the nation continue to push for expanded free and compulsory school age requirements. More states are considering granting students earlier access to a free education so that they can begin their academic pursuits earlier in life. Similarly, every year a number of states consider extending the upper limit for compulsory school…

  5. School-Aged Victims of Sexual Abuse: Implications for Educators.

    ERIC Educational Resources Information Center

    Wishon, Phillip M.

    Each year in the United States, thousands of school-aged children become involved in sexual activities arranged by adults for purposes of pleasure and profit. Nationwide, annual profits from the child pornography industry and from female and male child prostitution are in the tens of millions of dollars. Heretofore, the majority of…

  6. Impact of Prematurity on Language Skills at School Age

    ERIC Educational Resources Information Center

    Smith, Jamie Mahurin; DeThorne, Laura Segebart; Logan, Jessica A. R.; Channell, Ron W.; Petrill, Stephen A.

    2014-01-01

    Purpose: The existing literature on language outcomes in children born prematurely focuses almost exclusively on standardized test scores rather than discourse-level abilities. The authors of this study looked longitudinally at school-age language outcomes and potential moderating variables for a group of twins born prematurely versus a control…

  7. The Nuclear Age: A Curriculum Guide for Secondary Schools.

    ERIC Educational Resources Information Center

    Ground Zero, Washington, DC.

    Intended as a starting point for junior and senior high school teachers, this guide contains five lessons that give an overview of the nuclear age and provide the most basic information that students must learn in order to understand the threat of nuclear war. Topics of the lessons include the history of weapons development, how nuclear weapons…

  8. Executive Dysfunction in School-Age Children with ADHD

    ERIC Educational Resources Information Center

    Lambek, Rikke; Tannock, Rosemary; Dalsgaard, Soeren; Trillingsgaard, Anegen; Damm, Dorte; Thomsen, Per Hove

    2011-01-01

    Objective: The study examined executive function deficits (EFD) in school-age children (7 to 14 years) with ADHD. Method: A clinical sample of children diagnosed with ADHD (n = 49) was compared to a population sample (n = 196) on eight executive function (EF) measures. Then, the prevalence of EFD in clinical and non-clinical children was examined…

  9. School-Age NOTES. September 1992 through August 1993.

    ERIC Educational Resources Information Center

    Scofield, Richard T., Ed.

    1993-01-01

    These 12 newsletter issues provide educational resources to providers of school-age child care. Each eight-page issue may include several feature articles; activities that providers can use with children; descriptions of professional development activities and training programs; information on books, pamphlets, and other educational materials in…

  10. Self-Control in School-Age Children

    ERIC Educational Resources Information Center

    Duckworth, Angela L.; Gendler, Tamar Szabó; Gross, James J.

    2014-01-01

    Conflicts between immediately rewarding activities and more enduringly valued goals abound in the lives of school-age children. Such conflicts call upon children to exercise self-control, a competence that depends in part on the mastery of metacognitive, prospective strategies. The "process model of self-control" organizes these…

  11. The School Librarian's Role in the Electronic Age. ERIC Digest.

    ERIC Educational Resources Information Center

    Simpson, Carol

    The dawn of the electronic age has altered the role of the school librarian: the position is less of a warehouse manager and more of a reference consultant, the emphasis is access to information rather than collection development, and the librarian is an information center manager, specialist, and teacher of information technology. School…

  12. Executive Function in Very Preterm Children at Early School Age

    ERIC Educational Resources Information Center

    Aarnoudse-Moens, Cornelieke S. H.; Smidts, Diana P.; Oosterlaan, Jaap; Duivenvoorden, Hugo J.; Weisglas-Kuperus, Nynke

    2009-01-01

    We examined whether very preterm ([less than or equal to] 30 weeks gestation) children at early school age have impairments in executive function (EF) independent of IQ and processing speed, and whether demographic and neonatal risk factors were associated with EF impairments. A consecutive sample of 50 children (27 boys and 23 girls) born very…

  13. 76 FR 20287 - No Child Left Behind School Facilities and Construction Negotiated Rulemaking Committee

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-04-12

    ...-funded schools, and to prepare reports covering: The school replacement and new construction needs at..., transportation, lodging, and meals are the responsibility of the participating public. Dated: April 5, 2011....

  14. 20 CFR 404.745 - Evidence of school attendance for child age 18 or older.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... employer to attend school. (b) If you apply before the school year has started and the school is not a high... 20 Employees' Benefits 2 2012-04-01 2012-04-01 false Evidence of school attendance for child age... § 404.745 Evidence of school attendance for child age 18 or older. If you apply for child's benefits...

  15. 20 CFR 404.745 - Evidence of school attendance for child age 18 or older.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... employer to attend school. (b) If you apply before the school year has started and the school is not a high... 20 Employees' Benefits 2 2011-04-01 2011-04-01 false Evidence of school attendance for child age... § 404.745 Evidence of school attendance for child age 18 or older. If you apply for child's benefits...

  16. 20 CFR 404.745 - Evidence of school attendance for child age 18 or older.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... employer to attend school. (b) If you apply before the school year has started and the school is not a high... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false Evidence of school attendance for child age... § 404.745 Evidence of school attendance for child age 18 or older. If you apply for child's benefits...

  17. Epidemiology of enuresis among school-age children in Thailand.

    PubMed

    Hansakunachai, Tippawan; Ruangdaraganon, Nichara; Udomsubpayakul, Umaporn; Sombuntham, Tasnawat; Kotchabhakdi, Nittaya

    2005-10-01

    Enuresis is a very common developmental problem in young children. The aims of this study were to estimate the prevalence of enuresis in school-age children, to determine the factors associated with nocturnal enuresis, and to evaluate the parental strategies for managing enuresis. A randomly selected cross-sectional population-based study was conducted in eight elementary schools in Bangkok, Thailand. A total of 3453 parents of children aged 5 through 15 years completed the questionnaires. The overall response rate to the questionnaire was 70%. The prevalence of enuresis was 4.2% and that of nocturnal enuresis was 3.9%. The prevalence declined with increasing age from 10%, 5.3%, 3%, and 1.2% at ages 5, 7, 10, and 12 years, respectively. There was no enuretic child at ages 13 through 15 years. The prevalence of bed-wetting was slightly more frequent in females than males. Nocturnal enuresis was also found to be significantly associated with the history of encopresis and positive family history of enuresis. There was no significant associated with parental education, birth order, socioeconomic status, diaper use, toilet training, and behavioral and school problems. Behavioral techniques mostly used by parents for management of their children with bed-wetting were ensuring that the child voids before bedtime (72.9%), waking the child up at night to void (61.8%), and evening water intake restriction (28.5%). The overall prevalence rate of nocturnal enuresis in Bangkok school-age children is lower than that of many previous studies reported from other countries. The significant differences in the prevalence reported by other countries' studies attributed to the criteria selection for ranges of age, definition of enuresis, genetic predisposition, and traditional and cultural background.

  18. The Effects of Public School Choice on Those Left Behind: Evidence from Durham, North Carolina

    ERIC Educational Resources Information Center

    Bifulco, Robert; Ladd, Helen F.; Ross, Stephen L.

    2009-01-01

    Using student-level data from Durham, North Carolina, we examine the potential impact of school choice programs on the peer environments of students who remain in their geographically assigned schools. We examine whether the likelihood of opting out of one's geographically assigned school differs across groups and compare the actual peer…

  19. 76 FR 2617 - No Child Left Behind School Facilities and Construction Negotiated Rulemaking Committee

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-01-14

    ... reports covering: the school replacement and new construction needs at Bureau-funded school facilities; a... renovation repairs and school construction and replacement; Review and discuss dormitory standards language... meals are the responsibility of the participating public. Dated: January 10, 2011. Larry Echo...

  20. Pulse Pressure Relation to Aortic and Left Ventricular Structure in Older People in the AGES-Reykjavik Study

    PubMed Central

    Torjesen, Alyssa A; Sigurđsson, Sigurđur; Westenberg, Jos JM; Gotal, John D; Bell, Vanessa; Aspelund, Thor; Launer, Lenore J; de Roos, Albert; Gudnason, Vilmundur; Harris, Tamara B; Mitchell, Gary F

    2014-01-01

    High pulse pressure, a major cardiovascular risk factor, has been attributed to medial elastic fiber degeneration and aortic dilation, which transfers hemodynamic load to stiffer collagen. However, recent studies suggest higher pulse pressure is instead associated with smaller aortic diameter. Thus, we sought to elucidate relations of pulse pressure with aortic stiffness and aortic and cardiac dimensions. We used magnetic resonance imaging to examine relations of pulse pressure with lumen area and wall stiffness and thickness in the thoracic aorta and left ventricular structure in 526 participants (72 to 94 years of age, 295 women) in the community-based Age, Gene/Environment Susceptibility-Reykjavik Study. In a multivariable model that adjusted for age, sex, height, weight, and standard vascular risk factors, central pulse pressure had a negative relation with aortic lumen area (all effects expressed as mm Hg/SD; B=−8.1±1.2, P<0.001) and positive relations with left ventricular end-diastolic volume (B=3.8±1.0, P<0.001), carotid-femoral pulse wave velocity (B=3.6±1.0, P<0.001), and aortic wall area (B=3.0±1.2, P=0.015). Higher pulse pressure in older people is associated with smaller aortic lumen area and greater aortic wall stiffness and thickness and left ventricular volume. Relations of larger ventricular volume and smaller aortic lumen with higher pulse pressure suggest mismatch in hemodynamic load accommodation by the heart and aorta in older people. PMID:25024287

  1. Time, clinic technologies, and the making of reflexive longevity: the cultural work of time left in an ageing society.

    PubMed

    Kaufman, Sharon R

    2010-02-01

    Developments in clinical intervention are having a profound impact on health and health behaviours in late life and on ideas about longevity and the appropriate time for death. The fact that the timing of death is even considered to be a controllable event is a relatively new cultural phenomenon. The activities that make up life extension, like other medical practices scrutinised by social scientists, constitute a site for the emergence of new forms of subjectivity. For older adults the clinical encounter forces a calculation about how much time left is wanted in relation to age. The twin dimensions of the transformation of time highlighted in this article - the control over the timing of death and the creation of time left - both contribute to and are a widespread effect of biomedicalisation in affluent sectors of society. Through three stories this paper begins to map the cultural work that the concept, time left, does, the socio-medical ways in which that notion is talked about, organised and calculated in the American clinic today. It asks, what kind of subject emerges when longevity, imbued with the technological, becomes a reflexive practice and an object of intervention and apparent choice?

  2. Effectiveness of a Safe Routes to School Program in Preventing School-Aged Pedestrian Injury

    PubMed Central

    Li, Guohua

    2013-01-01

    Background: In 2005, the US Congress allocated $612 million for a national Safe Routes to School (SRTS) program to encourage walking and bicycling to schools. We analyzed motor vehicle crash data to assess the effectiveness of SRTS interventions in reducing school-aged pedestrian injury in New York City. Methods: Using geocoded motor vehicle crash data for 168 806 pedestrian injuries in New York City between 2001 and 2010, annual pedestrian injury rates per 10 000 population were calculated for different age groups and for census tracts with and without SRTS interventions during school-travel hours (defined as 7 am to 9 am and 2 pm to 4 pm, Monday through Friday during September through June). Results: During the study period, the annual rate of pedestrian injury decreased 33% (95% confidence interval [CI]: 30 to 36) among school-aged children (5- to 19-year-olds) and 14% (95% CI: 12 to 16) in other age groups. The annual rate of school-aged pedestrian injury during school-travel hours decreased 44% (95% CI: 17 to 65) from 8.0 injuries per 10 000 population in the preintervention period (2001–2008) to 4.4 injuries per 10 000 population in the postintervention period (2009–2010) in census tracts with SRTS interventions. The rate remained virtually unchanged in census tracts without SRTS interventions (0% [95% CI: –8 to 8]). Conclusions: Implementation of the SRTS program in New York City has contributed to a marked reduction in pedestrian injury in school-aged children. PMID:23319533

  3. Early and late talkers: school-age language, literacy and neurolinguistic differences.

    PubMed

    Preston, Jonathan L; Frost, Stephen J; Mencl, William Einar; Fulbright, Robert K; Landi, Nicole; Grigorenko, Elena; Jacobsen, Leslie; Pugh, Kenneth R

    2010-08-01

    Early language development sets the stage for a lifetime of competence in language and literacy. However, the neural mechanisms associated with the relative advantages of early communication success, or the disadvantages of having delayed language development, are not well explored. In this study, 174 elementary school-age children whose parents reported that they started forming sentences 'early', 'on-time' or 'late' were evaluated with standardized measures of language, reading and spelling. All oral and written language measures revealed consistent patterns for 'early' talkers to have the highest level of performance and 'late' talkers to have the lowest level of performance. We report functional magnetic resonance imaging data from a subset of early, on-time and late talkers matched for age, gender and performance intelligence quotient that allows evaluation of neural activation patterns produced while listening to and reading real words and pronounceable non-words. Activation in bilateral thalamus and putamen, and left insula and superior temporal gyrus during these tasks was significantly lower in late talkers, demonstrating that residual effects of being a late talker are found not only in behavioural tests of oral and written language, but also in distributed cortical-subcortical neural circuits underlying speech and print processing. Moreover, these findings suggest that the age of functional language acquisition can have long-reaching effects on reading and language behaviour, and on the corresponding neurocircuitry that supports linguistic function into the school-age years.

  4. DIETARY HABITS OF SCHOOL-AGE CHILDREN IN TBILISI.

    PubMed

    Mebonia, N; Trapaidze, D; Kvanchakhadze, R; Zhizhilashvili, S; Kasradze, N

    2015-11-01

    Study Goal was to determine dietary habits in school-aged children. Sampling of children was conducted in two stages. In the first stage, five schools in Nadzaladevi district of city Tbilisi were randomly selected. On the second stage the study groups from the appropriate school-aged students (10-14 years old children) were also randomly selected. All student participants filled out standardized and adopted questionnaires suggested by the American Academy of family physicians. Data were analyzed by using EpiInfo 7th version. Statistical analyses looked at correlations between criteria of unhealthy diet (such as morning without breakfast, frequent consumption of non-alcoholic beverages and fast food products) and overweight/obesity. A Body Mass Index (BMI) was calculated by using CDC tool. 175 children with ages of 10-14 years (47% boys) were included and interviewed. Half of the children noted that they love or like fast food products. 10% - visits fast food places 2-3 times a week together with a family. 11% - visits fast food places 5 times a week and even more. 34% - do not start morning with breakfast; 15% - eat only twice a day; 26% - add salt to their dishes; 58% - drink non-alcoholic beverages every day or many times during a week; 24% - are overweight; 29% suffer from obesity; 25% noted that fast food places are located near schools. Very weak correlation was found between unhealthy diet (morning without breakfast, frequent consumption of non-alcoholic beverages and fast food products) and overweight/obesity. According to study results, dietary habits of school-age children in Tbilisi is unhealthy; to improve nutritional habits is essential: (1) promote consumer (students, parents and teachers) awareness on a healthy diet, (2) educate children, adolescents and adults about nutrition and healthy dietary practices, (3) encourage to raise awareness about the salt consumption in recommended doses in children.

  5. [Dental age in the relation with nutrition model of school children from swimming classes of championship school].

    PubMed

    Dyras, Marta; Lyszczarz, Justyna; Wójtowicz, Barbara; Jankowska, Katarzyna

    2002-01-01

    The aim of this work was the comparison of calendar age with dental age in the aspect of basic nutritional ingredients intake with precise taking into consideration microelements, macroelements and vitamins. 79 schoolchildren from swimming classes of championship school in Cracow aged 10-13 were included in the examination. Among this group of pupils 24-hour recall and complex dental examination including the estimation of dental status, the hygienic status of oral cavity were conducted and the presence of dental and occlusion defects were estimated. 24-hour recall including 3 following days contained the number of products in every meal, the number of meals and the time of their consumption. The schoolchildren were divided into 3 groups on the ground of the difference between dental and calendar age. Dentition on time (no more than 5 months difference between dental and calendar age) was stated by 25 pupils--group I. Accelerated dentition of fixed teeth was observed by 36 pupils--group II and delayed dentition by 18 persons--group III. In all groups lower than safe calcium intake (80% of pupils from these groups) and iron intake (55%) was noticed. In the range of left micro- and macroelements the disturbances in nutritional status were mainly stated bypersons with delayed dentition. The shortages in Magnesium intake concerned 67% of school children and in Zinc intake--72%. In the group of schoolchildren with accelerated dentition these shortages were about 40%. In the range of vitamins intake low niacin intake (39% of schoolchildren) and riboflavin intake (25%) were stated. The differences among these groups were observed only in thiamine intake (33% from group II and 19% from group III). In the group III more often low energetic value of daily nutrient intake was stated.

  6. [Morphological and functional parameters of the left ventricle (mass, wall thickness and end-systolic stress) in school children with different levels of blood pressure, at rest and during maximal exercise].

    PubMed

    Muñoz, S; Soltero, I; Onorato, E; Pietri, C; Zambrano, F

    1990-01-01

    Echocardiographically determined left ventricular mass, diastolic septal and posterior wall thickness and end-systolic wall stress, as well as electrocardiographic indexes of left ventricular enlargement (Sokolow-Lyon index and Romhilt-Estes score) and of left atrial enlargement (P terminal index) were correlated with resting and exercise systolic and diastolic blood pressures, and with several parameters of body size (weight, height, body surface area, Quetelet index), in 130 school children (61 boys, 69 girls) 6 to 15 years of age. Parameters of body size had a positive correlation both with systolic and diastolic blood pressures and with parameters of left ventricular size. Thus, the latter were adjusted for body surface area, for correlation with blood pressure. Left ventricular mass and diastolic septal and posterior wall thickness had a very poor correlation with resting and exercise diastolic blood pressures. Left ventricular mass and diastolic posterior wall thickness had a significantly higher correlation with peak exercise systolic blood pressure than with resting systolic blood pressure. End-systolic wall stress had a positive correlation with resting diastolic and systolic blood pressures. Electrocardiographic parameters of left ventricular and left atrial enlargement had a very poor correlation with resting and exercise blood pressure. Our findings suggest that early in life left ventricular mass and wall thickness are more closely related to maximal systolic blood pressure during physical exercise than to blood pressure in basal conditions. The electrocardiogram is an insensitive method to detect early modifications of left ventricular size in relation to different levels of blood pressure. The echocardiogram is the method of choice for this purpose.

  7. Left out. Forgotten? Recent High School Graduates and the Great Recession. Work Trends

    ERIC Educational Resources Information Center

    Van Horn, Carl; Zukin, Cliff; Szeltner, Mark; Stone, Charley

    2012-01-01

    This report describes the findings of a nationally representative sample of 544 recent high school graduates from the classes of 2006 through 2011. The purpose of this study is to understand how recent high school graduates who are not attending college full time are faring in the workforce, specifically looking at those individuals who graduated…

  8. No Gifted Student Left Behind: Building a High School Library Media Center for the Gifted Student

    ERIC Educational Resources Information Center

    Graboyes, Alanna S.

    2007-01-01

    The Library Media Center of the Maggie L. Walker Governor's School, a high school specializing in Government and International Studies, located in Richmond, Virginia, serves close to 650 gifted students in grades 9-12. The skills of Governor's students range from the neophyte ninth-grade researcher to experienced faculty members embarking on their…

  9. Caring for Your School-Age Child: Ages 5 to 12. The Complete and Authorative Guide.

    ERIC Educational Resources Information Center

    Schor, Edward L., Ed.

    The middle years of childhood are challenging for both children and their parents, as children master skills and develop behaviors that will strongly influence their later health and well-being. This parenting manual offers up-to-date information and guidelines on key emotional, physical, and behavioral issues that parents of school-age children…

  10. Longitudinal Predictors of School-Age Academic Achievement: Unique Contributions of Toddler-Age Aggression, Oppositionality, Inattention, and Hyperactivity

    ERIC Educational Resources Information Center

    Brennan, Lauretta M.; Shaw, Daniel S.; Dishion, Thomas J.; Wilson, Melvin

    2012-01-01

    This project examined the unique predictive validity of parent ratings of toddler-age aggression, oppositionality, inattention, and hyperactivity-impulsivity to academic achievement at school-age in a sample of 566 high-risk children and families. The study also investigated potential indirect effects of the Family Check-Up on school-age academic…

  11. [Influence of pedagogy on vigilance in school age children].

    PubMed

    Zaczyk-Martin, C; Nuttens, M C; Hautekeete, M; Salomez, J L; Lequien, P

    1990-01-01

    The relationship between vigilance and pedagogy was studied in 3 middle classes of primary school (children aged between 8 and 9 yrs). Three different types of pedagogy, belonging to 3 major pedagogic currents were evaluated: the pedagogy of Maria Montessori, the traditional one and the so-called "open" pedagogy. The vigilance of children was tested with the psychometric test of Zazzo. The rate of performance of the test was significantly different according to the nature of pedagogy after adjustment of the only 2 confusing factors between the 3 schools: the age of the children and the degree of the mother. This difference was in favor of the pedagogy of Maria Montessori compared with the 2 others. It was observed on the results to the tests but also on learning.

  12. Life threat and posttraumatic stress in school-age children.

    PubMed

    Pynoos, R S; Frederick, C; Nader, K; Arroyo, W; Steinberg, A; Eth, S; Nunez, F; Fairbanks, L

    1987-12-01

    One hundred fifty-nine children (14.5% of the student body) were sampled after a fatal sniper attack on their elementary school playground. Systematic self-reports of posttraumatic stress disorder (PTSD) symptoms were obtained by use of a child PTSD Reaction Index. Analysis of variance revealed significant differences by exposure but not by sex, ethnicity, or age. Additional analyses were conducted of individual item response, overall severity of PTSD reaction, symptom grouping, and previous life events. The results provide strong evidence that acute PTSD symptoms occur in school-age children with a notable correlation between proximity to the violence and type and number of PTSD symptoms. Sampling at approximately one month after the trauma provided adequate delineation among exposure groups. The symptom profile of highly exposed children lends validity to the diagnosis of acute PTSD in childhood.

  13. No Teacher Left Behind: A Study of Teacher Attrition in Public Schools

    ERIC Educational Resources Information Center

    Heck, Barbara J.

    2010-01-01

    In 2002, President George W. Bush signed into law the No Child Left Behind Act (NCLB), which is intended to ensure that each classroom has a highly qualified teacher. Current research, however, shows approximately 27% of teachers hired each year leave the profession; in addition, approximately 50% of teachers with less than five years experience…

  14. Closing the Gaps of No Child Left Behind: The Assessment Debate for Essential Schools

    ERIC Educational Resources Information Center

    Hirsch, Lisa

    2007-01-01

    Recently, a local reporter asked the author, a district curriculum and instruction director, if No Child Left Behind (NCLB) did more good than bad. According to her, there is no good in spending a disproportionate amount of time and money on reporting when the money and her time could be spent in classrooms. Nor is it a good thing to make…

  15. Plenty of action left in northern Europe's middle-aged offshore

    SciTech Connect

    Knott, D.J.

    1994-08-15

    Northern Europe's offshore oil industry this year has begun to reveal several symptoms generally associated with middle age. Though in its prime in terms of oil production, North Sea industry has begun a dramatic slimming program. It has started a search for fresh experiences, and it has begun to revisit the big successes of its youth. The paper cites examples demonstrating these trends. The paper then discusses production, outlook for exploration, trends in the United Kingdom, development advances in the natural gas industry, exploration activities, and redevelopment projects.

  16. Optimizing Population Screening of Bullying in School-Aged Children

    ERIC Educational Resources Information Center

    Vaillancourt, Tracy; Trinh, Vi; McDougall, Patricia; Duku, Eric; Cunningham, Lesley; Cunningham, Charles; Hymel, Shelley; Short, Kathy

    2010-01-01

    A two-part screening procedure was used to assess school-age children's experience with bullying. In the first part 16,799 students (8,195 girls, 8,604 boys) in grades 4 to 12 were provided with a definition of bullying and then asked about their experiences using two general questions from the Olweus Bully/Victim Questionnaire (1996). In the…

  17. Touch Inventory for Elementary-School-Aged Children.

    PubMed

    Royeen, C B; Fortune, J C

    1990-02-01

    The syndrome of tactile defensiveness, first described by Ayres in 1964, has undergone continued study as well as related theory development. No standardized assessment for tactile defensiveness, however, currently exists. This paper presents a 26-item screening scale, the Touch Inventory for Elementary-School-Aged Children (TIE), as well as its psychometric characteristics. Normative data and precautions for proper use of the TIE are also given.

  18. The impact of parental migration on health status and health behaviours among left behind adolescent school children in China

    PubMed Central

    2010-01-01

    Background One out of ten of China's population are migrants, moving from rural to urban areas. Many leave their families behind resulting in millions of school children living in their rural home towns without one or both their parents. Little is known about the health status of these left behind children (LBC). This study compares the health status and health-related behaviours of left behind adolescent school children and their counterparts in a rural area in Southern China. Methods A cross-sectional study was conducted among middle school students in Fuyang Township, Guangdong, China (2007-2008). Information about health behaviours, parental migration and demographic characteristics was collected using a self-administered questionnaire. Overweight/obesity and stunting were defined based on measurements of height and weight. Univariate and multivariate analyses were used to estimate the differences in health outcomes between LBC and non-LBC. Results 18.1% of the schoolchildren had one or both parents working away from home. Multivariate analysis showed that male LBC were at higher risk of skipping breakfast, higher levels of physical inactivity, internet addiction, having ever smoked tobacco, suicide ideation, and being overweight. LBC girls were more likely to drink excessive amounts of sweetened beverage, to watch more TV, to have ever smoked or currently smoke tobacco, to have ever drunk alcohol and to binge drinking. They were also more likely to be unhappy, to think of planning suicide and consider leaving home. Conclusions Our findings suggest that parental migration is a risk factor for unhealthy behaviours amongst adolescent school children in rural China. Further research is required in addition to the consideration of the implications for policies and programmes to protect LBC. PMID:20128901

  19. Inclusion Practices for Students with Disabilities in Three Schools Which Are Meeting Accountability Mandates of No Child Left Behind: A Multiple Site Case Study

    ERIC Educational Resources Information Center

    Antley, Tina M. B.

    2010-01-01

    Two recent pieces of federal legislation have greatly influenced how schools educate students with disabilities. While Individuals with Disabilities Education Improvement Act (2004) requires that schools assess students with disabilities using the same assessment instruments with which their non-disabled peers are tested, the No Child Left Behind…

  20. Thugs, Hooligans and Snotty Noses: The Implications of Leading and Managing an All-Age School

    ERIC Educational Resources Information Center

    Swidenbank, Heidi

    2008-01-01

    While there has been a tradition of all-age schooling within the private sector it has not, until recently, been typical in state schools. However, there appears to be a growing trend in which all-age schools, i.e. schools that comprise multiple phases (usually primary and secondary) are becoming more popular. This article summarises the main…

  1. 20 CFR 219.55 - Evidence of school attendance for child age 18.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 1 2010-04-01 2010-04-01 false Evidence of school attendance for child age... school attendance for child age 18. The child will be asked to submit (on a form furnished by the Board... is attending school full-time and is not being paid by an employer to attend school; and (b)...

  2. Effects of major-road vehicle speed and driver age and gender on left-turn gap acceptance.

    PubMed

    Yan, Xuedong; Radwan, Essam; Guo, Dahai

    2007-07-01

    Because the driver's gap-acceptance maneuver is a complex and risky driving behavior, it is a highly concerned topic for traffic safety and operation. Previous studies have mainly focused on the driver's gap acceptance decision itself but did not pay attention to the maneuver process and driving behaviors. Using a driving simulator experiment for left-turn gap acceptance at a stop-controlled intersection, this study evaluated the effects of major traffic speed and driver age and gender on gap acceptance behaviors. The experiment results illustrate relationships among drivers' left-turn gap decision, driver's acceleration rate, steering action, and the influence of the gap-acceptance maneuver on the vehicles in the major traffic stream. The experiment results identified an association between high crash risk and high traffic speed at stop-controlled intersections. The older drivers, especially older female drivers, displayed a conservative driving attitude as a compensation for reduced driving ability, but also showed to be the most vulnerable group for the relatively complex driving maneuvers.

  3. Planning Manual for School-Age Child Care in New Mexico.

    ERIC Educational Resources Information Center

    Rainhart, Dolly

    This manual was designed to assist concerned individuals and organizations within communities in New Mexico to develop and plan effective school-age child care programs. Emphasized are the first steps in initiating and implementing school-age child care in a community. Chapter I discusses the need for school-age child care programs and the…

  4. Money and age in schools: Bullying and power imbalances.

    PubMed

    Chaux, Enrique; Castellanos, Melisa

    2015-05-01

    School bullying continues to be a serious problem around the world. Thus, it seems crucial to clearly identify the risk factors associated with being a victim or a bully. The current study focused in particular on the role that age and socio-economic differences between classmates could play on bullying. Logistic and multilevel analyses were conducted using data from 53,316 5th and 9th grade students from a representative sample of public and private Colombian schools. Higher age and better family socio-economic conditions than classmates were risk factors associated with being a bully, while younger age and poorer socio-economic conditions than classmates were associated with being a victim of bullying. Coming from authoritarian families or violent neighborhoods, and supporting beliefs legitimizing aggression, were also associated with bullying and victimization. Empathy was negatively associated with being a bully, and in some cases positively associated with being a victim. The results highlight the need to take into account possible sources of power imbalances, such as age and socio-economic differences among classmates, when seeking to prevent bullying. In particular, interventions focused on peer group dynamics might contribute to avoid power imbalances or to prevent power imbalances from becoming power abuse. Aggr. Behav. 41:280-293, 2015. © 2014 Wiley Periodicals, Inc.

  5. 20 CFR 404.745 - Evidence of school attendance for child age 18 or older.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... a student age 18 or over, we may ask for evidence you are attending school. We may also ask for... employer to attend school. (b) If you apply before the school year has started and the school is not a high... 20 Employees' Benefits 2 2013-04-01 2013-04-01 false Evidence of school attendance for child...

  6. 20 CFR 404.745 - Evidence of school attendance for child age 18 or older.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... a student age 18 or over, we may ask for evidence you are attending school. We may also ask for... employer to attend school. (b) If you apply before the school year has started and the school is not a high... 20 Employees' Benefits 2 2014-04-01 2014-04-01 false Evidence of school attendance for child...

  7. Diverse Family Types and Out-Of-School Learning Time of Young School Age Children

    PubMed Central

    Ono, Hiromi

    2010-01-01

    =Sources of differentials in out-of-school learning time between children in first marriage biological parent families and children in six nontraditional family types are identified. Analyses of time diaries reveal that children in four of the six nontraditional family types spend fewer minutes learning than do children in first marriage biological parent families. In all four cases, however, the differentials are explained by the presence of siblings age 18+, lower levels of family income, or younger maternal age. PMID:21532970

  8. Neurobehaviour of school age children born to diabetic mothers

    PubMed Central

    Ornoy, A; Ratzon, N; Greenbaum, C; Peretz, E; Soriano, D; Dulitzky, M

    1998-01-01

    AIM—To study the neurobehavioural effects that diabetes during pregnancy might have on children by school age.
METHODS—The neurobehavioural function of 57 school age children born to 48, well controlled diabetic mothers was compared with 57control children matched for age, birth order, and parental socioeconomic status, using several cognitive, behavioural, sensory and motor neurological tests.
RESULTS—The IQ scores of the index group children were similar to those of control children (117.7±13.4 vs 118.5±10.1). There were no differences between the groups in various sensory motor functions. However, the index group children performed less well than the controls on indices of fine and gross motor functions, as observed on the Bruininks-Oseretzky test of motor proficiency. The scores of children born to diabetic mothers were higher than controls on the Touwen and Prechtl neurological examination. They also performed worse in the Pollack tapper test which is designed to detect minor neurological deficits, inattention, and hyperactivity. The index children had higher scores on the Conners abbreviated parent-teacher questionnaire which measures hyperactivity and inattention. There was a negative correlation between the performance of the index group children on various neurodevelopmental and behavioural tests and the severity of hyperglycaemia, as assessed by blood glycosylated haemoglobin and acetonuria.
CONCLUSIONS—Diabetes during pregnancy adversely affects some fine neurological functions in children at school age, but not their cognitive scores. These effects are not correlated with the degree of glycaemic control.

 PMID:9828733

  9. Reading and coherent motion perception in school age children.

    PubMed

    Kassaliete, Evita; Lacis, Ivars; Fomins, Sergejs; Krumina, Gunta

    2015-07-01

    This study includes an evaluation, according to age, of the reading and global motion perception developmental trajectories of 2027 school age children in typical stages of development. Reading is assessed using the reading rate score test, for which all of the student participants, regardless of age, received the same passage of text of a medium difficulty reading level. The coherent motion perception threshold is determined according to the adaptive psychophysical protocol based on a four-alternative, forced-choice procedure. Three different dot velocities: 2, 5, and 8 deg/s were used for both assemblies of coherent or randomly moving dots. Reading rate score test results exhibit a wide dispersion across all age groups, so much so that the outlier data overlap, for both the 8 and 18-year-old student-participant age groups. Latvian children's reading fluency developmental trajectories reach maturation at 12-13 years of age. After the age of 13, reading rate scores increase slowly; however, the linear regression slope is different from zero and positive: F(1, 827) = 45.3; p < 0.0001. One hundred eighty-one student-participants having results below the 10th percentile were classified as weak readers in our study group. The reading fluency developmental trajectory of this particular group of student-participants does not exhibit any statistically significant saturation until the age of 18 years old. Coherent motion detection thresholds decrease with age and do not reach saturation. Tests with slower moving dots (2 deg/s) yield results that exhibit significant differences between strong and weak readers.

  10. Effects of Age, Gender, School Class on Cardiopulmonary Resuscitation Skills of Nigerian Secondary School Students

    ERIC Educational Resources Information Center

    Onyeaso, Adedamola Olutoyin; Onyeaso, Chukwudi Ochi

    2016-01-01

    Background: The need for training of schoolchildren on cardiopulmonary resuscitation (CPR) as potential bystander CPR providers is growing globally but Nigeria is still behind and lacks basic necessary data. Purpose: The purpose of this study was to investigate the effects of age, gender and school class on CPR skills of Nigerian secondary school…

  11. School Nurses Can Address Existing Gaps in School-Age Sleep Research

    ERIC Educational Resources Information Center

    Willgerodt, Mayumi A.; Kieckhefer, Gail M.

    2013-01-01

    Sleep has been linked to a host of physical, behavioral, and emotional outcomes, and research has documented that youth across the globe are experiencing inadequate sleep. Despite this knowledge, however, very little research has been conducted on school-age children; much of the extant research has focused on infants, toddlers, preschoolers,…

  12. Health/Home Economics Classroom Activities for Secondary Schools. Schools in an Aging Society.

    ERIC Educational Resources Information Center

    Connecticut State Dept. of Education, Hartford.

    As the fastest-growing segment of society, older adults can be valuable resources for schools. The intent of this guide is to promote education for, with, and about older adults; to confront stereotypic images; and to present an accurate and balanced view of aging. The manual consists of 21 lesson plans for secondary teachers of health and home…

  13. Improving Clinical Practice: A School-Age and School-Based Perspective

    ERIC Educational Resources Information Center

    Wallach, Geraldine P.

    2014-01-01

    Purpose: In this article, the author presents a conceptual framework for intervention at school-age levels reflecting upon a number of aspects raised by Kamhi (2014) in the lead article of this forum. The focus is on the persistence of traditional practices, components of language intervention, and prioritizing goals for students with language…

  14. School Nurse Interventions in Managing Functional Urinary Incontinence in School-Age Children

    ERIC Educational Resources Information Center

    Rivers, Charisse L.

    2010-01-01

    Uncomplicated urinary incontinence (UI) in school-age children is a prevalent yet underrecognized problem that has remained in the shadow of other concerns commonly perceived as more prominent or urgent. There is good evidence that functional UI in children can be treated and managed effectively. When there is no structural or neurologic…

  15. Factors associated with school nurses' HPV vaccine attitudes for school-aged youth.

    PubMed

    Rosen, Brittany L; DiClemente, Ralph; Shepard, Allie L; Wilson, Kelly L; Fehr, Sara K

    2017-06-01

    School nurses are at the intersection of the healthcare and school communities, thus, they can be considered opinion leaders in providing health advice - including information about the human papillomavirus (HPV) vaccine - to parents and students. This study examined school nurses' attitudes toward the HPV vaccine based on age, years as a school nurse, geographic location, urban vs. rural work setting, HPV and vaccine knowledge, perception of role as opinion leaders, and school district support in providing health education. Participants (n = 413) were systematically sampled from the National Association of School Nurses' membership and completed a web-based survey. Multiple regression was used to predict positive HPV vaccine attitudes. The model was statistically significant accounting for 50.8% of the variance (F [9, 400] = 45.96, p < .001). Positive attitudes regarding the HPV vaccine were predicted by higher HPV and vaccine knowledge (β = .096, p < .001) and stronger perceptions of role as opinion leaders for the vaccine (β = .665, p < .001). No other variables were found to be statistically significant. These results suggest knowledge is essential in predicting positive attitudes, but not the strongest predictor as perceptions of role as opinion leaders was more crucial in terms of predicting school nurses' positive attitudes towards HPV vaccine. Despite school nurses being seen as champions for adolescent vaccines, they need additional professional development to increase their HPV vaccine knowledge and attitudes to encourage parents and adolescents to consider the uptake of HPV vaccination. To engage school nurses' in promoting HPV vaccine uptake, interventions need to focus on increasing school nurses' perception of their role as opinion leaders for HPV vaccine and knowledge to increase positive attitudes towards HPV vaccination for youth.

  16. False positive hepatitis C antibody test results in left ventricular assist device recipients: increased risk with age and transfusions.

    PubMed

    Minamoto, Grace Y; Lee, Doreen; Colovai, Adriana; Levy, Dana; Vasovic, Ljiljana; Roach, Keith W; Shuter, Jonathan; Goldstein, Daniel; D'Alessandro, David; Jorde, Ulrich P; Muggia, Victoria A

    2017-01-01

    Left ventricular assist devices (LVADs) have been successfully used in patients with heart failure. However, LVADs may trigger immune activation, leading to higher frequencies of autoantibodies. We describe the clinical, epidemiological, and laboratory characteristics of LVAD recipients with false positive hepatitis C (FPHC) serology among 39 consecutive adult LVAD recipients who bridged to heart transplantation from January 2007 to January 2013 at Montefiore Medical Center. FPHC patients were identified as those with post-LVAD positive hepatitis C ELISA antibody tests and negative confirmatory testing with hepatitis C RNA PCR and/or radioimmunoblot assay. Ten (26%) patients previously seronegative for hepatitis C were found to have FPHC after device placement. Of the 39 patients, 32 had HeartMate II devices. The mean age at LVAD placement was 55 years. FPHC correlated with older age at the time of LVAD implantation and with receipt of packed red blood cell transfusions, but not with gender, fresh frozen plasma transfusions, panel reactive antibodies, globulin fraction, rheumatoid factor, or anticardiolipin antibodies. Clinicians should be aware of this increased risk of FPHC in older LVAD patients and those more heavily transfused in order to avoid unnecessary apprehension and possible delay in transplantation. Further studies should be done to evaluate the possible relationship between transfused blood products and immunomodulation.

  17. False positive hepatitis C antibody test results in left ventricular assist device recipients: increased risk with age and transfusions

    PubMed Central

    Lee, Doreen; Colovai, Adriana; Levy, Dana; Vasovic, Ljiljana; Roach, Keith W.; Shuter, Jonathan; Goldstein, Daniel; D’Alessandro, David; Jorde, Ulrich P.; Muggia, Victoria A.

    2017-01-01

    Left ventricular assist devices (LVADs) have been successfully used in patients with heart failure. However, LVADs may trigger immune activation, leading to higher frequencies of autoantibodies. We describe the clinical, epidemiological, and laboratory characteristics of LVAD recipients with false positive hepatitis C (FPHC) serology among 39 consecutive adult LVAD recipients who bridged to heart transplantation from January 2007 to January 2013 at Montefiore Medical Center. FPHC patients were identified as those with post-LVAD positive hepatitis C ELISA antibody tests and negative confirmatory testing with hepatitis C RNA PCR and/or radioimmunoblot assay. Ten (26%) patients previously seronegative for hepatitis C were found to have FPHC after device placement. Of the 39 patients, 32 had HeartMate II devices. The mean age at LVAD placement was 55 years. FPHC correlated with older age at the time of LVAD implantation and with receipt of packed red blood cell transfusions, but not with gender, fresh frozen plasma transfusions, panel reactive antibodies, globulin fraction, rheumatoid factor, or anticardiolipin antibodies. Clinicians should be aware of this increased risk of FPHC in older LVAD patients and those more heavily transfused in order to avoid unnecessary apprehension and possible delay in transplantation. Further studies should be done to evaluate the possible relationship between transfused blood products and immunomodulation. PMID:28203425

  18. Consistent regional heterogeneity of passive diastolic stretch and systolic deformation in the healthy heart: age-related changes in left ventricle contractility.

    PubMed

    Jasaityte, Ruta; D'hooge, Jan; Herbots, Lieven; Daraban, Ana M; Rademakers, Frank; Claus, Piet

    2014-01-01

    The consistency of the normal spatial distribution of segmental passive stretch (PreS) and systolic strain (SS) within the left ventricle was investigated and a recently proposed echocardiographic estimate of left ventricular (LV) contractility was used to detect contractility changes with age. Hereto, in 54 healthy subjects, segmental PreS and SS were measured on tissue Doppler images of six left ventricle walls. For each subject, a linear regression line was estimated through the segmental PreS and SS values. The slopes and intercepts of this PreS-SS relationship did not differ between age groups, suggesting no changes in LV contractility with age. Moreover, a consistent regional distribution of PreS was observed, with the highest values measured in the septum, resulting in a similar distribution of SS as a direct consequence of the Frank-Starling mechanism.

  19. Change with age in regression construction of fat percentage for BMI in school-age children.

    PubMed

    Fujii, Katsunori; Mishima, Takaaki; Watanabe, Eiji; Seki, Kazuyoshi

    2011-01-01

    In this study, curvilinear regression was applied to the relationship between BMI and body fat percentage, and an analysis was done to see whether there are characteristic changes in that curvilinear regression from elementary to middle school. Then, by simultaneously investigating the changes with age in BMI and body fat percentage, the essential differences in BMI and body fat percentage were demonstrated. The subjects were 789 boys and girls (469 boys, 320 girls) aged 7.5 to 14.5 years from all parts of Japan who participated in regular sports activities. Body weight, total body water (TBW), soft lean mass (SLM), body fat percentage, and fat mass were measured with a body composition analyzer (Tanita BC-521 Inner Scan), using segmental bioelectrical impedance analysis & multi-frequency bioelectrical impedance analysis. Height was measured with a digital height measurer. Body mass index (BMI) was calculated as body weight (km) divided by the square of height (m). The results for the validity of regression polynomials of body fat percentage against BMI showed that, for both boys and girls, first-order polynomials were valid in all school years. With regard to changes with age in BMI and body fat percentage, the results showed a temporary drop at 9 years in the aging distance curve in boys, followed by an increasing trend. Peaks were seen in the velocity curve at 9.7 and 11.9 years, but the MPV was presumed to be at 11.9 years. Among girls, a decreasing trend was seen in the aging distance curve, which was opposite to the changes in the aging distance curve for body fat percentage.

  20. Effects of Age and Schooling on 22 Ability and Achievement Tests

    ERIC Educational Resources Information Center

    Gambrell, James Lamar

    2013-01-01

    Although much educational research has investigated the relative effectiveness of different educational interventions and policies, little is known about the absolute net benefits of K-12 schooling independent of growth due to chronological age and out-of-school experience. The nearly universal policy of age tracking in schools makes this a…

  1. Cognitive Delay and Behavior Problems Prior to School Age

    PubMed Central

    Palta, Mari; Kotelchuck, Milton; Poehlmann, Julie; Witt, Whitney P.

    2014-01-01

    OBJECTIVE: To investigate the relationship between cognitive delay (CD) and behavior problems between ages 9 months and 5 years, while adjusting for covariates related to CD. METHODS: Data were from 4 waves of the Early Childhood Longitudinal Study, Birth Cohort (n = 8000). Children were classified as typically developing (TD) or as having resolved, newly developed, or persistent CD between 9 and 24 months, based on scores from the Bayley Short Form-Research Edition below or above the 10th percentile. Child behavior was measured by using the Infant/Toddler Symptom Checklist (ages 9 and 24 months) and the Preschool and Kindergarten Behavior Scales (ages 4 and 5 years); children in the top 10th percentile were considered to have a behavior problem. Hierarchical linear modeling estimated the effect of CD status on children’s behavioral trajectories, adjusted for confounders. RESULTS: CD resolved for 80.3% of children between 9 and 24 months. Behavior problems at 24 months were detected in 19.3%, 21.8%, and 35.5% of children with resolved, newly developed, and persistent CD, respectively, versus 13.0% of TD children. Behavior problems increased among children with CD over time, and more so among children with persistent CD. By age 5, children with persistent CD had behavior scores moderately (0.59 SD) higher than TD children. CONCLUSIONS: Behavior problems among children with CD are slightly higher at 9 months, clearly evident by 24 months, and increase as children move toward school age. Efforts to promote the earliest identification, evaluation, and service referral may be necessary to improve outcomes for these children. PMID:25113290

  2. Is being in school better? The impact of school on children's BMI when starting age is endogenous.

    PubMed

    Anderson, Patricia M; Butcher, Kristin F; Cascio, Elizabeth U; Schanzenbach, Diane Whitmore

    2011-09-01

    In this paper, we investigate the impact of attending school on body weight and obesity using a regression-discontinuity design. As is the case with academic outcomes, school exposure is related to unobserved determinants of weight outcomes because some families choose to have their child start school late (or early). If one does not account for this endogeneity, it appears that an additional year of school exposure results in a greater BMI and a higher probability of being overweight or obese. When we compare the weight outcomes of similar age children with one versus two years of school exposure due to regulations on school starting age, the significant positive effects disappear, and most point estimates become negative, but insignificant. However, additional school exposure appears to improve weight outcomes of children for whom the transition to elementary school represents a more dramatic change in environment (those who spent less time in childcare prior to kindergarten).

  3. The incidence of asymmetrical left/right skeletal and dental development in an Australian population and the effect of this on forensic age estimations.

    PubMed

    Bassed, Richard B; Briggs, Christopher; Drummer, Olaf H

    2012-03-01

    The prevalence of developmental asymmetry between left and right sides of the body in the third molar tooth and medial clavicular epiphysis is examined in a contemporary Australian population (92% Caucasian). The contention that differences between left and right side developmental timing is statistically insignificant, and can therefore be ignored in forensic age estimation procedures, is questioned. It was found that of a population sample of 604 individuals, 177 displayed asymmetrical timing in development between antimeres of the third molar, the medial clavicle or both. There was no correlation found between the third molar tooth and medial clavicular epiphysis in terms of left/right synchronicity. For those individuals differing in development by two or more developmental stages in either age marker or one stage in both age markers, the effect upon the accuracy of forensic age estimations can be significant. Differences in age estimates for each side were as much as 3.1 years. Age estimations based on one side only may not provide the best estimate for an individual, and more accurate results can be achieved if both sides are taken into consideration. A protocol for dealing with asymmetrical development is discussed with reference to the multifactorial age estimation method proposed by the same authors in previous research.

  4. Axioms and Assumptions: A Short Philosophy Regarding the Professionalization of School-Age Care.

    ERIC Educational Resources Information Center

    Ollhoff, Jim; Ollhoff, Laurie

    This document presents 17 philosophical statements regarding school-age care programs, staff, and challenges. The essence of school-age care is to understand childhood and to facilitate positive development. Because these programs provide a place where children have significant contact with adults within a multi-age peer group, they can teach…

  5. Intrinsic and Extrinsic School Motivation as a Function of Age: The Mediating Role of Autonomy Support

    ERIC Educational Resources Information Center

    Gillet, Nicolas; Vallerand, Robert J.; Lafreniere, Marc-Andre K.

    2012-01-01

    The main purpose of the present research was to investigate school intrinsic and extrinsic motivation, and amotivation as a function of age in a sample of 1,600 elementary and high school students aged 9-17 years. First, results revealed a systematic decrease in intrinsic motivation and self-determined extrinsic motivation from age 9 to 12 years,…

  6. Behavior Management for School Aged Children with ADHD

    PubMed Central

    Pfiffner, Linda J.; Haack, Lauren M.

    2014-01-01

    Synopsis Behavior management treatments are the most commonly used nonpharmacological approaches for treating ADHD and associated impairments. This review focuses on behavioral parent training interventions for school age children in the home setting and adjunctive treatments developed to extend effects across settings. The underlying theoretical basis and content of these interventions are described. Empirical support includes numerous randomized clinical trials, systematic reviews, and meta-analyses showing positive effects of these interventions on child compliance, ADHD symptoms and impairments, parent-child interactions, parenting and parenting stress. These studies support categorization of behavior management treatment as a well-established, evidence-based treatment for ADHD. Factors for consideration in clinical decision-making and future directions for research are provided. PMID:25220083

  7. Humor and competence in school-aged children.

    PubMed

    Masten, A S

    1986-04-01

    Multiple aspects of humor were evaluated in children between the ages of 10 and 14 and related to several areas of competence manifested at school. Humor measures assessed appreciation (including mirth, subjective ratings, and response sets), comprehension, and production, while competence measures included teacher ratings of classroom behavior, peer reputation, and achievement. Humor was related to competence in several ways consistent with previous theory and research: (1) through the manifestation of intellectual ability both in humor behaviors and in competent functioning; (2) through the role of mastery motivation enhancing both types of functioning; and (3) through peer relations, resulting from the effects of humor on peer acceptance or the effects of peer relations on humor behaviors. Ideas for further research relating humor to social competence, social cognition, and mastery motivation are discussed.

  8. Considering New Paths for Success: An Examination of the Research and Methods on Urban School-University Partnerships Post-No Child Left Behind

    ERIC Educational Resources Information Center

    Flynn, Joseph E.; Hunt, Rebecca D.; Johnson, Laura Ruth; Wickman, Scott A.

    2014-01-01

    This article examines urban school-university partnership research after No Child Left Behind. Central to the review is an analysis in the trend of research methods utilized across studies. It was found that many studies are single-case studies or anecdotal. There are few quantitative, sustained qualitative, or mixed-methods studies represented in…

  9. The Modern U.S. High School Astronomy Course, Its Status and Makeup, and the Effects of No Child Left Behind

    ERIC Educational Resources Information Center

    Krumenaker, Larry

    2009-01-01

    A 2007 nationwide mixed-methods survey of high school astronomy teachers reports on its current characteristics and its changes over intervening decades that included the introduction of standards and the No Child Left Behind Act (NCLB). Some changes found include section enrollments trending downward even while the total number of courses offered…

  10. A longitudinal investigation of children internationally adopted at school age.

    PubMed

    Helder, Emily J; Mulder, Elizabeth; Gunnoe, Marjorie Linder

    2014-11-07

    Most existing research on children adopted internationally has focused on those adopted as infants and toddlers. The current study longitudinally tracked several outcomes, including cognitive, behavioral, emotional, attachment, and family functioning, in 25 children who had been internationally adopted at school age (M = 7.7 years old at adoption, SD = 3.4, range = 4-15 years). We examined the incidence of clinically significant impairments, significant change in outcomes over the three study points, and variables that predicted outcomes over time. Clinically significant impairments in sustained attention, full-scale intelligence, reading, language, executive functioning, externalizing problems, and parenting stress were common, with language and executive functioning impairments present at higher levels in the current study compared with past research focusing on children adopted as infants and toddlers. Over the three study points, significant improvements across most cognitive areas and attachment functioning were observed, though significant worsening in executive functioning and internalizing problems was present. Adoptive family-specific variables, such as greater maternal education, smaller family size, a parenting approach that encouraged age-expected behaviors, home schooling, and being the sole adopted child in the family were associated with greater improvement across several cognitive outcomes. In contrast, decreased parenting stress was predicted by having multiple adopted children and smaller family sizes were associated with greater difficulties with executive functioning. Child-specific variables were also linked to outcomes, with girls displaying worse attachment and poorer cognitive performance and with less time in orphanage care resulting in greater adoption success. Implications for future research and clinical applications are discussed.

  11. A longitudinal investigation of children internationally adopted at school age.

    PubMed

    Helder, Emily J; Mulder, Elizabeth; Gunnoe, Marjorie Linder

    2016-01-01

    Most existing research on children adopted internationally has focused on those adopted as infants and toddlers. The current study longitudinally tracked several outcomes, including cognitive, behavioral, emotional, attachment, and family functioning, in 25 children who had been internationally adopted at school age (M = 7.7 years old at adoption, SD = 3.4, range = 4–15 years). We examined the incidence of clinically significant impairments, significant change in outcomes over the three study points, and variables that predicted outcomes over time. Clinically significant impairments in sustained attention, full-scale intelligence, reading, language, executive functioning, externalizing problems, and parenting stress were common, with language and executive functioning impairments present at higher levels in the current study compared with past research focusing on children adopted as infants and toddlers. Over the three study points, significant improvements across most cognitive areas and attachment functioning were observed, though significant worsening in executive functioning and internalizing problems was present. Adoptive family-specific variables, such as greater maternal education, smaller family size, a parenting approach that encouraged age-expected behaviors, home schooling, and being the sole adopted child in the family were associated with greater improvement across several cognitive outcomes. In contrast, decreased parenting stress was predicted by having multiple adopted children and smaller family sizes were associated with greater difficulties with executive functioning. Child-specific variables were also linked to outcomes, with girls displaying worse attachment and poorer cognitive performance and with less time in orphanage care resulting in greater adoption success. Implications for future research and clinical applications are discussed.

  12. Preschool and school age activities: comparison of urban and suburban populations.

    PubMed

    Damore, Dorothy T

    2002-06-01

    The objective of this study was to compare urban and suburban preschool and school age activities. A prospective survey using a convenience sample was conducted at one urban and one suburban primary care pediatric office. Questionnaires were completed for 66 urban preschool children, 70 suburban preschool children, 57 urban school age children and 61 suburban school age children during the school year. Also, questionniaires were completed for 63 suburban school age children during the summer. The suburban preschool children spent more time outdoors, were read to more frequently, visited the library more frequently and more often attended summer camp. The suburban school age children spent more time outdoors, more frequently participated in a community sport league and more often attended summer camp. The urban school age children watched more television or videos. During the summer, suburban school age children spent more time outdoors, while during the school year, suburban school age children used the library more frequently. Important differences exist between the activities of urban and suburban children in two practices in the New York metropolitan area. Pediatricians caring for urban children may have an important opportunity to promote participation in sports and educational activities.

  13. Increased BOLD activation in the left parahippocampal cortex after 1 year of medical school: an association with cumulative verbal memory learning.

    PubMed

    Bernier, Michaël; Gauvreau, Claudie; Theriault, Denis; Madrolle, Stéphanie; Lepage, Jean-François; Whittingstall, Kevin

    2016-01-06

    Although several studies have shown left-right hippocampus asymmetry during learning, it is unclear whether such asymmetry also exists for the parahippocampal cortex, a structure within the limbic system that is also involved in memory and learning. Using a common mental navigation task known to activate the bilateral parahippocampal cortex, this study aimed at determining how BOLD activation in these two areas changes after 1 year of medical school, a program characterized by intensive verbal learning. Fifteen first-year medical students participated in this study and underwent two sessions of functional MRI, at a 1-year interval. In the first session, we observed marginal differences between left and right parahippocampal cortex activity. However, 1 year later, left parahippocampal activation significantly increased (+4.7%), whereas the right remained stable. These results bring new information as to how intensive learning can modify regional metabolism in the human brain and how the left parahippocampal region is particularly important for cumulative verbal memory.

  14. Application of the Age, Creatinine, and Left Ventricular Ejection Fraction Score for Patients on Extracorporeal Membrane Oxygenation.

    PubMed

    Tsai, Tsung-Yu; Tsai, Feng-Chun; Fan, Pei-Chun; Chang, Chih-Hsiang; Lin, Chan-Yu; Chang, Wei-Wen; Lee, Shen-Yang; Hsu, Hsiang-Hao; Tian, Ya-Chung; Fang, Ji-Tseng; Yang, Chih-Wei; Chen, Yung-Chang

    2017-02-01

    Patients on extracorporeal membrane oxygenation (ECMO) usually have high mortality rate and poor outcome. Age, Creatinine, and Left Ventricular Ejection Fraction (ACEF) score is an easy-calculating score and provides good performance on mortality prediction in patients undergoing cardiac operations or percutaneous coronary intervention, but it has not been applied to patients on ECMO before. In this study, we aimed to use ACEF score obtained within 1 week of ECMO support for in-hospital mortality prediction in patients on ECMO due to severe myocardial failure. This study reviewed the medical records of 306 patients on ECMO at a specialized intensive care unit (CVSICU) in a tertiary-care university hospital between March 2002 and December 2011, and 105 patients on veno-arterial ECMO due to severe myocardial failure were enrolled. Demographic, clinical, and laboratory variables were retrospectively collected as survival predictors. The overall mortality rate was 47.6%. The most frequent condition requiring ICU admission was postcardiotomy cardiogenic shock. Multiple logistic regression analysis indicated that post-ECMO ACEF score, Sequential Organ Failure Assessment score, and troponin I on day 1 of ECMO support were independent risk factors for in-hospital mortality. Using the area under the receiver operating characteristic curve (AUROC), the post-ECMO ACEF score indicated a good discriminative power (AUROC 0.801 ± 0.042). Finally, cumulative survival rates at 6-month follow-up differed significantly (P < 0.001) for an ACEF score ≤ 2.22 versus those with an ACEF score > 2.22. After ECMO treatment due to severe myocardial failure, post-ECMO ACEF score provides an easy-calculating method with a reproducible evaluation tool with excellent prognostic abilities in these patients.

  15. The Aging Teaching Workforce: A Snapshot. Age Distribution of Public School Teachers, by State, 2003-2004

    ERIC Educational Resources Information Center

    Ingersoll, Richard

    2009-01-01

    This analysis on the age distribution of public school teachers have been prepared by Dr. Richard Ingersoll for the National Commission on Teaching and America's Future (NCTAF), using data gathered through the U.S. Department of Education's Schools and Staffing Survey (SASS), which is administered every four years. The data for this analysis are…

  16. Left Atrial Mechanical Function and Aortic Stiffness in Middle-aged Patients with the First Episode of Atrial Fibrillation

    PubMed Central

    Kılıcgedik, Alev; Ç Efe, Suleyman; Gürbüz, Ahmet S; Acar, Emrah; Yılmaz, Mehmet F; Erdoğan, Aslan; Kahveci, Gökhan; Izgi, Ibrahim A; Kirma, Cevat

    2017-01-01

    Background: In the early stages of atrial remodeling, aortic stiffness might be an indication of an atrial myopathy, in particular, atrial fibrosis. This study aimed to investigate the association between left atrial (LA) mechanical function, assessed by two-dimensional speckle tracking echocardiography, and aortic stiffness in middle-aged patients with the first episode of nonvalvular atrial fibrillation (AF). Methods: This prospective study included 34 consecutive patients with the first episode of AF, who were admitted to Kartal Koşuyolu Research and Training Hospital between May 2013 and October 2015, and 31 age- and gender-matched healthy controls. During the 1st month (mostly in the first 2 weeks) following their first admission, 34 patients underwent the first pulse wave measurements. Then, 21 patients were recalled for their second pulse wave measurement at 11.8 ± 6.0 months following their initial admission. Echocardiographic and pulse wave findings were compared between these 34 patients and 31 healthy controls. We also compared the pulse wave and echocardiographic findings between the first and second measurements in 21 patients. Results: Pulse wave analysis showed no significant differences between the AF patients and healthy controls with respect to PWV (10.2 ± 2.5 m/s vs. 9.7 ± 2.1 m/s; P = 0.370), augmentation pressure (9.6 ± 7.4 mmHg vs. 9.1 ± 5.7 mmHg; P = 0.740), and aortic pulse pressure (AoPP; 40.4 ± 14.0 mmHg vs. 42.1 ± 7.6 mmHg, P = 0.550). The first LA positive peak of strain was inversely related to the augmentation pressure (r = −0.30; P = 0.02) and aortic systolic pressure (r = −0.26, P = 0.04). Comparison between the two consecutive pulse wave measurements in 21 patients showed similar results, except for AoPP. In 21 patients, the AoPP at the second measurement (45.1 ± 14.1 mmHg) showed a significant increase compared with AoPP at the first measurement (39.0 ± 10.6 mmHg, P = 0.028), which was also higher than that of healthy

  17. No Child Left Behind Act: Education Needs to Provide Additional Technical Assistance and Conduct Implementation Studies for School Choice Provision. Report to the Secretary of Education. GAO-05-7

    ERIC Educational Resources Information Center

    Hickok, Eugene W.

    2004-01-01

    The school choice provision of the No Child Left Behind Act (NCLBA) of 2001 applies to schools that receive Title I funds and that have not met state performance goals for 2 consecutive years, including goals set before the enactment of NCLBA. Students in such schools must be offered the choice to transfer to another school in the district. The…

  18. Using inquiry-based instruction to meet the standards of No Child Left Behind for middle school earth science

    NASA Astrophysics Data System (ADS)

    Harris, Michael W.

    This study examined the effectiveness of a specific instructional strategy employed to improve performance on the end-of-the-year Criterion-Referenced Competency Test (CRCT) as mandated by the No Child Left Behind (NCLB) Act of 2001. A growing body of evidence suggests that the perceived pressure to produce adequate aggregated scores on the CRCT causes teachers to neglect other relevant aspects of teaching and attend less to individualized instruction. Rooted in constructivist theory, inquiry-based programs provide a o developmental plan of instruction that affords the opportunity for each student to understand their academic needs and strengths. However, the utility of inquiry-based instruction is largely unknown due to the lack of evaluation studies. To address this problem, this quantitative evaluation measured the impact of the Audet and Jordan inquiry-based instructional model on CRCT test scores of 102 students in a sixth-grade science classroom in one north Georgia school. A series of binomial tests of proportions tested differences between CRCT scores of the program participants and those of a matched control sample selected from other district schools that did not adopt the program. The study found no significant differences on CRCT test scores between the treatment and control groups. The study also found no significant performance differences among genders in the sample using inquiry instruction. This implies that the utility of inquiry education might exist outside the domain of test scores. This study can contribute to social change by informing a reevaluation of the instructional strategies that ideally will serve NCLB high-stakes assessment mandates, while also affording students the individual-level skills needed to become productive members of society.

  19. [Maternal Predictors of Body Mass Index of Pre-school and School Age Children].

    PubMed

    Ortiz-Félix, Rosario E; Flores-Peña, Yolanda; Cárdenas-Villareal, Valia M; Moral de la Rubia, José; Ruvalcaba Rodríguez, María D; Hernandez-Carranco, Roandy G

    2015-09-01

    The objective was to identify maternal variables that could be used as predictors of the child's body mass index (BMI). We considered the following variables: (a) socio-demographic (age, education, occupation, marital status and family income); (b) anthropometric (BMI); and (c) upbringing strategies (monitoring and limits for eating habits, monitoring and sedentary behavior limits, discipline and control in feeding. A predictive correlational study was carried out with 537 dyads (mother-child). Children enrolled in 4 public schools (2 for pre-school children and 2 for primary school children) were selected for probabilistic, random sampling. The mothers answered the Feeding and Activity Upbringing Strategies Scale, giving socio-demographic information and the dyads' weight and height was measured. The data were analyzed for correlations and path analysis. It was found that the average age of mothers was 34.25 years (SD=6.91), with 12.40 years of education (SD=3.36), 53.3% mentioned that they were housewives and 46.7% had a paid job outside of the home; 38.5% showed pre-OB and 27.3% some degree of OB. The child's average age was 7.26 years (SD=2.46), and 3.2% showed low weight, 59.6% normal weight and 37.2% OW-0B. It was found that working outside the home, having a higher maternal BMI, less control and more discipline in feeding are variables that predict higher BMI in the child. We recommend the design of interventions to reduce and treat the child's OW-OB taking into account the predictors that were found.

  20. Screen-Related Sedentary Behaviours of School-Aged Children: Principals' and Teachers' Perspectives

    ERIC Educational Resources Information Center

    He, Meizi; Piche, Leonard; Beynon, Charlene; Kurtz, Joanne; Harris, Stewart

    2011-01-01

    Objective: To solicit school principals' and teachers' perspectives on children's screen-related sedentary behaviour and to identify possible solutions to reduce sedentary behaviours among school-aged children. Method: In-person interviews using a semi-structured interview guide were conducted with school principals and grades five and six…

  1. Internet and Independent E-Learning of School Age Children in Thailand (One Study)

    ERIC Educational Resources Information Center

    Quigley, Donna

    2011-01-01

    Schools generally have been unable to keep up with the rapid technical changes in modern society. As a result, primary school age children worldwide are becoming self-taught independent e-learners and the gap between what they know and are able to do exceeds the learning outcomes for their schools' ICT (information communication technology)…

  2. A Comparison of the Academic Achievements of Students with Different Primary School Entrance Age

    ERIC Educational Resources Information Center

    Kucuker, Erdal

    2016-01-01

    This study, comparing the academic achievement levels of the students with different primary school entrance age, is in survey model. 60 students, at the second grade of a primary school centrally located in Tokat province in the year the study was conducted and were 60-66 and 73-84 months old when entered the primary school, were selected with…

  3. Gender Differences in Food Preferences of School-Aged Children and Adolescents

    ERIC Educational Resources Information Center

    Caine-Bish, Natalie L.; Scheule, Barbara

    2009-01-01

    Background: Schools have the opportunity, through the National School Lunch Program and Local School Wellness Policies, to have a significant impact on healthy eating behaviors. An understanding of children's and adolescents' food preferences in relation to gender and age will facilitate the successful creation of both healthy and financially…

  4. Attention and Memory in School-Age Children Surviving the Terrorist Attack in Beslan, Russia

    ERIC Educational Resources Information Center

    Scrimin, Sara; Moscardino, Ughetta; Capello, Fabia; Axia, Giovanna

    2009-01-01

    Little is known about the impact of terrorism on children's cognitive functioning and school learning. The primary purpose of this study was to report on cognitive functioning among school-age children 20 months after a terrorist attack against their school. Participants included 203 directly and indirectly exposed children from Beslan and 100…

  5. Building a Method for Researching Attribution of Meaning by Children Aged 5 to 6 in School

    ERIC Educational Resources Information Center

    Tertoolen, Anja; van Oers, Bert; Geldens, Jeannette; Popeijus, Herman

    2012-01-01

    This article reports on the first phase of a research project in which we looked for the voices of young children, aged 5 to 6, in school. What do children experience in school? What do they see as the meaning of school? What is their motivation? Children have the right to be listened to. The question is which settings, under which circumstances,…

  6. Dietary Diversity as a Correlate of Undernutrition among School-Age Children in Southwestern Nigeria

    ERIC Educational Resources Information Center

    Olumakaiye, M. F.

    2013-01-01

    Purpose/Objectives: This study was conducted to determine the association between undernutrition and dietary diversity among school-age children in southwestern Nigeria. Methods: A total of 600 school children were randomly selected from six private and six public schools in the region. A standardized FAO-published 24-hour diet recall…

  7. Patterns of Age Mixing and Gender Mixing among Children and Adolescents at an Ungraded School.

    ERIC Educational Resources Information Center

    Gray, Peter; Feldman, Jay

    1997-01-01

    Examined age and gender mixing among students, ages 4-19, at an ungraded, self-directed, democratically structured school. Found that age mixing was more frequent for 12- to 15-year-olds than for younger or older students, and that gender mixing was less frequent for 8- to 11-year-olds than for any other age group. (MDM)

  8. Sleep and Television and Computer Habits of Swedish School-Age Children

    ERIC Educational Resources Information Center

    Garmy, Pernilla; Nyberg, Per; Jakobsson, Ulf

    2012-01-01

    The aim of this study was to investigate sleep, television and computer habits and enjoyment and feelings of tiredness in school of school-age children and adolescents in Sweden. An instrument found to be valid and reliable here was distributed to 3,011 children aged 6, 7, 10, 14, and 16 years. Those sleeping less than the median length of time…

  9. A Guide for Pupil Personnel Specialists. Schools in an Aging Society. [Series].

    ERIC Educational Resources Information Center

    Connecticut State Dept. on Aging, Hartford.

    This document presents the last in a series of six interrelated guides, the Schools in an Aging Society series, designed to promote education for, with, and about older adults. This guide for pupil personnel specialists provides age-related information on the changing family and workplace. It is appropriate for school counselors, psychologists,…

  10. Sleep Problems in Chinese School-Aged Children with a Parent-Reported History of ADHD

    ERIC Educational Resources Information Center

    Li, Shenghui; Jin, Xinming; Yan, Chonghuai; Wu, Shenghu; Jiang, Fan; Shen, Xiaoming

    2009-01-01

    Objective: The objective was to survey the prevalence of parent-reported ADHD diagnosis and to assess its associations with sleep problems among urban school-aged children in China. Method: A random sample of 20,152 school-aged children participated in a cross-sectional survey in eight cities of China. A parent-administered questionnaire and the…

  11. Physical Activity, Physical Fitness, and Health-Related Quality of Life in School-Aged Children

    ERIC Educational Resources Information Center

    Gu, Xiangli; Chang, Mei; Solmon, Melinda A.

    2015-01-01

    Purpose: This study examined the association between physical activity (PA), physical fitness, and health-related quality of life (HRQOL) among school-aged children. Methods: Participants were 201 children (91 boys, 110 girls; M[subscript age] = 9.82) enrolled in one school in the southern US. Students' PA (self-reported PA, pedometer-based PA)…

  12. Tall Poppies: Bullying Behaviors Faced by Australian High-Performance School-Age Athletes

    ERIC Educational Resources Information Center

    O'Neill, Maureen; Calder, Angela; Allen, Bill

    2014-01-01

    Little is known about Australian high-performance school-age athletes' experiences as victims of the tall poppy syndrome. Tall poppies are successful individuals bullied by those who are less successful in order to "normalize them." Nineteen current or previous national or international high-performance school-age athletes were…

  13. Education of Social Skills among Senior High School Age Students in Physical Education Classes

    ERIC Educational Resources Information Center

    Akelaitis, Arturas V.; Malinauskas, Romualdas K.

    2016-01-01

    Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51…

  14. School-Age Child Care: Technical Assistance Papers, Numbers 1-7.

    ERIC Educational Resources Information Center

    Wellesley Coll., MA. Center for Research on Women.

    Collected are seven technical assistance papers concerning the development and implementation of community school age day care programs. The first paper provides a step-by-step guide to organizing a school-age child care program and the second paper focuses on developing a high quality program. Paper 3 explores administrative, policy, and legal…

  15. What Is the Need for School-Age Care? Lessons from Two Communities.

    ERIC Educational Resources Information Center

    Nagle, Ami

    In 2001, Arizona's Children's Action Alliance (CCA) developed a resource for community groups interested in exploring the need for care for school-age children. Titled "School-Age Care Tool Kit: A Guide for Measuring Needs in Your Community," the resource provided step-by-step advice to community organizations on how to identify the need…

  16. Middle-School-Age Outcomes in Children with Very Low Birthweight.

    ERIC Educational Resources Information Center

    Taylor, H. Gerry; Klein, Nancy; Minich, Nori M.; Hack, Maureen

    2000-01-01

    Compared outcomes of middle-school-age children born at very low (less than 750-g) or low birthweights (750 to 1,499-g) and full-term. Found that the very-low-weight group fared less well at school age than the low weight and term groups on cognitive functioning, achievement, behavior, and academic performance. Those without neurosensory disorders…

  17. Four MPS Schools Taking Corrective Action under No Child Left Behind Act. Research Brief. Volume 92, Number 4

    ERIC Educational Resources Information Center

    Public Policy Forum, 2004

    2004-01-01

    Four schools in the Milwaukee Public School (MPS) district now have appeared on the state's list of schools needing improvement for four years in a row. After four years on the list, schools are required under federal law to take corrective action, which could include restructuring the internal organization of the school, replacing staff,…

  18. What Makes a Leader? Relative Age and High School Leadership

    ERIC Educational Resources Information Center

    Dhuey, Elizabeth; Lipscomb, Stephen

    2008-01-01

    Economists have identified a substantial adult wage premium attached to high school leadership activity. Unresolved is the extent to which it constitutes human capital acquisition or proxies for an "innate" unobserved skill. We document a determinant of high school leadership activity that is associated purely with school structure, rather than…

  19. School-Age Children with Disabilities: Technology Implications for Counselors.

    ERIC Educational Resources Information Center

    Parette, Howard P., Jr.; VanBievliet, Alan

    1991-01-01

    Focuses on the provision of technology to children with disabilities and examines school-subsidized provision of assistive devices and related services. Reviews federal technology legislation and grants to states, school technology teams, role of the elementary school counselor, various ethical considerations, and selection of appropriate…

  20. Selected Alternatives for Serving More High School-Aged Students in the Vocational-Technical Schools. Final Report.

    ERIC Educational Resources Information Center

    Peat, Marwick, Mitchell, and Co., Hartford, CT.

    This final report discusses a project designed to study increased use of the 16 vocational-technical (VT) schools in Connecticut to serve more individuals of high school age; compare advantages and disadvantages of feasible alternatives; and recommend viable approaches for increasing facility use for serving more individuals. Chapter I outlines…

  1. Active Travel to School: Findings from the Survey of US Health Behavior in School-Aged Children, 2009-2010

    ERIC Educational Resources Information Center

    Yang, Yong; Ivey, Stephanie S.; Levy, Marian C.; Royne, Marla B.; Klesges, Lisa M.

    2016-01-01

    Background: Whereas children's active travel to school (ATS) has confirmed benefits, only a few large national surveys of ATS exist. Methods: Using data from the Health Behavior in School-aged Children (HBSC) 2009-2010 US survey, we conducted a logistic regression model to estimate the odds ratios of ATS and a linear regression model to estimate…

  2. Reflective Functioning in Parents of School-Aged Children

    PubMed Central

    Borelli, Jessica L.; St. John, H. Kate; Cho, Evelyn; Suchman, Nancy E.

    2016-01-01

    Parental reflective functioning (RF) has garnered tremendous support as a predictor of secure attachment in infancy, though little work has examined RF among parents of older children. In this study, we used a high-risk community sample of parent–child dyads (N = 117) to explore whether parental RF comprises self- and child-focused factors, whether parental RF is associated with parent and child attachment security, and whether parental RF mediates the association between parent and child attachment security. Results suggested that parental RF can be characterized as having both self- and child-focused components, and that child-focused parental RF is associated with child but not parent attachment security. Further, child-focused parental RF indirectly mediates the association between parent attachment avoidance and child attachment security. These findings extend previous work on parental RF to parents of school-age children and, in so doing, inform developmental models of attachment relationships in middle childhood. Discussion focuses on the importance of these findings in informing theory, prevention, clinical practice, and policy. PMID:26618938

  3. Multitasking During Degraded Speech Recognition in School-Age Children.

    PubMed

    Grieco-Calub, Tina M; Ward, Kristina M; Brehm, Laurel

    2017-01-01

    Multitasking requires individuals to allocate their cognitive resources across different tasks. The purpose of the current study was to assess school-age children's multitasking abilities during degraded speech recognition. Children (8 to 12 years old) completed a dual-task paradigm including a sentence recognition (primary) task containing speech that was either unprocessed or noise-band vocoded with 8, 6, or 4 spectral channels and a visual monitoring (secondary) task. Children's accuracy and reaction time on the visual monitoring task was quantified during the dual-task paradigm in each condition of the primary task and compared with single-task performance. Children experienced dual-task costs in the 6- and 4-channel conditions of the primary speech recognition task with decreased accuracy on the visual monitoring task relative to baseline performance. In all conditions, children's dual-task performance on the visual monitoring task was strongly predicted by their single-task (baseline) performance on the task. Results suggest that children's proficiency with the secondary task contributes to the magnitude of dual-task costs while multitasking during degraded speech recognition.

  4. Multitasking During Degraded Speech Recognition in School-Age Children

    PubMed Central

    Ward, Kristina M.; Brehm, Laurel

    2017-01-01

    Multitasking requires individuals to allocate their cognitive resources across different tasks. The purpose of the current study was to assess school-age children’s multitasking abilities during degraded speech recognition. Children (8 to 12 years old) completed a dual-task paradigm including a sentence recognition (primary) task containing speech that was either unprocessed or noise-band vocoded with 8, 6, or 4 spectral channels and a visual monitoring (secondary) task. Children’s accuracy and reaction time on the visual monitoring task was quantified during the dual-task paradigm in each condition of the primary task and compared with single-task performance. Children experienced dual-task costs in the 6- and 4-channel conditions of the primary speech recognition task with decreased accuracy on the visual monitoring task relative to baseline performance. In all conditions, children’s dual-task performance on the visual monitoring task was strongly predicted by their single-task (baseline) performance on the task. Results suggest that children’s proficiency with the secondary task contributes to the magnitude of dual-task costs while multitasking during degraded speech recognition. PMID:28105890

  5. Sensory evaluation of a novel vegetable in school age children.

    PubMed

    Coulthard, Helen; Palfreyman, Zoe; Morizet, David

    2016-05-01

    A behavioural sensory task was undertaken to further understanding into whether children's sensory evaluation of a new vegetable is associated with tasting and food neophobia scores. A sample of ninety-five children, aged 7-11 years, was recruited from a primary school in inner city Birmingham, UK. They were asked to rate the sight, smell and feel of a familiar vegetable (carrot) and an unfamiliar vegetable (celeriac) in a randomised order to control for order effects. They were then asked to try the each vegetable, and rate its taste. It was found that children rated the sensory characteristics of the familiar vegetable more positively than the novel vegetable across all sensory domains (p < 0.05). Refusing to try the novel vegetable was associated with food neophobia scores and olfactory ratings. The ratings of the taste of the novel vegetable were associated with olfactory and tactile ratings. In addition there was a clear developmental shift in the sample with younger children being more likely to rate the novel vegetable as 'looking strange' and older children rating the novel vegetable as 'smelling strange'. This research strengthens the idea that sensory information is important in children deciding to try, and their hedonic evaluation of the taste of a new vegetable.

  6. Possible Mechanisms Underlying Aging-Related Changes in Early Diastolic Filling and Long Axis Motion—Left Ventricular Length and Blood Pressure

    PubMed Central

    Peverill, Roger E.; Chou, Bon; Donelan, Lesley; Mottram, Philip M.; Gelman, John S.

    2016-01-01

    Background The transmitral E wave and the peak velocity of early diastolic mitral annular motion (e`) both decrease with age, but the mechanisms underlying these age-related changes are incompletely understood. This study investigated the possible contributions of blood pressure (BP) and left ventricular end-diastolic length (LVEDL) to age-related reductions in E and e`. Methods The study group were 82 healthy adult subjects <55 years of age who were not obese or hypertensive. Transmitral flow and mitral annular motion were recorded using pulsed-wave Doppler. LVEDL was measured from the mitral annular plane to the apical endocardium. Results Age was positively correlated with diastolic BP and septal wall thickness (SWT), inversely correlated with LVEDL (β = -0.25) after adjustment for sex and body surface area, but was not related to left ventricular end-diastolic diameter (LVEDD). Age was also inversely correlated with E (r = -0.36), septal e`(r = -0.53) and lateral e`(r = -0.53). On multivariable analysis, E was inversely correlated with diastolic BP and LVEDD, septal e`was inversely correlated with diastolic BP and positively correlated with SWT and LVEDL, after adjusting for body mass index, whilst lateral e`was inversely correlated with diastolic BP and positively correlated with LVEDL. Conclusion The above findings are consistent with higher BP being a contributor to age-related reductions in both E and e`and shortening of LVEDL with age being a contributor to the age-related reduction in e`. An implication of these findings is that slowing of myocyte relaxation is unlikely to be the sole, and may not be the main, mechanism underlying age-related decreases in E and e`. PMID:27351745

  7. Relative Age Effects Are a Developmental Problem in Tennis: But Not Necessarily when You're Left-Handed!

    ERIC Educational Resources Information Center

    Loffing, Florian; Schorer, Jorg; Cobley, Steve P.

    2010-01-01

    Relative Age Effects (RAEs), describing attainment inequalities as a result of interactions between biological age and age-grouping procedures, have been demonstrated across many sports contexts. This study examined whether an additional individual characteristic (i.e., handedness) mediated RAEs in tennis. Relative age and handedness distributions…

  8. The Disheartened Teacher: Living in the Age of Standardisation, High-Stakes Assessments, and No Child Left Behind (NCLB)

    ERIC Educational Resources Information Center

    Rubin, Daniel Ian

    2011-01-01

    There has been a universal movement towards government-regulated standardisation and high-stakes assessment. In the United States, this has resulted in the No Child Left Behind Act (2001). Because of the predominant focus on high-stakes reading and writing assessments required by NCLB, teachers in the subject area of English/Language Arts (ELA)…

  9. Formal Reasoning Skills of Secondary School Students as Related to Gender, Age, School Type and Learning Abilities.

    ERIC Educational Resources Information Center

    Shemesh, Michal; Lazarowitz, Reuven

    This study investigated: (1) whether boys and girls master formal reasoning tasks to the same degree at the same age; (2) if the variance of boys' and girls' performance in formal tasks could be predicted by the same cognitive learning abilities; and (3) what are the main and interactional effects of age, sex, and school type on the variance of…

  10. Accountability Left Behind

    ERIC Educational Resources Information Center

    Testani, Rocco E.; Mayes, Joshua A.

    2008-01-01

    This article describes the reversal of the dismissal of an "unfunded-mandates" challenge to the No Child Left Behind Act (NCLB) brought by the National Education Association (NEA), several of its affiliates, and a number of school districts by the United States Court of Appeals for the Sixth Circuit. The decision in "School District…

  11. Increasing Left and Right Brain Communication to Improve Learning for Tenth Grade Students in a Public School

    ERIC Educational Resources Information Center

    Richardson, Jennifer J.

    2011-01-01

    The purpose of this exploratory correlation research study was to determine if students who engaged in exercises designed to increase left and right brain hemisphere connections would score higher on identical tests than those who did not perform the exercises. Because the 2001 No Child Left Behind Act requires students to reach benchmarks of…

  12. High School Psychology: A Coming of Age Story

    ERIC Educational Resources Information Center

    Keith, Kenneth D.; Hammer, Elizabeth Yost; Blair-Broeker, Charles T.; Ernst, Randal M.

    2013-01-01

    Although institutional recognition of high school psychology is fairly recent, psychology and psychological subject matters have a history dating to at least the 1830s. By the middle of the twentieth century, high school psychology courses existed in nearly all U.S. states, and enrollments grew throughout the second half of the century. However,…

  13. Excess weight gain in elementary school-aged Hispanic children

    Technology Transfer Automated Retrieval System (TEKTRAN)

    The current data was collected as part of a 6-year longitudinal study in which elementary schools from a southeast Texas school district were provided with resources to encourage children to make healthier choices. The objective of the current study was to evaluate children’s change in body mass ind...

  14. Too Young to Leave the Nest: The Effects of School Starting Age. NBER Working Paper No. 13969

    ERIC Educational Resources Information Center

    Black, Sandra E.; Devereux, Paul J.; Salvanes, Kjell G.

    2008-01-01

    Does it matter when a child starts school? While the popular press seems to suggest it does, there is limited evidence of a long-run effect of school starting age on student outcomes. This paper uses data on the population of Norway to examine the role of school starting age on longer-run outcomes such as IQ scores at age 18, educational…

  15. 76 FR 54162 - No Child Left Behind School Facilities and Construction Negotiated Rulemaking Committee-Notice of...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-08-31

    ...-funded schools, and to prepare reports covering: The school replacement and new construction needs at..., transportation, lodging, and meals are the responsibility of the participating public. Dated: August 24,...

  16. 75 FR 59672 - No Child Left Behind School Facilities and Construction Negotiated Rulemaking Committee-Notice of...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-28

    ...-funded schools, and to prepare reports covering: The school replacement and new construction needs at... above. All meetings are open to the public; however, transportation, lodging, and meals are...

  17. 75 FR 36117 - No Child Left Behind School Facilities and Construction Negotiated Rulemaking Committee-Notice of...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-24

    ... conditions at Bureau-funded schools, and to prepare reports covering: The school replacement and new..., transportation, lodging, and meals are the responsibility of the participating public. Dated: June 18,...

  18. Using Fuzzy Logic to Identify Schools Which May Be Misclassified by the No Child Left Behind Adequate Yearly Progress Policy

    ERIC Educational Resources Information Center

    Yates, Donald W.

    2009-01-01

    This investigation developed, tested, and prototyped a Fuzzy Inference System (FIS) that would assist decision makers in identifying schools that may have been misclassified by existing Adequate Yearly Progress (AYP) methods. This prototype was then used to evaluate Louisiana elementary schools using published school data for Academic Year 2004. …

  19. Perinatal Factors Associated with Poor Neurocognitive Outcome in Early School Age Congenital Diaphragmatic Hernia Survivors

    PubMed Central

    Benjamin, Jennifer R.; Gustafson, Kathryn E.; Smith, P. Brian; Ellingsen, Kirsten M.; Tompkins, K. Brooke; Goldberg, Ronald N.; Cotten, C. Michael; Goldstein, Ricki F.

    2013-01-01

    Objective Determine predictors of neurocognitive outcome in early school age congenital diaphragmatic hernia (CDH) survivors. Study design Prospective study of infants with CDH at Duke University Medical Center. Neurocognitive delay (NCD) at school age (4 to 7 years) was defined as a score < 80 in any of the following areas: Verbal Scale IQ, Performance Scale IQ, Expressive Language, or Receptive Language. Logistic regression, Fisher’s exact, and the Wilcoxon rank sum test were used to examine the relationship between NCD at early school age and 6 demographic and 18 medical variables. Results Of 43 infants with CDH, twenty seven (63%) survived to hospital discharge, and 16 (59%) returned for school age testing at a median age of 4.9 years. Seven (44%) of the children evaluated had NCD. Patch repair (p=0.01), extracorporeal membrane oxygenation (ECMO; p=0.02), days on ECMO (p=0.01), days of mechanical ventilation (p=0.049), and post-operative use of inhaled nitric oxide (p=0.02) were found to be associated with NCD at early school age. Conclusions CDH survivors are at risk for neurocognitive delay persisting into school age. Perinatal factors such as patch repair and ECMO treatment may aid in identifying CDH survivors at high risk for continued learning difficulties throughout childhood. PMID:23583126

  20. Does the School Performance Variable Used in the International Health Behavior in School-Aged Children (HBSC) Study Reflect Students' School Grades?

    ERIC Educational Resources Information Center

    Felder-Puig, Rosemarie; Griebler, Robert; Samdal, Oddrun; King, Matthew A.; Freeman, John; Duer, Wolfgang

    2012-01-01

    Background: Given the pressure that educators and policy makers are under to achieve academic standards for students, understanding the relationship of academic success to various aspects of health is important. The international Health Behavior in School-Aged Children (HBSC) questionnaire, being used in 41 countries with different school and…

  1. Sensory processing, school performance, and adaptive behavior of young school-age children with fetal alcohol spectrum disorders.

    PubMed

    Jirikowic, Tracy; Olson, Heather Carmichael; Kartin, Deborah

    2008-05-01

    This study described sensory processing behaviors and sensory-motor abilities in children with fetal alcohol spectrum disorders (FASD) and explored their relationship to home and school function. A clinic-referred sample of 25 children with FASD, ages 5 to 8 years, was compared with 26 children with typical development, balanced for age, gender, and race/ethnicity, on standardized tests examining sensory processing, sensory-motor performance, school performance, and adaptive behavior. Children with FASD scored significantly more poorly on sensory processing, sensory-motor, adaptive, and academic achievement measures, and demonstrated more problem behaviors at home and school. Correlations were significant between measures of sensory processing and sensory-motor performance, adaptive behavior, and some aspects of academic performance. Sensory processing and related foundational sensory-motor impairments should be considered when determining the developmental needs of children with FASD. These impairments may co-occur with and contribute, at least in part, to decreased adaptive and school function.

  2. The left perceptual bias for adult and infant faces in adults and 5-year-old children: face age matters.

    PubMed

    Proietti, Valentina; Pavone, Sarah; Ricciardelli, Paola; Macchi Cassia, Viola

    2015-01-01

    A large number of studies have shown that adults rely more heavily on information conveyed by the left side of the face in judging emotional state, gender and identity. This phenomenon, called left perceptual bias (LPB), suggests a right hemisphere lateralization of face processing mechanisms. Although specialization of neural mechanisms for processing over-experienced face categories begins during the first year of life, little is known about the developmental trajectory of the LPB and whether or when the bias becomes selective for specific face categories as a result of experience. To address these questions we tested adults (Experiment 1) and 5-year-old children (Experiment 2) with null or limited experience with infants in an identity matching-to-sample task with chimeric adult and infant faces, for which both adults and children have been shown to manifest differential processing abilities. Results showed that 5-year-olds manifest a leftward bias selective for adult faces, and the magnitude of the bias is larger for adult compared to infant faces in adults. This evidence is in line with earlier demonstrations of a perceptual processing advantage for adult faces in adults and children and points to the role of experience in shaping neurocognitive specialization for face processing.

  3. Does Raising the State Compulsory School Attendance Age Achieve the Intended Outcomes? REL 2014-005

    ERIC Educational Resources Information Center

    Mackey, Philip E.; Duncan, Teresa G.

    2013-01-01

    Maryland recently raised its compulsory school attendance age from 16 to 18 in two stages: from 16 to 17 at the beginning of the 2014-15 school year and from 17 to 18 at the beginning of the 2016-17 school year (Maryland Senate Bill 362, 2012). The Maryland State Department of Education, a member of Regional Educational Laboratory Mid-Atlantic's…

  4. [Predictive value of Ages & Stages Questionnaires for cognitive performance at early years of schooling].

    PubMed

    Schonhaut B, Luisa; Pérez R, Marcela; Castilla F, Ana María; Castro M, Sonia; Salinas A, Patricia; Armijo R, Iván

    2017-02-01

    The Ages and Stages questionnaires (ASQ) has been recently validated in our country for developmental screening. The objective of this study is evaluate the validity of ASQ to predict low cognitive performance in the early years of schooling.

  5. Malaria in school-age children in Africa: an increasingly important challenge

    PubMed Central

    Nankabirwa, Joaniter; Brooker, Simon J; Clarke, Sian E; Fernando, Deepika; Gitonga, Caroline W; Schellenberg, David; Greenwood, Brian

    2014-01-01

    School-age children have attracted relatively little attention as a group in need of special measures to protect them against malaria. However, increasing success in lowering the level of malaria transmission in many previously highly endemic areas will result in children acquiring immunity to malaria later in life than has been the case in the past. Thus, it can be anticipated that in the coming years there will be an increase in the incidence of both uncomplicated and severe malaria in school-age children in many previously highly endemic areas. In this review, which focuses primarily on Africa, recent data on the prevalence of malaria parasitaemia and on the incidence of clinical malaria in African school-age children are presented and evidence that malaria adversely effects school performance is reviewed. Long-lasting insecticide treated bednets (LLIN) are an effective method of malaria control but several studies have shown that school-age children use LLINs less frequently than other population groups. Antimalarial drugs are being used in different ways to control malaria in school-age children including screening and treatment and intermittent preventive treatment. Some studies of chemoprevention in school-age children have shown reductions in anaemia and improved school performance but this has not been the case in all trials and more research is needed to identify the situations in which chemoprevention is likely to be most effective and, in these situations, which type of intervention should be used. In the longer term, malaria vaccines may have an important role in protecting this important section of the community from malaria. Regardless of the control approach selected, it is important this is incorporated into the overall programme of measures being undertaken to enhance the health of African school-age children. PMID:25145389

  6. Malaria in school-age children in Africa: an increasingly important challenge.

    PubMed

    Nankabirwa, Joaniter; Brooker, Simon J; Clarke, Sian E; Fernando, Deepika; Gitonga, Caroline W; Schellenberg, David; Greenwood, Brian

    2014-11-01

    School-age children have attracted relatively little attention as a group in need of special measures to protect them against malaria. However, increasing success in lowering the level of malaria transmission in many previously highly endemic areas will result in children acquiring immunity to malaria later in life than has been the case in the past. Thus, it can be anticipated that in the coming years there will be an increase in the incidence of both uncomplicated and severe malaria in school-age children in many previously highly endemic areas. In this review, which focuses primarily on Africa, recent data on the prevalence of malaria parasitaemia and on the incidence of clinical malaria in African school-age children are presented and evidence that malaria adversely effects school performance is reviewed. Long-lasting insecticide treated bednets (LLIN) are an effective method of malaria control but several studies have shown that school-age children use LLINs less frequently than other population groups. Antimalarial drugs are being used in different ways to control malaria in school-age children including screening and treatment and intermittent preventive treatment. Some studies of chemoprevention in school-age children have shown reductions in anaemia and improved school performance but this has not been the case in all trials and more research is needed to identify the situations in which chemoprevention is likely to be most effective and, in these situations, which type of intervention should be used. In the longer term, malaria vaccines may have an important role in protecting this important section of the community from malaria. Regardless of the control approach selected, it is important this is incorporated into the overall programme of measures being undertaken to enhance the health of African school-age children.

  7. A Case Study of Urban Public High School Students' Perspectives of Their School as "In Need of Improvement" under No Child Left Behind (NCLB)

    ERIC Educational Resources Information Center

    Giple, Patrick Pepan, Sr.

    2013-01-01

    Since its implementation in 2002, NCLB, through its expectations and sanctions, has created a state of urgency among school leaders and instructional staff in most urban public high schools. While there is significant literature on urban school reform promoting the academic performance of urban high school students, the perspectives of…

  8. Teacher Views about the Starting Age of the First Grade Elementary School

    ERIC Educational Resources Information Center

    Ari, Asim

    2014-01-01

    This research critically investigated the implementation in Turkey of starting elementary-school first grade at age 5 (60 months) according to teacher feedback. While the study is designed as qualitative, a kind of single case study approach is used with a group of 50 volunteer first-grade teachers serving in 15 elementary schools in the Eskisehir…

  9. Helping Students Cope in an Age of Terrorism: Strategies for School Counselors

    ERIC Educational Resources Information Center

    Chibbaro, Julia S.; Jackson, C. Marie

    2006-01-01

    School counselors experience unique challenges as they struggle to provide students with coping skills geared to the outside world including acts of terrorism. School-aged students in the United States are one of the most vulnerable populations in the event of a terrorist act. This article offers a review of the current and most relevant…

  10. Knowledge and Morality of School-Age Children and Adolescents Regarding Environmental Issues and Moral Dilemmas

    ERIC Educational Resources Information Center

    Vestena, Carla Luciane Blum; Piske, Fernanda Hellen Ribeiro

    2017-01-01

    A research gap exists with regard to the analysis of school children and adolescents' awareness on environmental issues. Current investigation analyzes data of 240 children and adolescents, aged between 8 and 14 years, within different school contexts in the mid-southern region of Brazil, on their knowledge level and moral judgment on solid…

  11. The Effects of Age at Arrival and Enclave Schools on the Academic Performance of Immigrant Children

    ERIC Educational Resources Information Center

    Cortes, Kalena E.

    2006-01-01

    This paper analyzes the relationship between age at arrival and immigrant-receiving high schools (i.e., enclave schools) on the academic performance of first- and second-generation immigrant children using data from the Children of Immigrants Longitudinal Study (CILS). The CILS survey was conducted in two major immigrant-receiving cities in the…

  12. Factors Associated with Screen Time among School-Age Children in Korea

    ERIC Educational Resources Information Center

    Ham, Ok Kyung; Sung, Kyung Mi; Kim, Hee Kyung

    2013-01-01

    The purpose of this study was to investigate the association of sociodemographic, psychosocial, and behavioral characteristics with screen time among school-age children in Korea. This study employed a nonexperimental, cross-sectional study design. A total of 370 children attending four elementary schools participated in the study. Self-report…

  13. Anxiety in Elementary School-Aged Students: A Growing Need for Interventions by Classroom Teachers

    ERIC Educational Resources Information Center

    Brown, Carla-Dyann

    2013-01-01

    Anxiety symptoms expressed by elementary school-aged students was a problem in an elementary school south of Atlanta, Georgia. These behaviors were negatively impacting the performance and behaviors of fourth and fifth grade students in and out of the educational environment. The purpose of this study was to determine if teaching anxiety reduction…

  14. Educational Interventions for Visual-Motor Deficiencies That Affect Handwriting in School-Aged Children.

    ERIC Educational Resources Information Center

    Dikowski, Timothy J.

    This practicum was designed to remediate handwriting skills in school-aged children who displayed visual-motor deficiencies that affect mechanical skills. Practicum goals were to: (1) identify and diagnose children with handwriting delays; (2) involve school and parent interaction by involving them with pre- and post-program assessment; (3)…

  15. Youth as Design Partners: Age-Appropriate Websites for Middle and High School Students

    ERIC Educational Resources Information Center

    Chow, Anthony S.; Smith, Kathelene McCarty; Sun, Katherine

    2012-01-01

    This study explored the impact of using best practices identified in previous studies in designing age-appropriate websites for middle and high school youth. Utilizing a mixed-method approach, 31 middle and 22 high school youth took part in six focus groups across four states. Participants were introduced to a website specifically designed for…

  16. Community-Based Summer Learning Programs for School- Age Children: Research-to-Policy Resources

    ERIC Educational Resources Information Center

    Stephens, Samuel A.

    2016-01-01

    Summer learning experiences for school-age children can be provided in a variety of ways and settings, including summer school programs (often remedial), community-based programs (often a continuation of afterschool programs), and home-based programs (in which families are provided with information and resources to encourage reading, often run by…

  17. Age, Gender and Job Satisfaction among Elementary School Head Teachers in Pakistan

    ERIC Educational Resources Information Center

    Ghazi, Safdar Rehman; Maringe, Felix

    2011-01-01

    The purpose of this study was to explore general job satisfaction of elementary school head teachers in Pakistan with respect to their age and gender. One hundred and eighty head teachers were sampled from government elementary schools of Toba Tek Singh, Punjab, Pakistan, to collect the relevant data using a modified version of the Minnesota…

  18. Children's Books--1979. A List of Books for Preschool Through Junior High School Age.

    ERIC Educational Resources Information Center

    Haviland, Virginia, Comp.

    This annotated bibliography is the sixteenth in a series of annual guides to current children's books. The 266 titles have been chosen as the best of about 2,000 children's books published in 1979, and are listed to help public and school librarians find useful and enjoyable works for children of preschool through junior high school ages. The…

  19. Physical Fitness, Academic Achievement, and Socioeconomic Status in School-Aged Youth

    ERIC Educational Resources Information Center

    Coe, Dawn P.; Peterson, Thomas; Blair, Cheryl; Schutten, Mary C.; Peddie, Heather

    2013-01-01

    Background: This study examined the association between physical fitness and academic achievement and determined the influence of socioeconomic status (SES) on the association between fitness and academic achievement in school-aged youth. Methods: Overall, 1,701 third-, sixth-, and ninth-grade students from 5 school districts participated in the…

  20. Catching the Age Wave: Building Schools with Senior Citizens in Mind.

    ERIC Educational Resources Information Center

    Sullivan, Kevin J.

    Examining the trend toward an older U.S. population, this paper discusses why educators and school facility planners should consider designing multipurpose schools that specifically contribute to stronger intergenerational links. Reasons include: ending age segregation, enriching the lives of children and seniors, creating support for public…

  1. Effects of Age, Gender and Educational Background on Strength of Motivation for Medical School

    ERIC Educational Resources Information Center

    Kusurkar, Rashmi; Kruitwagen, Cas; ten Cate, Olle; Croiset, Gerda

    2010-01-01

    The aim of this study was to determine the effects of selection, educational background, age and gender on strength of motivation to attend and pursue medical school. Graduate entry (GE) medical students (having Bachelor's degree in Life Sciences or related field) and Non-Graduate Entry (NGE) medical students (having only completed high school),…

  2. The Design and Implementation of a Summer Care Program for School Age Children of Working Parents.

    ERIC Educational Resources Information Center

    Volpini, Joyce

    An elementary school administrator designed and implemented a 12-week summer program for school-age children that provided educational, recreational, and cultural opportunities. Each week of activities centered on a specific theme. Recreational opportunities included sports activities, outdoor games, organized indoor games, free play, swimming,…

  3. Pilot Testing "Okay with Asthma"[TM]: An Online Asthma Intervention for School-Age Children

    ERIC Educational Resources Information Center

    Wyatt, Tami H.; Hauenstein, Emily J.

    2008-01-01

    Asthma is the leading cause of missed school days despite advancements in asthma treatment. This may be, in part, due to a lack of understanding about asthma. "Okay With Asthma"[TM], an online story with psychosocial management strategies for school-age children, was pilot tested to measure its effect on asthma knowledge and attitude. The online…

  4. Do stronger school smoking policies make a difference? Analysis of the health behaviour in school-aged children survey

    PubMed Central

    Hallingberg, B.; Fletcher, A.; Murphy, S.; Morgan, K.; Littlecott, H.J.; Roberts, C.

    2016-01-01

    Background: Associations of the strength of school smoking policies with cigarette, e-cigarette and cannabis use in Wales were examined. Methods: Nationally representative cross-sectional survey of pupils aged 11–16 years (N=7376) in Wales. Senior management team members from 67 schools completed questionnaires about school smoking policies, substance use education and tobacco cessation initiatives. Multi-level, logistic regression analyses investigated self-reported cigarette, e-cigarette and cannabis use, for all students and those aged 15–16 years. Results: Prevalence of current smoking, e-cigarette use and cannabis use in the past month were 5.3%, 11.5% and 2.9%, respectively. Of schools that provided details about smoking policies (66/67), 39.4% were strong (written policy applied to everyone in all locations), 43.9% were moderate (written policy not applied to everyone in all locations) and 16.7% had no written policy. There was no evidence of an association of school smoking policies with pupils’ tobacco or e-cigarette use. However, students from schools with a moderate policy [OR = 0.47; 95% (confidence interval) CI: 0.26–0.84] were less likely to have used cannabis in the past month compared to schools with no written policy. This trend was stronger for students aged 15–16 years (moderate policy: OR = 0.42; 95% CI: 0.22–0.80; strong policy: OR = 0.45; 95% CI: 0.23–0.87). Conclusions: School smoking policies may exert less influence on young people’s smoking behaviours than they did during times of higher adolescent smoking prevalence. Longitudinal studies are needed to examine the potential influence of school smoking policies on cannabis use and mechanisms explaining this association. PMID:27335332

  5. America's School-Age Children Fight the War: Political Socialization, Participation, and Patriotism.

    ERIC Educational Resources Information Center

    Tuttle, William M., Jr.

    U.S. children who were of school age during World War II underwent a socialization process that led them to have great pride in their country, to believe in the moral certainty of U.S. victory, and to feel united in their participation on the homefront. Excerpts from letters of individuals who were school-aged during the War are used to illustrate…

  6. School Quality and the Development of Cognitive Skills between Age Four and Six

    PubMed Central

    Borghans, Lex; Golsteyn, Bart H. H.; Zölitz, Ulf

    2015-01-01

    This paper studies the extent to which young children develop their cognitive ability in high and low quality schools. We use a representative panel data set containing cognitive test scores of 4-6 year olds in Dutch schools. School quality is measured by the school’s average achievement test score at age 12. Our results indicate that children in high-quality schools develop their skills substantially faster than those in low-quality schools. The results remain robust to the inclusion of initial ability, parental background, and neighborhood controls. Moreover, using proximity to higher-achieving schools as an instrument for school choice corroborates the results. The robustness of the results points toward a causal interpretation, although it is not possible to erase all doubt about unobserved confounding factors. PMID:26182123

  7. The Left Hand Second to Fourth Digit Ratio (2D:4D) Does Not Discriminate World-Class Female Gymnasts from Age Matched Sedentary Girls

    PubMed Central

    Peeters, Maarten W.; Claessens, Albrecht L.

    2012-01-01

    Introduction The second to fourth-digit-ratio (2D:4D), a putative marker of prenatal androgen action and a sexually dimorphic trait, has been suggested to be related with sports performance, although results are not univocal. If this relation exists, it is most likely to be detected by comparing extreme groups on the continuum of sports performance. Methods In this study the 2D:4D ratio of world-class elite female artistic gymnasts (n = 129), competing at the 1987 Rotterdam World-Championships was compared to the 2D:4D ratio of sedentary age-matched sedentary girls (n = 129), alongside with other anthropometric characteristics including other sexually dimorphic traits such as an androgyny index (Bayer & Bayley) and Heath-Carter somatotype components (endomorphy, mesomorphy, ectomorphy) using AN(C)OVA. 2D:4D was measured on X-rays of the left hand. Results Left hand 2D:4D digit ratio in world class elite female gymnasts (0.921±0.020) did not differ significantly from 2D:4D in age-matched sedentary girls (0.924±0.018), either with or without inclusion of potentially confounding covariates such as skeletal age, height, weight, somatotype components or androgyny index. Height (161.9±6.4 cm vs 155.4±6.6 cm p<0.01), weight (53.9±7.6 kg vs 46.2 6.3 kg p<0.01), BMI (20.51±2.41 kg/m2 vs 19.05±1.56 kg/m2), skeletal age (15.2±1.1 y vs 14.5±1.2 y p>0.01), somatotype components (4.0/3.0/2.9 vs 1.7/3.7/3.2 for endomorphy (p<0.01), mesomorphy (p<0.01) and ectomorphy (p<0.05) respectively) all differed significantly between sedentary girls and elite gymnasts. As expressed by the androgyny index, gymnasts have, on average, broader shoulders relative to their hips, compared to the reference sample. Correlations between the 2D:4D ratio and chronological age, skeletal age, and the anthropometric characteristics are low and not significant. Conclusion Although other anthropometric characteristics of sexual dimorphism were significantly different between the two samples

  8. Implications of Advancing Paternal Age: Does It Affect Offspring School Performance?

    PubMed Central

    Svensson, Anna C.; Abel, Kathryn; Dalman, Christina; Magnusson, Cecilia

    2011-01-01

    Average paternal age is increasing in many high income countries, but the implications of this demographic shift for child health and welfare are poorly understood. There is equivocal evidence that children of older fathers are at increased risk of neurodevelopmental disorders and reduced IQ. We therefore report here on the relationship between paternal age and a composite indicator of scholastic achievement during adolescence, i.e. compulsory school leaving grades, among recent birth cohorts in Stockholm County where delayed paternity is notably common. We performed a record-linkage study comprising all individuals in Stockholm County who finished 9 years of compulsory school from 2000 through 2007 (n = 155,875). Data on school leaving grades and parental characteristics were retrieved from administrative and health service registers and analyzed using multiple linear regression. Advancing paternal age at birth was not associated with a decrease in school leaving grades in adolescent offspring. After adjustment for year of graduation, maternal age and parental education, country of birth and parental mental health service use, offspring of fathers aged 50 years or older had on average 0.3 (95% CI −3.8, 4.4) points higher grades than those of fathers aged 30–34 years. In conclusion, advancing paternal age is not associated with poorer school performance in adolescence. Adverse effects of delayed paternity on offspring cognitive function, if any, may be counterbalanced by other potential advantages for children born to older fathers. PMID:21957460

  9. School Counselors' Perceptions of Their Training Regarding School-Age Children's Mental Health Issues

    ERIC Educational Resources Information Center

    Primiano, Jaime

    2013-01-01

    A scarcity of research exists concerning professional school counselors' perceptions of their training regarding recognizing and addressing the mental health issues of children and adolescents in the elementary, middle, and high school setting. The purpose of this study was to explore the perceptions of professional school counselors regarding…

  10. Aging: ouabain-sensitive /sup 86/Rb+ uptake rate and responsiveness to digoxin in rat left atrial muscle

    SciTech Connect

    Kennedy, R.H.; Seifen, E.

    1989-01-01

    Previous work in anesthetized rats has demonstrated that the sensitivity to cardiotoxic actions of cardiotonic steroids is increased in senescence, and studies in crude homogenates and partially purified membrane preparations have suggested that this altered responsiveness is related to an aging-associated reduction in the sarcolemmal content of Na,K-adenosine triphosphatase. This decrease in Na,K-adenosine triphosphatase could enhance the sensitivity to digitalis-like compounds by reducing the reserve capacity of the Na+-pump and thus the extent of digitalis-induced pump inhibition required before the onset of toxicity. Current experiments examined dose-dependent actions of digoxin in atrial muscle isolated from 3-, 12- and 24- to 25-month-old rats and determined if alterations in responsiveness correlated with changes in ouabain-sensitive 86Rb+ uptake rate, an estimate of Na+-pump activity. Atrial preparations from aged rats were more sensitive to the cardiotoxic actions of digoxin; however, the inotropic efficacy before the onset of toxicity was not affected by age. Both 1) the maximum attainable ouabain-sensitive 86Rb+ uptake rate and 2) the difference between maximum uptake rate and that monitored in preparations stimulated at 4.0 Hz decreased progressively with age. These results indicate that atrial muscle from aged rats is more sensitive to direct toxic effects of digoxin and suggest that this lower tolerance is mediated, at least in part, by a reduction in Na+-pump reserve capacity.

  11. Handwriting, Visuomotor Integration, and Neurological Condition at School Age

    ERIC Educational Resources Information Center

    Van Hoorn, Jessika F.; Maathuis, Carel G. B.; Peters, Lieke H. J.; Hadders-Algra, Mijna

    2010-01-01

    Aim: The study investigated the relationships between handwriting, visuomotor integration, and neurological condition. We paid particular attention to the presence of minor neurological dysfunction (MND). Method : Participants were 200 children (131 males, 69 females; age range 8-13y) of whom 118 received mainstream education (mean age 10y 5mo, SD…

  12. Evaluating School Library Information Services in the Digital Age.

    ERIC Educational Resources Information Center

    Everhart, Nancy

    2000-01-01

    Discusses criteria for evaluating school library information services. Highlights include types of services; physical facilities; library usage; circulation statistics; changes due to technology; fill rate, or the percentage of successful searches for library materials; OPAC (online public access catalog) reports; observation; and examining…

  13. The British Middle School at Age Thirty: An American Perspective.

    ERIC Educational Resources Information Center

    Hertzog, C. Jay

    A historical overview of the development of the British middle school system is presented in this paper, with a focus on the impact of the national curriculum established by the Education Reform Act of 1988. Based on field observation, information is presented on curriculum, the role of head teachers and faculty, parental involvement, and student…

  14. Motivating Experienced School Personnel: Capitalizing on Age-Appropriate Tasks.

    ERIC Educational Resources Information Center

    Krupp, Judy-Arin

    A study was made to determine what developmental tasks typify life stages and how schools have used these tasks and their "teachable moments" to increase employee receptivity to staff development. Data came from a review of adult development and staff development literature, observations of innovative staff development procedures used by school…

  15. Domain-Specific Impulsivity in School-Age Children

    ERIC Educational Resources Information Center

    Tsukayama, Eli; Duckworth, Angela Lee; Kim, Betty

    2013-01-01

    Impulsivity is a salient individual difference in children with well-established predictive validity for life outcomes. The current investigation proposes that impulsive behaviors vary systematically by domain. In a series of studies with ethnically and socioeconomically diverse samples of middle school students, we find that schoolwork-related…

  16. Challenge Grants: Bringing Schools into the Information Age.

    ERIC Educational Resources Information Center

    Carroll, Thomas G.

    1997-01-01

    To help educators create electronic communities, the U.S. Department of Education sponsors Challenge Grants for Technology in Education, designed to stimulate local innovations in using learning technologies. Presently, 43 districts are receiving substantial five-year grants. Partnerships involving schools, hardware manufacturers, software…

  17. Assessment of Abdominal Pain in School-Age Children

    ERIC Educational Resources Information Center

    Zimmermann, Polly Gerber

    2003-01-01

    Pediatric abdominal pain can be a difficult condition to accurately assess for the nurse to determine whether the child's need is for teaching, treating, or transferring. This article describes the process as well as practical tips to be used by the nurse in the school setting. Distinguishing characteristics and findings, including key physical…

  18. Metacomprehension and School-Aged Children's Reading: An Overview.

    ERIC Educational Resources Information Center

    Pace, Ann Jaffe

    Several research studies were reviewed to formulate a definition of metacomprehension in elementary school children. Although much additional research is needed, the one conclusion evident from the review is that metacomprehension is not a unitary phenomenon. It encompasses several kinds of abilities and degrees of awareness that may appear at…

  19. Education for School-Age Parenting. Final Report.

    ERIC Educational Resources Information Center

    Carta, Elizabeth

    Techniques are described which were used to develop and establish the Young Parents Program, a pilot project used to develop and expand the homebound instruction function of Norwalk Hospital by providing broadening family functioning type experiences to pregnant girls in the Norwalk, Connecticut, schools. The instructional objectives listed are…

  20. Assessment of School-Aged Children with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Paynter, Jessica M.

    2015-01-01

    An increasing number of school children are diagnosed with Autism Spectrum Disorder (ASD). These children may be referred for assessments for a variety of reasons, including to assess for intellectual impairments, eligibility for support, or to monitor progress. Characteristics of ASD, such as social communication difficulties, as well as common…

  1. Behavior Correlates of Rorschach Response in School Age Children.

    ERIC Educational Resources Information Center

    Martin, Frances G.

    Teachers in a private special education school for students with learning and/or adjustment difficulties completed Bristol Social Adjustment Guides (BSAGs), an observation scale for identifying maladaptive classroom behaviors, for 157 students (7-21 years old). Rorschachs were administered to the same group of students. Data from each test were…

  2. Epilepsy in School-Aged Children: More than Just Seizures?

    ERIC Educational Resources Information Center

    Reilly, Colin; Ballantine, Rebecca

    2011-01-01

    Epilepsy is the most common neurological disorder in childhood and can have a significant impact on a child's schooling. Children with epilepsy may have special educational needs due to having learning disability, specific learning difficulties, specific cognitive deficits or having symptoms associated with ASD, ADHD, depression or anxiety. These…

  3. Generations at School: Building an Age-Friendly Workplace

    ERIC Educational Resources Information Center

    Lovely, Suzette

    2010-01-01

    In schools around the country, Gen Xers, Millennials, Baby Boomers, and even a Veteran or two are working side by side. While anyone holding a job in this shaky economy is grateful, gratitude does not make generational clashes less difficult. Adding to the mix, many Baby Boomers initially poised for a mass exodus by 2010 are holding on for dear…

  4. Generations at School: Building an Age-Friendly Learning Community

    ERIC Educational Resources Information Center

    Lovely, Suzette; Buffum, Austin G.; Barth, Roland S.

    2007-01-01

    Today's workforce comprises distinct generational cohorts-Veterans, Baby Boomers, Gen-Xers, and Millennials. "Generations at School" provides educators with the knowledge and tools to create and sustain true collaboration, teamwork, and consensus. Suzette Lovely and Austin G. Buffum introduce the traits and tipping points of these diverse age…

  5. Day School Israel Education in the Age of Birthright

    ERIC Educational Resources Information Center

    Pomson, Alex; Deitcher, Howard

    2010-01-01

    What are North American Jewish day schools doing when they engage in Israel education, what shapes their practices, and to what ends? In this article, we report on a multi-method study inspired by these questions. Our account is organized around an analytical model that helps distinguish between what we call the vehicles, intensifiers, and…

  6. Sleep and television and computer habits of Swedish school-age children.

    PubMed

    Garmy, Pernilla; Nyberg, Per; Jakobsson, Ulf

    2012-12-01

    The aim of this study was to investigate sleep, television and computer habits and enjoyment and feelings of tiredness in school of school-age children and adolescents in Sweden. An instrument found to be valid and reliable here was distributed to 3,011 children aged 6, 7, 10, 14, and 16 years. Those sleeping less than the median length of time reported a significantly lower degree of enjoyment of school. Short sleep was found to be associated with having a bedroom TV, spending more than 2 hr a day at the TV or the computer, being tired in school, and having difficulties both in waking up and in sleeping. Discussing sleep and media habits with schoolchildren and their parents regarding matters of optimal sleep and of how media habits affect sleep and learning is seen to be an important task of the school health service.

  7. Relation of left ventricular mass at age 23 to 35 years to global left ventricular systolic function 20 years later (from the Coronary Artery Risk Development in Young Adults study).

    PubMed

    Kishi, Satoru; Armstrong, Anderson C; Gidding, Samuel S; Jacobs, David R; Sidney, Stephen; Lewis, Cora E; Schreiner, Pamela J; Liu, Kiang; Lima, João A C

    2014-01-15

    Left ventricular (LV) mass and the LV ejection fraction (LVEF) are major independent predictors of future cardiovascular disease. The association of LV mass with the future LVEF in younger populations has not been studied. The aim of this study was to investigate the relation of LV mass index (LVMI) at ages 23 to 35 years to LV function after 20 years of follow-up in the Coronary Artery Risk Development in Young Adults (CARDIA) study. CARDIA is a longitudinal study that enrolled young adults in 1985 and 1986. In this study, participants with echocardiographic examinations at years 5 and 25 were included. LVMI and the LVEF were assessed using M-mode echocardiography at year 5 and using M-mode and 2-dimensional imaging at year 25. Statistical analytic models assessed the correlation between LVMI and LV functional parameters cross-sectionally and longitudinally. A total of 2,339 participants were included. The mean LVEF at year 25 was 62%. Although there was no cross-sectional correlation between LVMI and the LVEF at year 5, there was a small but statistically significant negative correlation between LVMI at year 5 and the LVEF 20 years later (r = -0.10, p <0.0001); this inverse association persisted for LVMI in the multivariate model. High LVMI was an independent predictor of systolic dysfunction (LVEF <50%) 20 years later (odds ratio 1.46, p = 0.0018). In conclusion, LVMI in young adulthood in association with chronic risk exposure affects systolic function in middle age; the antecedents of heart failure may occur at younger ages than previously thought.

  8. Association between intersection characteristics and perceived crash risk among school-aged children.

    PubMed

    Lee, Gain; Park, Yuna; Kim, Jeongseob; Cho, Gi-Hyoug

    2016-12-01

    This research examined how environmental attributes near intersections influence the perceived crash risk among school-aged children, which provides information on the potential risks of pedestrian crashes that can guide the development of proactive countermeasures. In a sample of 799 children aged 10-12 years old in Korea, the environmental attributes of intersections perceived as having a high risk of producing crashes near elementary schools were investigated using standard negative binomial and zero-inflated negative binomial models.The results showed that a higher number of student crossings, a wider road width, the presence of crosswalks, student-friendly facilities at the intersection, and four-way intersections were significant and positively associated with perceived crash risk among school-aged children. The findings related to building characteristics indicated that a higher number of entrances at an intersection increased the perceived crash risk while higher visibility at the intersection reduced the perception of risk. Associations with traffic-calming measures were weak,suggesting that the measures used in the study areas were not effective in reducing the perceived crash risk. The results of a police-reported crash model showed that school-aged children have a relatively accurate perception of crash risk and that the perceived crash risk of school-aged children may provide valuable information on the intersection characteristics in need of attention near school sites.

  9. Effects of age and school type on unconstrained, phonemic, and semantic verbal fluency in children.

    PubMed

    Jacobsen, Geise Machado; Prando, Mirella Liberatore; Moraes, André Luiz; Pureza, Janice da Rosa; Gonçalves, Hosana Alves; Siqueira, Larissa de Souza; Joanette, Yves; Fonseca, Rochele Paz

    2017-01-01

    Biological and cultural factors have been found to have a significant influence on cognitive development and performance in neuropsychological instruments such as verbal fluency tasks (VFT). Variations of traditional VFT, involving unconstrained word production and increased retrieval times, may provide further data regarding the executive, attentional, mnemonic, and linguistic abilities involved in VFT. As such, the aim of this study was to investigate the impact of age and school type on the performance of 6- to 12-year-old children in unconstrained, phonemic, and semantic VFT. The VFT were administered to 460 participants. The effects of age and school type on verbal fluency (VF) performance were analyzed using a two-way analysis of variance, followed by Bonferroni post-hoc tests (p ≤ .05). A repeated-measures analysis was also used to evaluate VF performance over time (p ≤ .05). Main effects of age and school type were identified on all measures (effect sizes ranged from .05 to .32, p ≤ .05). VF scores increased with age and were higher among private school students. The influence of age on VFT may be associated with the development of executive functions. The impact of type of school on VF performance may be explained by the greater availability of cognitive stimulation (semantic knowledge) provided by private schools and families with better socioeconomic levels.

  10. No Child Left Bilingual: Accountability and the Elimination of Bilingual Education Programs in New York City Schools

    ERIC Educational Resources Information Center

    Menken, Kate; Solorza, Cristian

    2014-01-01

    Although educational policies for emergent bilinguals in New York City schools have historically supported the provision of bilingual education, the past decade has borne witness to a dramatic loss of bilingual education programs in city schools. This study examines the factors that determine language education policies adopted by school…

  11. The British Conservative Government and the Raising of the School Leaving Age, 1959-1964

    ERIC Educational Resources Information Center

    McCulloch, Gary; Cowan, Steven; Woodin, Tom

    2012-01-01

    This paper establishes and explains the important role of the Conservative Government of 1959-1964 in supporting the raising of the school leaving age in Britain from the age of 15 to 16. This was a significant and high-profile national issue that generated much educational, social and political debate around conflicting priorities during this…

  12. Working Memory in Early-School-Age Children with Asperger's Syndrome

    ERIC Educational Resources Information Center

    Cui, Jifang; Gao, Dingguo; Chen, Yinghe; Zou, Xiaobing; Wang, Ya

    2010-01-01

    Using a battery of working memory span tasks and n-back tasks, this study aimed to explore working memory functions in early-school-age children with Asperger's syndrome (AS). Twelve children with AS and 29 healthy children matched on age and IQ were recruited. Results showed: (a) children with AS performed better in digit and word recall tasks,…

  13. Mood Symptoms and Emotional Responsiveness to Threat in School-Aged Children

    ERIC Educational Resources Information Center

    Borelli, Jessica L.; Sbarra, David A.; Crowley, Michael J.; Mayes, Linda C.

    2011-01-01

    Clinical accounts of depression underscore its relation to negative emotional experiences; yet few empirical studies examine emotional experiences in adults with depression, with even less work on depression and emotion in children. Using a nonclinical sample of school-aged children (n = 89) ages 8 to 12, this study evaluated whether greater mood…

  14. Classroom Age Composition and Rates of Change in School Readiness for Children Enrolled in Head Start

    ERIC Educational Resources Information Center

    Bell, Elizabeth R.; Greenfield, Daryl B.; Bulotsky-Shearer, Rebecca J.

    2013-01-01

    Despite policy and theoretical support for mixed-age classrooms in early childhood, research examining associations between age-mixing and children's outcomes is inconclusive and warrants further investigation, particularly in preschools serving children who are at risk for poor adjustment to formal schooling. One recent study conducted in…

  15. School-Age Children Talk about Chess: Does Knowledge Drive Syntactic Complexity?

    ERIC Educational Resources Information Center

    Nippold, Marilyn A.

    2009-01-01

    Purpose: This study examined language productivity and syntactic complexity in school-age children in relation to their knowledge of the topic of discussion--the game of chess. Method: Children (N = 32; mean age = 10;11 [years;months]) who played chess volunteered to be interviewed by an adult examiner who had little or no experience playing…

  16. School Effects and Ethnic, Gender and Socio-Economic Gaps in Educational Achievement at Age 11

    ERIC Educational Resources Information Center

    Strand, Steve

    2014-01-01

    There are long-standing achievement gaps in England associated with socio-economic status (SES), ethnicity and gender, but relatively little research has evaluated interactions between these variables or explored school effects on such gaps. This paper analyses the national test results at age 7 and age 11 of 2,836 pupils attending 68 mainstream…

  17. School-Age Children of Fathers with Substance Use Disorder: Are They a High Risk Population?

    ERIC Educational Resources Information Center

    Peleg-Oren, Neta; Rahav, Giora; Teichman, Meir

    2008-01-01

    This study examined the association between parental substance use and the increased risk among school-age children to developing psychosocial problems. Data were collected from 148 children aged 8-11 from urban areas in Israel. The following variables were assessed by four self-report questionnaires administered to the children: …

  18. A Twin-Study of Sleep Difficulties in School-Aged Children

    ERIC Educational Resources Information Center

    Gregory, Alice M.; Rijsdijk, Fruhling V.; Eley, Thalia C.

    2006-01-01

    This study examines frequency, overlap, and genetic and environmental influences on sleep difficulties, which are understudied in school-aged children. The Sleep Self Report and the Children's Sleep Habits Questionnaire were completed by 300 twin pairs (aged 8 years) and their parents. Child report suggested more frequent sleep problems than…

  19. Sleep Patterns of School-Age Children with Asperger Syndrome or High-Functioning Autism

    ERIC Educational Resources Information Center

    Allik, Hiie; Larsson, Jan-Olov; Smedje, Hans

    2006-01-01

    Sleep patterns of 32 school-age children with Asperger syndrome (AS) and high-functioning autism (HFA) were compared to those of 32 typically developing age- and gender-matched children, using parent survey and one week of diary and actigraphic monitoring. Parents of children with AS/HFA more commonly reported that their children had difficulty…

  20. Can Mild Bilateral Sensorineural Hearing Loss Affect Developmental Abilities in Younger School-Age Children?

    ERIC Educational Resources Information Center

    Ðokovic, Sanja; Gligorovic, Milica; Ostojic, Sanja; Dimic, Nadežda; Radic-Šestic, Marina; Slavnic, Svetlana

    2014-01-01

    The research study was conducted for the purpose of examining the influence of mild bilateral sensorineural hearing loss (MBSNHL) on developmental abilities of younger school-age children. The sample encompassed 144 children with MBSNHL, aged 7.5-11 (M = 8.85). MBSNHL (20-40 dB HL) was identified by pure tone audiometry. The control group…

  1. Speaking Rate Characteristics of Elementary-School-Aged Children Who Do and Do Not Stutter

    ERIC Educational Resources Information Center

    Logan, Kenneth J.; Byrd, Courtney T.; Mazzocchi, Elizabeth M.; Gillam, Ronald B.

    2011-01-01

    Purpose: To compare articulation and speech rates of school-aged children who do and do not stutter across sentence priming, structured conversation, and narration tasks and to determine factors that predict children's speech and articulation rates. Method: 34 children who stutter (CWS) and 34 age- and gender-matched children who do not stutter…

  2. Intensity of ADHD Symptoms and Subjective Feelings of Competence in School Age Children

    ERIC Educational Resources Information Center

    Hanc, Tomasz; Brzezinska, Anna Izabela

    2009-01-01

    The aim of this investigation was to assess how different levels of intensity of ADHD symptoms influence the development of the subjective feeling of competence in school age children. The sample was comprised of 62 children age 11 to 13. For the purpose of estimation of the subjective feeling of competence, The Feeling of Competence Questionnaire…

  3. Children's Books, 1975: A List of Books for Preschool Through Junior High School Age.

    ERIC Educational Resources Information Center

    Haviland, Virginia, Comp.

    This annotated bibliography lists 200 titles of books for children, preschool through junior high school age. The information accompanying each title includes bibliographic information, the Library of Congress card number, a description of the book, and the appropriate age level. Entries are listed according to nine categories: picture and…

  4. Syllable-Timed Speech Treatment for School-Age Children Who Stutter: A Phase I Trial

    ERIC Educational Resources Information Center

    Andrews, Cheryl; O'Brian, Sue; Harrison, Elisabeth; Onslow, Mark; Packman, Ann; Menzies, Ross

    2012-01-01

    Purpose: This clinical trial determined the outcomes of a simple syllable-timed speech (STS) treatment for school-age children who stutter. Method: Participants were 10 children, ages 6-11 years, who stutter. Treatment involved training the children and their parents to use STS at near normal speech rates. The technique was practiced in the clinic…

  5. Communication Profile of Primary School-Aged Children with Foetal Growth Restriction

    ERIC Educational Resources Information Center

    Partanen, Lea Aulikki; Olsén, Päivi; Mäkikallio, Kaarin; Korkalainen, Noora; Heikkinen, Hanna; Heikkinen, Minna; Yliherva, Anneli

    2017-01-01

    Foetal growth restriction is associated with problems in neurocognitive development. In the present study, prospectively collected cohorts of foetal growth restricted (FGR) and appropriate for gestational age grown (AGA) children were examined at early school-age by using the Children's Communication Checklist-2 (CCC-2) to test the hypothesis that…

  6. Age of Sexual Debut and Physical Dating Violence Victimization: Sex Differences among US High School Students

    ERIC Educational Resources Information Center

    Ihongbe, Timothy O.; Cha, Susan; Masho, Saba W.

    2017-01-01

    Background: Research has shown that early age of sexual debut is associated with physical dating violence (PDV), but sex-specific associations are sparse. We estimated the prevalence of PDV victimization in high school students who have initiated sexual intercourse and examined sex-specific association between age of sexual debut and PDV…

  7. Verbal Working Memory and Story Retelling in School-Age Children with Autism

    ERIC Educational Resources Information Center

    Gabig, Cheryl Smith

    2008-01-01

    Purpose: This study examined verbal working memory and language ability in 15 school-age children with autism using 3 verbal working memory tasks and 1 story recall task. Method: Three measures of verbal working memory--nonword repetition, memory for digits span, and sentence imitation--were given to children with autism and age-matched controls.…

  8. Experiences in the Bilingual Education of a Child of Pre-School Age.

    ERIC Educational Resources Information Center

    Zierer, Ernesto

    1978-01-01

    This article describes a plan to develop bilingualism carried out by the parents of a child of pre-school age who died of brain cancer at the age of five. The child learned German, the language of his father, and Spanish, the language of his mother, consecutively. (CFM)

  9. Urban Neighbourhood Quality and School Leaving Age: Gender Differences and Some Hypotheses

    ERIC Educational Resources Information Center

    Flouri, Eirini; Ereky-Stevens, Katharina

    2008-01-01

    This study used longitudinal data from the 1970 British Cohort Study (BCS70) to examine the role of neighbourhood quality, assessed when cohort members were aged five, in boys' and girls' school leaving age. It was expected that, since context is in general more strongly predictive of boys' rather than girls' behaviour, neighbourhood quality would…

  10. On the Negative Attitude towards Left-Handedness of Pupils

    ERIC Educational Resources Information Center

    Makashvili, Malkhaz; Taliashvili, Tamar

    2009-01-01

    Present study was aimed to determine the reasons behind negative attitude of some teachers to the left-handed writing of their pupils. Total of 745 primary school teachers of both sexes, mean age 34, Caucasians, citizens of the Republic Georgia, served as respondents in the study presented. Teachers were requested to answer in writing the…

  11. Target-distractor similarity has a larger impact on visual search in school-age children than spacing.

    PubMed

    Huurneman, Bianca; Boonstra, F Nienke

    2015-01-22

    In typically developing children, crowding decreases with increasing age. The influence of target-distractor similarity with respect to orientation and element spacing on visual search performance was investigated in 29 school-age children with normal vision (4- to 6-year-olds [N = 16], 7- to 8-year-olds [N = 13]). Children were instructed to search for a target E among distractor Es (feature search: all flanking Es pointing right; conjunction search: flankers in three orientations). Orientation of the target was manipulated in four directions: right (target absent), left (inversed), up, and down (vertical). Spacing was varied in four steps: 0.04°, 0.5°, 1°, and 2°. During feature search, high target-distractor similarity had a stronger impact on performance than spacing: Orientation affected accuracy until spacing was 1°, and spacing only influenced accuracy for identifying inversed targets. Spatial analyses showed that orientation affected oculomotor strategy: Children made more fixations in the "inversed" target area (4.6) than the vertical target areas (1.8 and 1.9). Furthermore, age groups differed in fixation duration: 4- to 6-year-old children showed longer fixation durations than 7- to 8-year-olds at the two largest element spacings (p = 0.039 and p = 0.027). Conjunction search performance was unaffected by spacing. Four conclusions can be drawn from this study: (a) Target-distractor similarity governs visual search performance in school-age children, (b) children make more fixations in target areas when target-distractor similarity is high, (c) 4- to 6-year-olds show longer fixation durations than 7- to 8-year-olds at 1° and 2° element spacing, and (d) spacing affects feature but not conjunction search-a finding that might indicate top-down control ameliorates crowding in children.

  12. Efficacy and effectiveness of live attenuated influenza vaccine in school-age children.

    PubMed

    Coelingh, Kathleen; Olajide, Ifedapo Rosemary; MacDonald, Peter; Yogev, Ram

    2015-01-01

    Evidence of high efficacy of live attenuated influenza vaccine (LAIV) from randomized controlled trials is strong for children 2-6 years of age, but fewer data exist for older school-age children. We reviewed the published data on efficacy and effectiveness of LAIV in children ≥5 years. QUOSA (Elsevier database) was searched for articles published from January 1990 to June 2014 that included 'FluMist', 'LAIV', 'CAIV', 'cold adapted influenza vaccine', 'live attenuated influenza vaccine', 'live attenuated cold adapted' or 'flu mist'. Studies evaluated included randomized controlled trials, effectiveness and indirect protection studies. This review demonstrates that LAIV has considerable efficacy and effectiveness in school-age children.

  13. Maternal Schooling and Children's Relative Inequalities in Developmental Outcomes: Evidence from the 1947 School Leaving Age Reform in Britain

    ERIC Educational Resources Information Center

    Sabates, Ricardo; Duckworth, Kathryn

    2010-01-01

    This paper investigates whether mothers' participation in post-compulsory education impacts on children's relative inequalities across four developmental outcomes. The empirical analysis uses information from children born in 1958 in Britain. Mothers of the 1958 British cohort were affected by the 1947 school leaving age reform, which increased…

  14. School Entry Age: The Effects on School Achievement and Adjustment. An Education Field Problem Research Project Report.

    ERIC Educational Resources Information Center

    Rabinowitz, Linda Gross

    Compared were the academic achievement, personal and social adjustment, and special education referral rates of early, middle, and late school entrants. It was hypothesized that: (1) there is a significant relationship between entry age and achievement and adjustment variables; (2) achievement and adjustment are significantly different among…

  15. Does the No Child Left Behind Act Improve Schools and Increase Educational Opportunity? Point of View Essay

    ERIC Educational Resources Information Center

    Berlak, Harold

    2005-01-01

    In this paper, the author questions whether the No Child Left Behind Act (NCLB) achieves its stated purpose: to raise standards of academic achievement. Deeper understanding, subtlety of thought, creativity, critical thinking, perseverance, leadership and sensibility about self and the world cannot be measured by multiple-choice technology. The…

  16. The Relationship of No Child Left Behind Mandates on Elementary Teacher Instructional Practices, Test Preparation, Professional Development, and School Climate

    ERIC Educational Resources Information Center

    Lowry, Amanda J.

    2010-01-01

    The No Child Left Behind Act of 2001 (NCLB) calls for 100 percent proficiency in reading and mathematics by 2014. The Act was supported overwhelming by both political parties and signified a major overhaul of the Elementary and Secondary Education Act of 1965. Using a questionnaire, this study examined teachers' perceptions regarding NCLB and the…

  17. The Bender-Gestalt psychopathology scale: failure to infer validity in a school-aged sample.

    PubMed

    Rossini, E D

    1993-06-01

    The concurrent validity of Hutt's (1977) empirical psychopathology scale of the Bender Visual-Motor Gestalt Test was evaluated among three groups of younger school-aged children within the 7-to-10- year age range (M = 109.1): adjustment disordered, conduct disordered, and nonclinical controls (n = 40/group). Excellent interscorer reliability was achieved with approximately 2 hr of self-study of the scoring manual. Although the conduct-disordered group was significantly more immature on Koppitz' Developmental Scoring System, there were no significant differences among groups on the psychopathology scale when visual-motor development was covaried (M = 50.5). This was an unexpected result, given Hutt's initial validation study among school-aged children. The psychopathology scale was not inferred to be valid among adolescents in the only known concurrent validation study. Pending supportive validation research, the psychopathology scale should not be employed in the clinical assessment of younger school-aged children.

  18. Assessing Defense Structure in School-Age Children Using the Response Evaluation Measure-71-Youth Version (REM-Y-71)

    ERIC Educational Resources Information Center

    Araujo, Katy B.; Medic, Sanja; Yasnovsky, Jessica; Steiner, Hans

    2006-01-01

    This study used the Response Evaluation Measure-Youth (REM-Y-71), a self-report measure of 21 defense reactions, among school-age children. Participants were elementary and middle school students (n=290; grades 3-8; age range: 8-15; mean=11.73). Factor analysis revealed a 2-factor defense structure consistent with structure among high school and…

  19. The Effects of Self-Management Education for School-Age Children on Asthma Morbidity: A Systematic Review

    ERIC Educational Resources Information Center

    Ahmad, Emily; Grimes, Deanna E.

    2011-01-01

    The effects of asthma self-management education for school-age children on number of school days missed, emergency department visits and hospital admissions were evaluated through a systematic review of the published research. A total of 9 studies on asthma education programs that were conducted in schools by school nurses and health educators and…

  20. The Predictive Utility of Early Childhood Disruptive Behaviors for School-Age Social Functioning

    PubMed Central

    Shaw, Daniel S.; Dishion, Thomas J.; Wilson, Melvin N.

    2016-01-01

    Research suggests that school-age children with disruptive behavior (DB) problems frequently demonstrate impaired social skills and experience rejection from peers, which plays a crucial role in the pathway to more serious antisocial behavior. A critical question is which DB problems in early childhood are prognostic of impaired social functioning in school-age children. This study examines the hypothesis that aggression in early childhood will be the more consistent predictor of compromised social functioning than inattentive, hyperactive-impulsive, or oppositional behavior. Participants included an ethnically diverse sample of 725 high-risk children from 3 geographically distinct areas followed from ages 2 to 8.5. Four latent growth models of DB from child ages 2 to 5, and potential interactions between dimensions, were used to predict latent parent and teacher ratings of school-age social dysfunction. Analyses were conducted in a multi-group format to examine potential differences between intervention and control group participants. Results showed that age 2 aggression was the DB problem most consistently associated with both parent- and teacher-rated social dysfunction for both groups. Early starting aggressive behavior may be particularly important for the early identification of children at risk for school-age social difficulties. PMID:25526865

  1. The Predictive Utility of Early Childhood Disruptive Behaviors for School-Age Social Functioning.

    PubMed

    Brennan, Lauretta M; Shaw, Daniel S; Dishion, Thomas J; Wilson, Melvin N

    2015-08-01

    Research suggests that school-age children with disruptive behavior (DB) problems frequently demonstrate impaired social skills and experience rejection from peers, which plays a crucial role in the pathway to more serious antisocial behavior. A critical question is which DB problems in early childhood are prognostic of impaired social functioning in school-age children. This study examines the hypothesis that aggression in early childhood will be the more consistent predictor of compromised social functioning than inattentive, hyperactive-impulsive, or oppositional behavior. Participants included an ethnically diverse sample of 725 high-risk children from 3 geographically distinct areas followed from ages 2 to 8.5. Four latent growth models of DB from child ages 2 to 5, and potential interactions between dimensions, were used to predict latent parent and teacher ratings of school-age social dysfunction. Analyses were conducted in a multi-group format to examine potential differences between intervention and control group participants. Results showed that age 2 aggression was the DB problem most consistently associated with both parent- and teacher-rated social dysfunction for both groups. Early starting aggressive behavior may be particularly important for the early identification of children at risk for school-age social difficulties.

  2. The development of global motion discrimination in school aged children.

    PubMed

    Bogfjellmo, Lotte-Guri; Bex, Peter J; Falkenberg, Helle K

    2014-02-25

    Global motion perception matures during childhood and involves the detection of local directional signals that are integrated across space. We examine the maturation of local directional selectivity and global motion integration with an equivalent noise paradigm applied to direction discrimination. One hundred and three observers (6-17 years) identified the global direction of motion in a 2AFC task. The 8° central stimuli consisted of 100 dots of 10% Michelson contrast moving 2.8°/s or 9.8°/s. Local directional selectivity and global sampling efficiency were estimated from direction discrimination thresholds as a function of external directional noise, speed, and age. Direction discrimination thresholds improved gradually until the age of 14 years (linear regression, p < 0.05) for both speeds. This improvement was associated with a gradual increase in sampling efficiency (linear regression, p < 0.05), with no significant change in internal noise. Direction sensitivity was lower for dots moving at 2.8°/s than at 9.8°/s for all ages (paired t test, p < 0.05) and is mainly due to lower sampling efficiency. Global motion perception improves gradually during development and matures by age 14. There was no change in internal noise after the age of 6, suggesting that local direction selectivity is mature by that age. The improvement in global motion perception is underpinned by a steady increase in the efficiency with which direction signals are pooled, suggesting that global motion pooling processes mature for longer and later than local motion processing.

  3. Mentoring School-Age Children: Relationship Development in Community-Based and School-Based Programs.

    ERIC Educational Resources Information Center

    Herrera, Carla; Sipe, Cynthia L.; McClanahan, Wendy S.

    This study explored the experiences of volunteers and the development of relationships within the two largest contingents of one-on-one mentoring programs: community-based programs and school-based programs. The emphases of school-based programs were studied, along with the quality of developed relationships between youth and mentors and the…

  4. Frequent Visitors: Somatization in School-Age Children and Implications for School Nurses

    ERIC Educational Resources Information Center

    Shannon, Robin Adair; Bergren, Martha Dewey; Matthews, Alicia

    2010-01-01

    There is a gap in the nursing literature regarding children who frequently visit school nurses' offices with recurrent unexplained physical symptoms. A review of the scientific health literature was undertaken to examine the clinical presentation, associated variables, and implications for school nurses regarding children who are frequent school…

  5. Alabama School Districts Awarded EPA Rebates to Replace Aging School Buses

    EPA Pesticide Factsheets

    2/10/15- ATLANTA -Today the U.S. Environmental Protection Agency (EPA) announced Allendale County Schools via the South Carolina Department of Education has been awarded a portion of more than $3 million in rebates to replace older diesel school buse

  6. Racial Bullying and Victimization in Canadian School-Aged Children: Individual and School Level Effects

    ERIC Educational Resources Information Center

    Larochette, Anne-Claire; Murphy, Ashley Nicole; Craig, Wendy M.

    2010-01-01

    Numerous individual factors, including race, have been identified to date that may place children at risk for bullying involvement. The importance of the school's environment on bullying behaviours has also been highlighted, as the majority of bullying occurs at school. The variables associated with racial bullying and victimization, however, have…

  7. Allendale County Schools Awarded EPA Rebates to Replace Aging School Buses

    EPA Pesticide Factsheets

    2/10/15 - ATLANTA -Today the U.S. Environmental Protection Agency (EPA) announced Allendale County Schools via the South Carolina Department of Education has been awarded a portion of more than $3 million in rebates to replace older diesel school bu

  8. Sentence Comprehension in Postinstitutionalized School-Age Children

    ERIC Educational Resources Information Center

    Desmarais, Chantal; Roeber, Barbara J.; Smith, Mary E.; Pollak, Seth D.

    2012-01-01

    Purpose: In this study, the authors investigated sentence comprehension and spatial working memory abilities in a sample of internationally adopted, postinstitutionalized (PI) children. The authors compared the performance of these PI children with that of an age-matched group of children living with their birth families. They hypothesized that PI…

  9. School-Age Children in CCDBG: 2009 Update

    ERIC Educational Resources Information Center

    Matthews, Hannah; Lim, Teresa

    2011-01-01

    The Child Care and Development Block Grant (CCDBG) is the primary source of federal funding for child care subsidies for low-income working families and to improve child care quality. CCDBG provides child care assistance to children from birth to age 13. In fiscal year 2010, states received $5 billion in federal CCDBG funds. States are expected to…

  10. The Western Canon: The Books and School of the Ages.

    ERIC Educational Resources Information Center

    Bloom, Harold

    This book argues against the politicization of literature and presents a guide to the great works and essential writers of the ages, the "Western Canon." The book studies 26 writers and seeks to isolate the qualities that made these authors canonical, that is, authoritative in Western culture. Noting that although originally the…

  11. Infant temperament and anxious symptoms in school age children.

    PubMed

    Kagan, J; Snidman, N; Zentner, M; Peterson, E

    1999-01-01

    A group of 164 children from different infant temperament categories were seen at 7 years of age for a laboratory battery that included behavioral and physiological measurements. The major results indicated that children who had been classified as high reactive infants at 4 months of age, compared with infants classified as low reactive, (a) were more vulnerable to the development of anxious symptoms at age 7 years, (b) were more subdued in their interactions with a female examiner, (c) made fewer errors on a task requiring inhibition of a reflex, and (d) were more reflective. Further, the high reactives who developed anxious symptoms differed from the high reactives without anxious symptoms with respect to fearful behavior in the second year and, at age 7 years, higher diastolic blood pressure, a narrower facial skeleton, and greater magnitude of cooling of the temperature of the fingertips to cognitive challenge. Finally, variation in magnitude of interference to fearful or aggressive pictures on a modified Stroop procedure failed to differentiate anxious from nonanxious or high from low reactive children.

  12. Learning and Schooling in the Age of Mobilism

    ERIC Educational Resources Information Center

    Norris, Cathleen A.; Soloway, Elliot

    2011-01-01

    Speeding past the Steve Jobs Post-PC Era into the Age of Mobilism, the authors foresee how, by 2015, each and every student in America's K-12 classrooms will be using their own mobile computing device, with those devices engendering the most disruptive transformation in education in 150 years. Classrooms will move from today's "I Teach"…

  13. School Readiness of Moderately Preterm Children at Preschool Age

    ERIC Educational Resources Information Center

    Perricone, Giovanna; Morales, M. Regina; Anzalone, Germana

    2013-01-01

    The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and…

  14. Uniquely Human Self-Control Begins at School Age

    ERIC Educational Resources Information Center

    Herrmann, Esther; Misch, Antonia; Hernandez-Lloreda, Victoria; Tomasello, Michael

    2015-01-01

    Human beings have remarkable skills of self-control, but the evolutionary origins of these skills are unknown. Here we compare children at 3 and 6 years of age with one of humans' two nearest relatives, chimpanzees, on a battery of reactivity and self-control tasks. Three-year-old children and chimpanzees were very similar in their abilities to…

  15. Making Tobacco Education Relevant to the School Age Child.

    ERIC Educational Resources Information Center

    Seffrin, John R.

    1981-01-01

    Due to the trend toward more smoking among the young and to the effect of smoking on human health and life, educators need to devise effective antismoking programs as part of the secondary curriculum. The real problem lies in educating youths prior to the age at which the decision to smoke is made. (JN)

  16. An Aging Teacher Corps: How Should School Systems Respond?

    ERIC Educational Resources Information Center

    Liebes, Sherry

    The teaching corps is undergoing a transformation as the teaching population ages. In the past, "burned-out" teachers could be transferred or could change professions. The economics of the 1980's leaves dissatisfied teachers with no alternative but to remain in teaching. This paper examines ways to help administrators and teachers cope with this…

  17. Daily Stressors in School-Age Children: A Multilevel Approach

    ERIC Educational Resources Information Center

    Escobar, Milagros; Alarcón, Rafael; Blanca, María J.; Fernández-Baena, F. Javier; Rosel, Jesús F.; Trianes, María Victoria

    2013-01-01

    This study uses hierarchical or multilevel modeling to identify variables that contribute to daily stressors in a population of schoolchildren. Four hierarchical levels with several predictive variables were considered: student (age, sex, social adaptation of the student, number of life events and chronic stressors experienced, and educational…

  18. Dietary and Physical Activity/Inactivity Factors Associated with Obesity in School-Aged Children123

    PubMed Central

    Perez-Rodriguez, Marcela; Melendez, Guillermo; Nieto, Claudia; Aranda, Marisol; Pfeffer, Frania

    2012-01-01

    Diet and physical activity (PA) are essential components of nutritional status. Adequate nutrition and an active lifestyle are key factors during childhood, because food habits track into adulthood. Children spend more time in school than in any other environment away from home. Studying the diet factors and patterns of PA that affect obesity risk in children during school hours and the complete school day can help identify opportunities to lower this risk. We directly measured the time children spent performing moderate to vigorous PA (MVPA) at school, compared the amount and intensity of PA during school hours with after-school hours, and tried to determine if diet behaviors and PA or inactivity were associated with excess weight and body fat. This cross-sectional study included 143 normal-weight (NLW) and 48 obese children aged 8–10 y. Diet data were obtained from two 24-h recalls. Body composition was measured by bioimpedance. Screen time and sports participation data were self-reported. NLW children drank/ate more dairy servings than the obese children, who consumed more fruit-flavored water than the NLW group. Consumption of soft drinks, sugar-added juices, and fresh juices was low in both groups. Children were less active during school hours than after school. MVPA was lower during school hours in the obese group than in the NLW group. Schools, parents, and authorities should be more involved in promoting strategies to improve the dietary habits and PA levels of school-aged children, because this group is not achieving the recommended level of daily MVPA. PMID:22798003

  19. Dietary and physical activity/inactivity factors associated with obesity in school-aged children.

    PubMed

    Perez-Rodriguez, Marcela; Melendez, Guillermo; Nieto, Claudia; Aranda, Marisol; Pfeffer, Frania

    2012-07-01

    Diet and physical activity (PA) are essential components of nutritional status. Adequate nutrition and an active lifestyle are key factors during childhood, because food habits track into adulthood. Children spend more time in school than in any other environment away from home. Studying the diet factors and patterns of PA that affect obesity risk in children during school hours and the complete school day can help identify opportunities to lower this risk. We directly measured the time children spent performing moderate to vigorous PA (MVPA) at school, compared the amount and intensity of PA during school hours with after-school hours, and tried to determine if diet behaviors and PA or inactivity were associated with excess weight and body fat. This cross-sectional study included 143 normal-weight (NLW) and 48 obese children aged 8-10 y. Diet data were obtained from two 24-h recalls. Body composition was measured by bioimpedance. Screen time and sports participation data were self-reported. NLW children drank/ate more dairy servings than the obese children, who consumed more fruit-flavored water than the NLW group. Consumption of soft drinks, sugar-added juices, and fresh juices was low in both groups. Children were less active during school hours than after school. MVPA was lower during school hours in the obese group than in the NLW group. Schools, parents, and authorities should be more involved in promoting strategies to improve the dietary habits and PA levels of school-aged children, because this group is not achieving the recommended level of daily MVPA.

  20. Indoor air quality investigation according to age of the school buildings in Korea.

    PubMed

    Sohn, Jongryeul; Yang, Wonho; Kim, Jihwan; Son, Busoon; Park, Jinchul

    2009-01-01

    Since the majority of schools are housed in buildings dating from the 1960s and 1970s, a comprehensive construction and renovation program of school buildings has been carried out to improve the educational conditions in Korea. However, classrooms and computer rooms, with pressed wood desks, chairs and furnishings, as well as construction materials, might have negative effects on the indoor air quality. Furthermore, most schools have naturally ventilated classrooms. The purpose of this study was to characterize the concentrations of different indoor air pollutants within Korean schools and to compare their indoor levels within schools according to the age of school buildings. Indoor and outdoor air samples of carbon monoxide (CO), carbon dioxide (CO(2)), particulate matter (PM(10)), total microbial count (TBC), total volatile organic compounds (TVOCs) and formaldehyde (HCHO) were obtained during summer, autumn and winter from three sites; a classroom, a laboratory and a computer classroom at 55 different schools. The selection of the schools was based on the number of years since the schools had been constructed. The problems causing indoor air pollution at the schools were chemicals emitted by building materials or furnishings, and insufficient ventilation rates. The I/O ratio for HCHO was 6.32 during the autumn, and the indoor HCHO concentrations (mean = 0.16 ppm) in schools constructed within 1 year were significantly higher than the Korean Indoor Air Standard, indicating that schools have indoor sources of HCHO. Therefore, increasing the ventilation rate by means of a mechanical system and the use of low-emission furnishings can play key roles in improving the indoor air quality within schools.

  1. School-aged functioning of children diagnosed with autism spectrum disorder before age three: parent-reported diagnostic, adaptive, medication, and school placement outcomes.

    PubMed

    Towle, Patricia O; Vacanti-Shova, Karyn; Shah, Shristi; Higgins-D'alessandro, Ann

    2014-06-01

    Eighty children with early autism spectrum disorder (ASD) diagnoses (under 36 months) were identified using a chart abstraction protocol applied to early intervention charts. Parents filled out questionnaires by mail when the children were school-aged (ages 6-16 years). Similar to previous studies, approximately 20% no longer had ASD diagnoses; the other participants were assigned to Moderate/Severe versus Mild ASD outcome groups. These three groups were compared across several variables, including diagnostic features and functional features including adaptive behavior, social experiences, medication use, and school placement. The findings expand our knowledge about outcomes in longitudinal studies of children with ASD, as well as provide support for using relatively indirect methods (chart review, parent questionnaire) to gather this type of information.

  2. Behavior problems at ages 6 and 11 and high school academic achievement: longitudinal latent variable modeling.

    PubMed

    Breslau, Naomi; Breslau, Joshua; Miller, Elizabeth; Raykov, Tenko

    2011-02-28

    Previous studies documented long-run effects of behavior problems at the start of school on academic achievement. However, these studies did not examine whether the observed effects of early behavior problems are explained by more proximate behavior problems, given the tendency of children's behavior problems to persist. Latent variable modeling was applied to estimate the effects of behavior problems at ages 6 and 11 on academic achievement at age 17, using data from a longitudinal study (n=823). Behavior problems at ages 6 and 11, each stage independently of the other, predicted lower math and reading test scores at age 17, controlling for intelligence quotient (IQ), birth weight, maternal characteristics, family and community environment, and taking into account behavior problems at age 17. Behavior problems at the start of school, independent of later behavior problems, exert lingering effects on achievement by impeding the acquisition of cognitive skills that are the foundation for later academic progress.

  3. School Anxiety Inventory-Short Version: Factorial Invariance and Latent Mean Differences Across Gender and Age in Spanish Adolescents

    ERIC Educational Resources Information Center

    Ingles, Candido J.; Garcia-Fernandez, Jose M.; Marzo, Juan C.; Martinez-Monteagudo, Maria C.; Estevez, Estefania

    2015-01-01

    This study examined the factorial invariance and latent mean differences of the School Anxiety Inventory-Short Version across gender and age groups for 2,367 Spanish students, ranging in age from 12 to 18 years. Configural and measurement invariance were found across gender and age samples for all dimensions of the School Anxiety Inventory-Short…

  4. No Baby Left behind

    ERIC Educational Resources Information Center

    Blanton, Dorothy

    2007-01-01

    "No Baby Left Behind" was created to have an impact on the school readiness of children in the community today and in the future. Each year, there are an increasing number of students who have learning difficulties. Many of these problems are preventable. Accidents, poor nutrition (of the mother and/or child), drug use, alcohol use, and lack of…

  5. Perception of speech sounds in school-age children with speech sound disorders

    PubMed Central

    Preston, Jonathan L.; Irwin, Julia R.; Turcios, Jacqueline

    2015-01-01

    Children with speech sound disorders may perceive speech differently than children with typical speech development. The nature of these speech differences is reviewed with an emphasis on assessing phoneme-specific perception for speech sounds that are produced in error. Category goodness judgment, or the ability to judge accurate and inaccurate tokens of speech sounds, plays an important role in phonological development. The software Speech Assessment and Interactive Learning System (Rvachew, 1994), which has been effectively used to assess preschoolers’ ability to perform goodness judgments, is explored for school-age children with residual speech errors (RSE). However, data suggest that this particular task may not be sensitive to perceptual differences in school-age children. The need for the development of clinical tools for assessment of speech perception in school-age children with RSE is highlighted, and clinical suggestions are provided. PMID:26458198

  6. Perception of Speech Sounds in School-Aged Children with Speech Sound Disorders.

    PubMed

    Preston, Jonathan L; Irwin, Julia R; Turcios, Jacqueline

    2015-11-01

    Children with speech sound disorders may perceive speech differently than children with typical speech development. The nature of these speech differences is reviewed with an emphasis on assessing phoneme-specific perception for speech sounds that are produced in error. Category goodness judgment, or the ability to judge accurate and inaccurate tokens of speech sounds, plays an important role in phonological development. The software Speech Assessment and Interactive Learning System, which has been effectively used to assess preschoolers' ability to perform goodness judgments, is explored for school-aged children with residual speech errors (RSEs). However, data suggest that this particular task may not be sensitive to perceptual differences in school-aged children. The need for the development of clinical tools for assessment of speech perception in school-aged children with RSE is highlighted, and clinical suggestions are provided.

  7. No School Left Behind: A Multiple Case Study of High-Performing Third-Grade Reading Programs in Low-Income Rural Schools in Southern Illinois

    ERIC Educational Resources Information Center

    Rosenberger, Patricia J.

    2012-01-01

    Since the 2008 implementation of Response to Intervention (RtI) plans in Illinois, rural schools in southern Illinois with a high percentage of low-income students have been compelled to implement school-wide reforms of their reading programs. Often, limited funding makes it difficult to sustain growth trends in Adequate Yearly Progress (AYP).…

  8. Prenatal cocaine alone and combined with nicotine alters ANG II and IGF-1 induced left atrial contractions in aging male offspring.

    PubMed

    Haddad, Georges E; Scheer, Alexandre; Clarke, Elijah; Arguinzoni, Jason K; Sobrian, Sonya K

    2005-11-01

    Prenatal cocaine or nicotine affects inotropic activity in the hearts of rat offspring. However, the long-term consequence of this exposure on the cardiac response to hormonal challenge is unknown. We assessed the inotropic effects of angiotensin II (ANG II) and insulin-like growth factor 1 (IGF-1) in the left atria of 19.0-24.5 month-old male rats exposed on gestation days 8-21 to 1 of 6 treatments: low cocaine (LC) (20 mg/kg) or high cocaine (HC) (40 mg/kg); 20 mg/kg cocaine and high nicotine (5 mg/kg nicotine) (LC/HN); 40 mg/kg cocaine and low nicotine (2.5 mg/kg nicotine) (HC/LN); pair fed: yoked to HC (PF); saline: injection of 0.9% NaCl (SAL). Isometric contractions were assessed by electrical stimulation of isolated left atria superfused with Tyrode solution (control) to which ANG II (10-7 mol/L, 20 min) and IGF-1 (10-8 mol/L, 20 min) in the presence of ANG II were added sequentially. Offspring in all cocaine groups showed a higher peak tension development (PTD) to ANG II than PF controls. This increase in PTD was attenuated by subsequent addition of IGF-1 in all except HC offspring. However, with the HC/LN combination the IGF-1 effect on PTD was again evident. The velocities of contraction and relaxation were positively affected by ANG II only in the combined prenatal drug groups; IGF-1 reduced only contraction velocity. Our data demonstrate that IGF-1 reverses the positive inotropic effect of ANG-II in atrial muscle of aging rats and that gestational exposure to only high doses of cocaine eliminates this protective response. It appears that combined prenatal exposure to cocaine and nicotine does not exacerbate the decline in cardiac function and responsiveness to inotropic drugs seen in the aging heart.

  9. After-School Tutoring in the Context of No Child Left Behind: Effectiveness of Two Programs in the Pittsburgh Public Schools

    ERIC Educational Resources Information Center

    Zimmer, Ron; Hamilton, Laura; Christina, Rachel

    2010-01-01

    The No Child Left Behind (NCLB) legislation has created pressure for districts to improve their students' proficiency levels on state tests. Districts that fail to meet their academic targets for 3 years must use their Title I funds to pay for supplemental education services (SES) that provide tutoring or other academic instruction. Many…

  10. Social Studies Classroom Activities for Secondary Schools. Schools in an Aging Society.

    ERIC Educational Resources Information Center

    Goranson, Donald G., Ed.

    Designed for secondary students, the 20 lessons in this volume promote education for, with, and about older adults and prepare students to participate in the changing world. Lessons 1-3 explore attitudes about aging through word association, confront the aging process, and examine values regarding time. Lessons 4-6 study aging in different times…

  11. Influence of schooling and age on cognitive performance in healthy older adults.

    PubMed

    Bento-Torres, N V O; Bento-Torres, J; Tomás, A M; Costa, V O; Corrêa, P G R; Costa, C N M; Jardim, N Y V; Picanço-Diniz, C W

    2017-03-23

    Few studies have examined the influence of a low level of schooling on age-related cognitive decline in countries with wide social and economic inequalities by using the Cambridge Automated Neuropsychological Test Battery (CANTAB). The aim of the present study was to assess the influence of schooling on age-related cognitive decline using unbiased cognitive tests. CANTAB allows cognitive assessment across cultures and education levels with reduced interference of the examiner during data acquisition. Using two-way ANOVA, we assessed the influences of age and education on test scores of old adults (61-84 years of age). CANTAB tests included: Visual Sustained Attention, Reaction Time, Spatial Working Memory, Learning and Episodic Memory. All subjects had a minimum visual acuity of 20/30 (Snellen Test), no previous or current history of traumatic brain/head trauma, stroke, language impairment, chronic alcoholism, neurological diseases, memory problems or depressive symptoms, and normal scores on the Mini Mental State Examination (MMSE). Subjects were grouped according to education level (1 to 7 and ≥8 years of schooling) and age (60-69 and ≥70 years). Low schooling level was associated with significantly lower performance on visual sustained attention, learning and episodic memory, reaction time, and spatial working memory. Although reaction time was influenced by age, no significant results on post hoc analysis were detected. Our findings showed a significantly worse cognitive performance in volunteers with lower levels of schooling and suggested that formal education in early life must be included in the preventive public health agenda. In addition, we suggest that CANTAB may be useful to detect subtle cognitive changes in healthy aging.

  12. Family Background, School-Age Trajectories of Activity Participation, and Academic Achievement at the Start of High School

    PubMed Central

    Crosnoe, Robert; Smith, Chelsea; Leventhal, Tama

    2014-01-01

    Applying latent class and regression techniques to data from the NICHD Study of Early Child Care and Youth Development (n = 997), this study explored the potential academic advantages of time spent in out-of-school activities. Of particular interest was how these potential advantages played out in relation to the timing and duration of activity participation and the family contexts in which it occurred. Participation closer to the start of high school—including consistent participants and latecomers—was associated with higher grades at the transition into high school, especially for youth from low-income families. Sensitivity analyses indicated that this link between school-age activity participation and adolescent academic progress was unlikely to be solely a function of selection. It also tended to be more pronounced among youth from lower-income families, although without varying by other aspects of family status or process. PMID:26279615

  13. Left Behind in the Labor Market: Labor Market Problems of the Nation's Out-of-School, Young Adult Populations.

    ERIC Educational Resources Information Center

    Sum, Andrew; Khatiwada, Ishwar; Pond, Nathan; Trub 'skyy, Mykhaylo; Fogg, Neeta; Palma, Sheila

    The problems faced by out-of-school young adults in the United States and the policy implications of those problems were examined. The analysis was based on a review of pertinent publications and statistical data from various government agencies and other sources. The study documented that the past decade has witnessed areas of progress,…

  14. Accountability under Constraint: The Relationship between Collective Bargaining Agreements and California Schools' and Districts' Performance under No Child Left Behind

    ERIC Educational Resources Information Center

    Strunk, Katharine O.; McEachin, Andrew

    2011-01-01

    The authors examine how the collective bargaining agreement (CBA) negotiated between teachers' unions and districts is associated with schools' and districts' performance under accountability pressures in California. They find that CBA restrictiveness is associated with the increased likelihood that districts will be in Program Improvement (PI)…

  15. Validity of a figure rating scale assessing body size perception in school-age children.

    PubMed

    Lombardo, Caterina; Battagliese, Gemma; Pezzuti, Lina; Lucidi, Fabio

    2014-01-01

    This study aimed to provide data concerning the validity of a short sequence of face valid pictorial stimuli assessing the perception of body size in school-age children. A sequence of gender and age-appropriate silhouettes was administered to 314 boys and girls aged 6-14 years. The self-evaluations provided by the children correlated significantly with their actual BMI corrected for age. Furthermore, the children's self-evaluations always significantly correlated with the evaluations provided by the three external observers; i.e., both parents and the interviewers. The results indicate that this sequence of pictorial stimuli, depicting realistic human forms appropriate for children, is a valid measure of children's body image. Relevant differences across age groups were also found, indicating that before the age of eight, the correlations between the children's self-evaluations and their BMI or the judgments of the three observers are lower than in the other age groups.

  16. Associations among Risk Factors, Individual Resources, and Indices of School-Related Asthma Morbidity in Urban, School-Aged Children: A Pilot Study

    ERIC Educational Resources Information Center

    Mitchell, Daphne Koinis; Adams, Sue K.; Murdock, Karla Klein

    2005-01-01

    This paper presents a conceptual model including examples of risk and resource factors associated with indices of school-related asthma morbidity (eg, missed sleep, participation in activities, school absences) in a group of urban, school-aged children with asthma from ethnic minority backgrounds. Specifically, the current longitudinal study…

  17. Coercive Family Process and Early-Onset Conduct Problems From Age 2 to School Entry

    PubMed Central

    Smith, Justin D.; Dishion, Thomas J.; Shaw, Daniel S.; Wilson, Melvin N.; Winter, Charlotte C.; Patterson, Gerald R.

    2013-01-01

    The emergence and persistence of conduct problems during early childhood is a robust predictor of behavior problems in school and future maladaptation. In this study we examined the reciprocal influences between observed coercive interactions between children and caregivers, oppositional and aggressive behavior, and growth in parent report of early childhood (ages 2–5) and school-age conduct problems (age 7.5 and 8.5). Participants were drawn from the Early Steps multisite randomized prevention trial that includes an ethnically diverse sample of male and female children and their families (N = 731). A parallel process growth model combining latent trajectory and cross-lagged approaches revealed the amplifying effect of observed coercive caregiver–child interactions on children's noncompliance, whereas child oppositional and aggressive behaviors did not consistently predict increased coercion. The slope and initial levels of child oppositional and aggressive behaviors and the stability of caregiver–child coercion were predictive of teacher-reported oppositional behavior at school age. Families assigned to the Family Check-Up condition had significantly steeper declines in child oppositional and aggressive behavior and moderate reductions in oppositional behavior in school and in coercion at age 3. Results were not moderated by child gender, race/ethnicity, or assignment to the intervention condition. The implications of these findings are discussed with respect to understanding the early development of conduct problems and to designing optimal strategies for reducing problem behavior in early childhood with families most in need. PMID:24690305

  18. Coercive family process and early-onset conduct problems from age 2 to school entry.

    PubMed

    Smith, Justin D; Dishion, Thomas J; Shaw, Daniel S; Wilson, Melvin N; Winter, Charlotte C; Patterson, Gerald R

    2014-11-01

    The emergence and persistence of conduct problems (CPs) during early childhood is a robust predictor of behavior problems in school and of future maladaptation. In this study we examined the reciprocal influences between observed coercive interactions between children and caregivers, oppositional and aggressive behavior, and growth in parent report of early childhood (ages 2-5) and school-age CPs (ages 7.5 and 8.5). Participants were drawn from the Early Steps multisite randomized prevention trial that includes an ethnically diverse sample of male and female children and their families (N = 731). A parallel-process growth model combining latent trajectory and cross-lagged approaches revealed the amplifying effect of observed coercive caregiver-child interactions on children's noncompliance, whereas child oppositional and aggressive behaviors did not consistently predict increased coercion. The slope and initial levels of child oppositional and aggressive behaviors and the stability of caregiver-child coercion were predictive of teacher-reported oppositional behavior at school age. Families assigned to the Family Check-Up condition had significantly steeper declines in child oppositional and aggressive behavior and moderate reductions in oppositional behavior in school and in coercion at age 3. Results were not moderated by child gender, race/ethnicity, or assignment to the intervention condition. The implications of these findings are discussed with respect to understanding the early development of CPs and to designing optimal strategies for reducing problem behavior in early childhood with families most in need.

  19. An Intergenerational Adventure: A Training Curriculum for Older Adult Caregivers Working with School-Age Children during the Hours after School.

    ERIC Educational Resources Information Center

    Fink, Dale B.

    This training guide was created for organizations in which older adults serve as caregivers for children of 5-14 years of age during the times when they are not in school. The training curriculum was designed so that anyone familiar with the developmental needs of school-age children and the needs and aspirations of older adults would be able to…

  20. Cortisol Function Among Early School-aged Homeless Children

    PubMed Central

    Cutuli, J. J.; Wiik, Kristen L.; Herbers, Janette E.; Gunnar, Megan R.; Masten, Ann S.

    2009-01-01

    SUMMARY Homelessness represents a context of extreme poverty and risk for child development. This study compared the relative influence of two classes of risk in the context of homelessness. Levels of socioeconomic resource-related risk and negative lifetime events were examined with respect to morning cortisol levels and cortisol response to a set of cognitive tasks. Participants were 66 children between the ages of 4 and 7 years staying in an emergency shelter for families. Adversities largely reflecting family level negative life events predicted higher levels of morning cortisol and differences in initial level and change over the course of the session of cognitive tasks. In contrast, a socioeconomic cumulative risk score was not associated with morning or session-related differences in cortisol. PMID:20022181

  1. Japanese children's numerical competencies: age- and schooling-related influences on the development of number concepts and addition skills.

    PubMed

    Naito, M; Miura, H

    2001-03-01

    Using a cutoff design (J. Bisanz, F. J. Morrison, & M. Dunn, 1995) to separate school-related influences from those that are age related, the study investigated the development of number concepts and addition skills in Japanese children. Three groups of kindergarten and 1st grade children who differed in age and/or school experiences completed tasks on their numerical competencies 1 and 6 months after school entrance. Children's use of addition strategies, rather than their solution accuracy, changed primarily as a function of schooling, not age. Children's Base 10 number concepts improved with the amount of schooling, as well as with other social and age-related factors. Results suggest that schooling is an important determinant in developing Japanese-speaking children's numerical competencies, which were not explained solely by their language characteristics or by age-related factors.

  2. Development of Daily Activities in School-Age Children with Cerebral Palsy

    ERIC Educational Resources Information Center

    Smits, Dirk-Wouter; Ketelaar, Marjolijn; Gorter, Jan Willem; van Schie, Petra; Dallmeijer, Annet; Jongmans, Marian; Lindeman, Eline

    2011-01-01

    The purpose of this study was to describe the course of capabilities in self-care, mobility, and social function in school-age children with cerebral palsy (CP) and to investigate associations with CP-, child-, and family-characteristics. A clinic-based sample of children with CP (n = 116; 76 males, 40 females; mean age 6 y 3 mo, SD 12 mo) was…

  3. Media Use in School-Aged Children and Adolescents.

    PubMed

    2016-11-01

    This policy statement focuses on children and adolescents 5 through 18 years of age. Research suggests both benefits and risks of media use for the health of children and teenagers. Benefits include exposure to new ideas and knowledge acquisition, increased opportunities for social contact and support, and new opportunities to access health-promotion messages and information. Risks include negative health effects on weight and sleep; exposure to inaccurate, inappropriate, or unsafe content and contacts; and compromised privacy and confidentiality. Parents face challenges in monitoring their children's and their own media use and in serving as positive role models. In this new era, evidence regarding healthy media use does not support a one-size-fits-all approach. Parents and pediatricians can work together to develop a Family Media Use Plan (www.healthychildren.org/MediaUsePlan) that considers their children's developmental stages to individualize an appropriate balance for media time and consistent rules about media use, to mentor their children, to set boundaries for accessing content and displaying personal information, and to implement open family communication about media.

  4. Linguistic Masking Release in School-Age Children and Adults

    PubMed Central

    Leibold, Lori J.; Buss, Emily

    2016-01-01

    Purpose This study assessed if 6- to 8-year-old children benefit from a language mismatch between target and masker speech for sentence recognition in a 2-talker masker. Method English sentence recognition was evaluated for English monolingual children (ages 6–8 years, n = 15) and adults (n = 15) in an English 2-talker and a Spanish 2-talker masker. A regression analysis with subject as a random variable was used to test the fixed effect of listener group and masker language and the interaction of these two effects. Results Thresholds were approximately 5 dB higher for children than for adults in both maskers. However, children and adults benefited to the same degree from a mismatch between the target and masker language with approximately 3 dB lower thresholds in the Spanish than the English masker. Conclusions Results suggest that children are able to take advantage of linguistic differences between English and Spanish speech maskers to the same degree as adults. Yet, overall worse performance for children may indicate general cognitive immaturity compared with adults, perhaps causing children to be less efficient when combining glimpses of degraded speech information into a meaningful sentence. PMID:26974870

  5. School Phobia: Understanding a Complex Behavioural Response

    ERIC Educational Resources Information Center

    Chitiyo, Morgan; Wheeler, John J.

    2006-01-01

    School phobia affects about 5% of the school-age population. If left untreated, school phobia can have devastating long-term consequences in children challenged by this condition. Various treatment approaches have been used to explore this complex behavioural response, major among them being the psychoanalytic, psychodynamic, pharmacological and…

  6. Lipreading in School-Age Children: The Roles of Age, Hearing Status, and Cognitive Ability

    ERIC Educational Resources Information Center

    Tye-Murray, Nancy; Hale, Sandra; Spehar, Brent; Myerson, Joel; Sommers, Mitchell S.

    2014-01-01

    Purpose: The study addressed three research questions: Does lipreading improve between the ages of 7 and 14 years? Does hearing loss affect the development of lipreading? How do individual differences in lipreading relate to other abilities? Method: Forty children with normal hearing (NH) and 24 with hearing loss (HL) were tested using 4…

  7. Bullying behaviors among Chinese school-aged youth: a prevalence and correlates study in Guangdong Province.

    PubMed

    Wu, Jie; He, Yuan; Lu, Ciyong; Deng, Xueqing; Gao, Xue; Guo, Lan; Wu, Hong; Chan, Fanfan; Zhou, Ying

    2015-02-28

    Bullying among school-aged youth is a common issue worldwide and is increasingly being recognized as an important problem affecting both victims and perpetrators. Most of the bullying studies have been conducted in western countries, and their implications in other regions are limited due to different cultural contexts. The goal of our study is to identify the prevalence of bullying and its correlates school-aged youth in Guangdong province. In total, 1098 (7.1%) students reported having bullied other students, 744 (4.8%) students reported having been bullied by other students and 396 (2.6%) students reported having both bullied other students and been bullied by other students. There was a strong association between bullying others as well as being bullied and suicidal ideations, suicidal attempts, and self-harm behaviors. The prevalence of bullying and its associations with delinquent behaviors warrant the importance of school facility based preventive intervention taking into account both victims and perpetrators.

  8. School-Age Prework Experiences of Young People with a History of Specific Language Impairment

    ERIC Educational Resources Information Center

    Durkin, Kevin; Fraser, Jill; Conti-Ramsden, Gina

    2012-01-01

    Young people with specific language impairment (SLI) are at risk for poorer outcomes with respect to employment in adulthood, yet little is known of how early school-age prework experiences prepare them for the job market. This study examined whether young people with SLI engage in similar types of early work experiences as their typically…

  9. Choosing Assessment Instruments for Anxiety Practice and Outcome Research with School-Aged Youth

    ERIC Educational Resources Information Center

    Erford, Bradley T.; Lutz, Julie A.

    2015-01-01

    Using effect size results from our meta-analysis for the treatment of anxiety in school-aged youth, the practical and technical aspects of five commonly used anxiety instruments were analyzed, and effect size estimates compared to indicate the best choices for use in anxiety outcome research.

  10. An Exploratory Study of Aggression in School-Age Children: Underlying Factors and Implications for Treatment

    ERIC Educational Resources Information Center

    Priddis, Lynn E.; Landy, Sarah; Moroney, Darren; Kane, Robert

    2014-01-01

    Aggressive behaviour in school-aged children presents a significant challenge for society. If not managed, it can result in adverse academic, social, emotional, and behavioural outcomes for the child. In addition, it can create stress for families and become a significant burden for the community as these children reach adolescence and adulthood,…

  11. School-Age Care from the Perspective of Social Role Theory.

    ERIC Educational Resources Information Center

    Ollhoff, Jim; Ollhoff, Laurie

    Within the literature of social psychology, there exists a body of information that deals with role theory, defined as the expectations persons have at any given time and the norms that govern their behavior. This paper discusses role theory as it applies to school-age child caregivers and as part of the process of professionalism.…

  12. The Relative Effects of Chronological Age on Hispanic Students' School Readiness and Grade 2 Academic Achievement

    ERIC Educational Resources Information Center

    Furlong, Michael; Quirk, Matthew

    2011-01-01

    This study examined the relations of age, preschool experience, and gender with children's school readiness levels at kindergarten entry. The sample included 5,512 children of predominantly Hispanic heritage and from families experiencing low socioeconomic circumstances. A series of between-subjects ANOVAs indicated that age…

  13. Speech Perception among School-Aged Skilled and Less Skilled Readers

    ERIC Educational Resources Information Center

    Wayland, Ratree P.; Eckhouse, Erin; Lombardino, Linda; Roberts, Rosalyn

    2010-01-01

    This study investigated the relationship between speech perception, phonological processing and reading skills among school-aged children classified as "skilled" and "less skilled" readers based on their ability to read words, decode non-words, and comprehend short passages. Three speech perception tasks involving categorization of speech continua…

  14. What Parents Can Do: School Age Children | NIH MedlinePlus the Magazine

    MedlinePlus

    ... What Parents Can Do: School Age Children Past Issues / Summer 2012 Table of Contents As kids get older, they still need a parent's help to keep their teeth sparkling clean and healthy. Here are five tips— 1. Find out if your water has fluoride in it (check with your local ...

  15. Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

    ERIC Educational Resources Information Center

    Kim, Hanna

    2016-01-01

    This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at…

  16. Latchkey Children and School-Age Child Care: A Background Briefing. Policy Issues.

    ERIC Educational Resources Information Center

    Fink, Dale B.

    This background briefing paper synthesizes current thinking and practice on the issue of latchkey children and school-age child care (SACC). The paper defines the problem of latchkey children; reviews related literature and programmatic responses to the problem; reports responses of four southern states; and points out implications for policy…

  17. Factors Affecting Sensitivity to Frequency Change in School-Age Children and Adults

    ERIC Educational Resources Information Center

    Buss, Emily; Taylor, Crystal N.; Leibold, Lori J.

    2014-01-01

    Purpose: The factors affecting frequency discrimination in school-age children are poorly understood. The goal of the present study was to evaluate developmental effects related to memory for pitch and the utilization of temporal fine structure. Method: Listeners were 5.1- to 13.6-year-olds and adults, all with normal hearing. A subgroup of…

  18. School Foodservice Employees' Perceptions of Practice: Differences by Generational Age and Hours Worked

    ERIC Educational Resources Information Center

    Strohbehn, Catherine; Jun, Jinhyun; Arendt, Susan

    2014-01-01

    Purpose/Objectives: This study investigated the influences of school foodservice employees' age and average number of hours worked per week on perceived safe food handling practices, barriers, and motivators. Methods: A bilingual survey (English and Spanish) was developed to assess reported food safety practices, barriers, and motivators to…

  19. Shared Etiology of Phonological Memory and Vocabulary Deficits in School-Age Children

    ERIC Educational Resources Information Center

    Peterson, Robin L.; Pennington, Bruce F.; Samuelsson, Stefan; Byrne, Brian; Olson, Richard K.

    2013-01-01

    Purpose: The goal of this study was to investigate the etiologic basis for the association between deficits in phonological memory (PM) and vocabulary in school-age children. Method: Children with deficits in PM or vocabulary were identified within the International Longitudinal Twin Study (ILTS; Samuelsson et al., 2005). The ILTS includes 1,045…

  20. Developing Physiologic Stress Profiles for School-Age Children Who Stutter

    ERIC Educational Resources Information Center

    Ortega, Aishah Y.; Ambrose, Nicoline G.

    2011-01-01

    Purpose: Physiologic reactivity profiles were generated for 9 school-age children with a history of stuttering. Utilizing salivary sampling, stress biomarkers cortisol and alpha-amylase were measured in response to normal daily stressors. Children with a history of stuttering were characterized as high or low autonomic reactors when compared to…

  1. Urban and Rural Air Pollution: A Cross-Age Study of School Students' Ideas.

    ERIC Educational Resources Information Center

    Myers, George; Boyes, Edward; Stanisstreet, Martin

    2000-01-01

    Explores ideas about the causes and consequences of urban and rural air pollution of secondary school students aged 11-16 years (n=786) using a questionnaire. Students thought the air in towns and cities was more polluted than the air in the countryside. (Author/SAH)

  2. Developing a New Curriculum for School-Age Learners. TESOL Language Curriculum Development Series

    ERIC Educational Resources Information Center

    Graves, Kathleen, Ed.; Lopriore, Lucilla, Ed.

    2009-01-01

    These are exciting and challenging times for English language curriculum development for school-age learners. The global reach of English has spurred a rethinking of its role in education and, consequently, a rethinking of how to teach it. The accounts in this volume represent differences in educational systems, language teaching traditions,…

  3. Early and Late Talkers: School-Age Language, Literacy and Neurolinguistic Differences

    ERIC Educational Resources Information Center

    Preston, Jonathan L.; Frost, Stephen J.; Mencl, William Einar; Fulbright, Robert K.; Landi, Nicole; Grigorenko, Elena; Jacobsen, Leslie; Pugh, Kenneth R.

    2010-01-01

    Early language development sets the stage for a lifetime of competence in language and literacy. However, the neural mechanisms associated with the relative advantages of early communication success, or the disadvantages of having delayed language development, are not well explored. In this study, 174 elementary school-age children whose parents…

  4. How to Talk to a School Age Child about a Suicide Attempt in Your Family

    MedlinePlus

    ... Talk to a School Age Child about a Suicide Attempt in Your Family This information is intended to help inform and ... six to twelve year old child after a suicide attempt in the family. It is not intended to replace the advice ...

  5. Development of Non-Verbal Intellectual Capacity in School-Age Children with Cerebral Palsy

    ERIC Educational Resources Information Center

    Smits, D. W.; Ketelaar, M.; Gorter, J. W.; van Schie, P. E.; Becher, J. G.; Lindeman, E.; Jongmans, M. J.

    2011-01-01

    Background: Children with cerebral palsy (CP) are at greater risk for a limited intellectual development than typically developing children. Little information is available which children with CP are most at risk. This study aimed to describe the development of non-verbal intellectual capacity of school-age children with CP and to examine the…

  6. Developmental Trajectories of Structural and Pragmatic Language Skills in School-Aged Children with Williams Syndrome

    ERIC Educational Resources Information Center

    Van Den Heuvel, E.; Manders, E.; Swillen, A.; Zink, I.

    2016-01-01

    Background: This study aimed to compare developmental courses of structural and pragmatic language skills in school-aged children with Williams syndrome (WS) and children with idiopathic intellectual disability (IID). Comparison of these language trajectories could highlight syndrome-specific developmental features. Method: Twelve monolingual…

  7. Environmental triggers of hospital admissions for school-age children with asthma in two British cities.

    PubMed

    Julious, Steven A; Jain, Ritika; Mason, Suzanne

    2012-10-01

    Research has reported seasonal peaks in asthma in school age asthmatic children. The study aimed to assess if hospital admissions could be predicted from the possible environmental triggers using data from two British cities: Aberdeen and Doncaster. However, there were no consistent patterns across the two cities with no clear evidence that hospital admissions could be predicted from environmental data.

  8. Choosing Assessment Instruments for Depression Outcome Research with School-Age Youth

    ERIC Educational Resources Information Center

    Muller, Brooke E.; Erford, Bradley T.

    2012-01-01

    Using effect size results from Erford et al.'s (2011) meta-analysis for treatment of depression in school-age youth, the authors analyzed 6 commonly used instruments for practical and technical strengths and weaknesses. Effect size estimates from these 6 instruments were compared to indicate likely results when used in future depression outcome…

  9. Language Learning Strategies, Course Grades, and Age in EFL Secondary School Learners

    ERIC Educational Resources Information Center

    Tragant, Elsa; Victori, Mia

    2012-01-01

    In studies dealing with language learning strategies in the school context, the variables of proficiency and age are often difficult to isolate since students accumulate more hours of foreign language instruction as they move up from grade to grade. This study aimed to deal with these two variables independently by analysing learning strategy use…

  10. Group Therapy for School-Aged Children Who Stutter: A Survey of Current Practices

    ERIC Educational Resources Information Center

    Liddle, Hilary; James, Sarah; Hardman, Margaret

    2011-01-01

    Although group therapy is recommended for school-aged children who stutter (CWS), it is not widely researched. This study aimed to explore this provision, using a postal survey which investigated the current practices of Speech & Language Therapists (SLTs) in the UK. Seventy percent of SLT services provided some group therapy, but the level of…

  11. School-Age Follow-Up of Children with Childhood Apraxia of Speech

    ERIC Educational Resources Information Center

    Lewis, Barbara A.; Freebairn, Lisa A.; Hansen, Amy J.; Iyenger, Sudha K.; Taylor, H. Gerry

    2004-01-01

    Purpose: The primary aim of this study was to examine differences in speech/language and written language skills between children with suspected childhood apraxia of speech (CAS) and children with other speech-sound disorders at school age. Method: Ten children (7 males and 3 females) who were clinically diagnosed with CAS (CAS group) were…

  12. Social Skills Expression of Senior High School Age Students in Physical Education Classes

    ERIC Educational Resources Information Center

    Akelaitis, Arturas V.

    2015-01-01

    The main purpose of the present study is to reveal the peculiarities of social skills expression of senior high school age students in physical education classes. The independent random sample consisted of 244 (15-16 years old) students and 258 (17-18 years old) students, of which there were 224 boys and 278 girls. L. Bulotaite and V. Gudžinskiene…

  13. Children's Books 1973: A List of Books for Preschool Through Junior High School Age.

    ERIC Educational Resources Information Center

    Haviland, Virginia

    This annotated bibliography provides a listing of children's books published in 1973 for those of preschool through junior high school age. The Library of Congress catalog card number for each book follows the bibliographic information, and grade level appears at the end of each annotation. Books are categorized into picture and picture story…

  14. Patterns of Parental Rearing Styles and Child Behaviour Problems among Portuguese School-Aged Children

    ERIC Educational Resources Information Center

    Pereira, Ana I. F.; Canavarro, Cristina; Cardoso, Margarida F.; Mendonca, Denisa

    2009-01-01

    The majority of studies investigating the effects of parental behaviour on the child's adjustment have a dimensional approach. We identified the existence of various patterns in parental rearing styles and analysed the relationship between different parenting patterns and behavioural problems in a group of school-aged children. A longitudinal,…

  15. An Analysis of Personal Event Narratives Produced by School-Age Children.

    ERIC Educational Resources Information Center

    Crow, Kristina M.; Ward-Lonergan, Jeannene M.

    This study compared and analyzed the language capabilities of 10 school-age children raised in either single parent homes resulting from divorce or in two parent families. More specifically, it compared the context and complexity of oral personal event narratives produced by both groups of children. The study also investigated the usefulness and…

  16. The Development of Luminance- and Texture-Defined Form Perception during the School-Aged Years

    ERIC Educational Resources Information Center

    Bertone, Armando; Hanck, Julie; Guy, Jacalyn; Cornish, Kim

    2010-01-01

    The objective of the present study was to assess the development of luminance- and texture-defined static form perception in school-aged children. This was done using an adapted Landolt-C technique where C-optotypes were defined by either luminance or texture information, the latter necessitating extra-striate neural processing to be perceived.…

  17. Do Infant Vocabulary Skills Predict School-Age Language and Literacy Outcomes?

    ERIC Educational Resources Information Center

    Duff, Fiona J.; Reen, Gurpreet; Plunkett, Kim; Nation, Kate

    2015-01-01

    Background: Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for…

  18. The Exceptional Student of Secondary School Age: A Bibliography for Psychology and Education 1960-1970.

    ERIC Educational Resources Information Center

    McMurray, J. G.

    The bibliography, containing references to literature from English language published periodicals circulated between 1960 and 1970, lists periodical materials pertaining to secondary school-age exceptional students. Works in medicine, sociology, and law are included, although the emphasis is upon education and psychology. The bibliography is…

  19. Continuity and Change in Cognition and Autism Severity from Toddlerhood to School Age

    ERIC Educational Resources Information Center

    Clark, Megan L. E.; Barbaro, Josephine; Dissanayake, Cheryl

    2017-01-01

    This paper charted the cognitive and behavioural profiles from toddlerhood to middle childhood in 48 children diagnosed with ASD at 24 months. The Mullen Scales of Early Learning (MSEL) was administered at 24- and 48-months and the Wechsler Abbreviated Scale of Intelligence (WASI) at school age. Autism severity was derived using The Autism…

  20. Exploring the Utility of a School-Age Narrative Microstructure Index: Proportion of Restricted Utterances

    ERIC Educational Resources Information Center

    Jerger, Sara; Thorne, John C.

    2016-01-01

    Purpose: This research attempted to replicate Hoffman's 2009 finding that the proportion of narrative utterances with semantic or syntactic errors (i.e., = 14% "restricted utterances") can differentiate school-age children with typical development from those with language impairment with a sensitivity of 83% and specificity of 88%.…

  1. The Gifted Rating Scales-School Form: A Validation Study Based on Age, Gender, and Race

    ERIC Educational Resources Information Center

    Pfeiffer, Steven; Petscher, Yaacov; Kumtepe, Alper

    2008-01-01

    This study examined the internal consistency and validity of a new rating scale to identify gifted students, the Gifted Rating Scales-School Form (GRS-S). The study explored the effect of gender, race/ethnicity, age, and rater familiarity on GRS-S ratings. One hundred twenty-two students in first to eighth grade from elementary and middle schools…

  2. The methodology of the Italian HBSC 2010 study (Health Behaviour in School-aged Children).

    PubMed

    Lazzeri, G; Giacchi, M V; Dalmasso, P; Vieno, A; Nardone, P; Lamberti, A; Spinelli, A; Cavallo, F

    2013-01-01

    Italy has participated in the Health Behaviour in School-aged Children (HBSC) study since 2000. These surveys collect data every four years on the well-being and health behaviour of boys and girls aged 11, 13 and 15. Until 2007, the coordination group of the University of Turin, Siena and Padua directly sent the questionnaires to each sampled school to collect the data. The sample of about 4500 students was nationally representative. In 2008 the HBSC became part of the project "Surveys on behavioral risks in children aged 6-17 years", coordinated by the National Institute of Health (ISS) and promoted by the Ministry of Health, in collaboration with the Ministry of Education, University and Research. For the first time, in 2010, the survey was conducted by health workers in collaboration with teachers in all regions with a representative sample, not just at the national level, but also at regional level. In the 2,504 sampled schools, 77,113 students (25,079 eleven-year-old, 26,048 thirteen-year-old and 25,986 fifteen-year-old) completed an anonymous questionnaire. Knowledge of the health-related behaviour of school-aged adolescents may help monitoring and enable policies for young people to be formulated and implemented.

  3. Low-Birthweight Children at Early School-Age: A Longitudinal Study.

    ERIC Educational Resources Information Center

    Drillien, C. M.; And Others

    1980-01-01

    Eighty-seven percent of a cohort of 299 low birthweight infants were examined at age 6 2/3 years, together with 111 control children. Primary school problems were related to social grade, early intrauterine insult, sex, postnatal complications, and neurological and developmental status in the infant's first year. Journal Availability: J. B.…

  4. Classroom Behavior of Elementary School-Age Boys with Fragile X Syndrome.

    ERIC Educational Resources Information Center

    Symons, Frank J.; Clark, Renee D.; Roberts, Jennifer P.; Bailey, Donald B., Jr.

    2001-01-01

    Direct observational data were collected on the behavior of 26 elementary school-age boys with fragile X syndrome (FXS), the most prevalent inherited cause of mental retardation, during classroom academic activities. Findings indicated classroom engagement comparable to that of peers and not related to intrasubject variables such as severity of…

  5. Psychiatric Disorders among Children with Cerebral Palsy at School Starting Age

    ERIC Educational Resources Information Center

    Bjorgaas, H. M.; Hysing, M.; Elgen, I.

    2012-01-01

    The aim of the present population study was to estimate the prevalence of psychiatric disorders in children with cerebral palsy (CP), as well as the impact of comorbid conditions. A cohort of children with CP born 2001-2003, and living in the Western Health Region of Norway were evaluated at school starting age. Parents were interviewed with the…

  6. Some Immediate Effects of a Smoking Environment on Children of Elementary School Age.

    ERIC Educational Resources Information Center

    Luquette, A. J.; And Others

    The purpose of this study was to determine the immediate effects of a cigarette smoking environment on children of elementary school age. Physical effects were looked for, as were differences between children from smoking homes and non-smoking homes, and male subjects and female subjects. A total of 103 children were divided into two groups, Group…

  7. Talker Familiarity and Spoken Word Recognition in School-Age Children

    ERIC Educational Resources Information Center

    Levi, Susannah V.

    2015-01-01

    Research with adults has shown that spoken language processing is improved when listeners are familiar with talkers' voices, known as the familiar talker advantage. The current study explored whether this ability extends to school-age children, who are still acquiring language. Children were familiarized with the voices of three German-English…

  8. Speech Disfluency in School-Age Children's Conversational and Narrative Discourse

    ERIC Educational Resources Information Center

    Byrd, Courtney T.; Logan, Kenneth J.; Gillam, Ronald B.

    2012-01-01

    Purpose: This study was designed to (a) compare the speech fluency of school-age children who do and do not stutter (CWS and CWNS, respectively) within 2 standard diagnostic speaking contexts (conversation and narration) while also controlling for speaking topic, and (b) examine the extent to which children's performance on such discourse tasks is…

  9. Food Shopping and Label Use Behavior among High School-Aged Adolescents.

    ERIC Educational Resources Information Center

    McCullum, Christine; Achterberg, Cheryl L.

    1997-01-01

    Examines label use behavior among high school-aged adolescents (N=90) to uncover gender differences related to these behaviors. Results show that students were five times more likely to rely on front label/nutrition claims than nutrient labels. Females were more likely than males to use front label/nutrition claims. (RJM)

  10. Predicting Treatment Dropout in Parent Training Interventions for Families of School-Aged Children with ADHD

    ERIC Educational Resources Information Center

    Schneider, Brian W.; Gerdes, Alyson C.; Haack, Lauren M.; Lawton, Katie E.

    2013-01-01

    Premature treatment dropout is a problem for many families seeking mental health services for their children. Research is currently limited in identifying factors that increase the likelihood of dropout in families of school-aged children with Attention-Deficit/Hyperactivity Disorder (ADHD). Thus, the goal of the current study was to examine…

  11. A Spoken-Language Intervention for School-Aged Boys with Fragile X Syndrome

    ERIC Educational Resources Information Center

    McDuffie, Andrea; Machalicek, Wendy; Bullard, Lauren; Nelson, Sarah; Mello, Melissa; Tempero-Feigles, Robyn; Castignetti, Nancy; Abbeduto, Leonard

    2016-01-01

    Using a single case design, a parent-mediated spoken-language intervention was delivered to three mothers and their school-aged sons with fragile X syndrome, the leading inherited cause of intellectual disability. The intervention was embedded in the context of shared storytelling using wordless picture books and targeted three empirically derived…

  12. Cognitive and Behavioral Indicators of ADHD Symptoms Prior to School Age

    ERIC Educational Resources Information Center

    Arnett, Anne Bernard; MacDonald, Beatriz; Pennington, Bruce F.

    2013-01-01

    Background: Previous research on the etiology of ADHD symptoms suggests that neuropsychological differences may be present as early as birth; however, the diagnosis is typically not given until school age. This study aimed to (a) identify early behavioral and cognitive markers of later significant parent and/or teacher ratings of ADHD…

  13. Factors Affecting the Processing of Intensity in School-Aged Children

    ERIC Educational Resources Information Center

    Buss, Emily; Hall, Joseph W., III; Grose, John H.

    2013-01-01

    Purpose: Thresholds of school-aged children are elevated relative to those of adults for intensity discrimination and amplitude modulation (AM) detection. It is unclear how these findings are related or what role stimulus gating and dynamic envelope cues play in these results. Two experiments assessed the development of sensitivity to intensity…

  14. Growing with Your Baby: A Facilitator's Manual for Use with School-Age Parent Groups.

    ERIC Educational Resources Information Center

    Lyman, Patricia

    This facilitator's manual, produced by the Family Developmental Center of the Family Service Agency of San Francisco, is designed for use with groups of school-age mothers. Included are meeting-by-meeting instructions for the group leader and some curriculum materials for students. The introduction indicates that the leader should be sensitive to…

  15. Obesity-Related Hormones in Low-Income Preschool-Age Children: Implications for School Readiness

    ERIC Educational Resources Information Center

    Miller, Alison L.; Lumeng, Carey N.; Delproposto, Jennifer; Florek, Brian; Wendorf, Kristin; Lumeng, Julie C.

    2013-01-01

    Mechanisms underlying socioeconomic disparities in school readiness and health outcomes, particularly obesity, among preschool-aged children are complex and poorly understood. Obesity can induce changes in proteins in the circulation that contribute to the negative impact of obesity on health; such changes may relate to cognitive and emotion…

  16. Participation and Enjoyment of Leisure Activities in School-Aged Children with Cerebral Palsy

    ERIC Educational Resources Information Center

    Majnemer, Annette; Shevell, Michael; Law, Mary; Birnbaum, Rena; Chilingaryan, Gevorg; Rosenbaum, Peter; Poulin, Chantal

    2008-01-01

    The objective of this study was to characterize participation in leisure activities in children with cerebral palsy (CP) and identify determinants of greater involvement. Ninety-five children of school age (9y 7mo [SD 2y 1mo]) with CP were recruited, and participation was evaluated with the Children's Assessment of Participation and Enjoyment in a…

  17. Development of Morphosyntactic Accuracy and Grammatical Complexity in Dutch School-Age Children with SLI

    ERIC Educational Resources Information Center

    Zwitserlood, Rob; van Weerdenburg, Marjolijn; Verhoeven, Ludo; Wijnen, Frank

    2015-01-01

    Purpose: The purpose of this study was to identify the development of morphosyntactic accuracy and grammatical complexity in Dutch school-age children with specific language impairment (SLI). Method: Morphosyntactic accuracy, the use of dummy auxiliaries, and complex syntax were assessed using a narrative task that was administered at three points…

  18. Career Counselling with Secondary School-Aged Youth: Directions for Theory, Research, and Practice

    ERIC Educational Resources Information Center

    Perry, J. C.

    2009-01-01

    In the midst of an information age and a global economy, people around the world continue to face significant inequities at school and in the workforce. Career counselling thus finds itself in a paradigm shift that increasingly stresses the influences of culture and sociopolitical context. One area in which the profession can advance a social…

  19. Mexican Immigrant Fathers' and Mothers' Engagement with School-Age Children

    ERIC Educational Resources Information Center

    Hossain, Ziarat; Shipman, Virginia

    2009-01-01

    This study examined mothers' and fathers' reports of their time spent in their school-age children's care and academic work and the relationships between socioeconomic status and social support variables with fathers' time spent in children's care and academic work within two-parent Mexican immigrant families. Mother and father dyads from 79…

  20. Preliminary Study of Disfluency in School-Aged Children with Autism

    ERIC Educational Resources Information Center

    Scaler Scott, Kathleen; Tetnowski, John A.; Flaitz, James R.; Yaruss, J. Scott

    2014-01-01

    Background: In recent years, there has been increased identification of disfluencies in individuals with autism, but limited examination of disfluencies in the school-age range of this population. We currently lack information about whether the disfluencies of children with autism represent concomitant stuttering, normal disfluency, excessive…

  1. Functional performance of school children diagnosed with developmental delay up to two years of age

    PubMed Central

    Dornelas, Lílian de Fátima; Magalhães, Lívia de Castro

    2016-01-01

    Abstract Objective: To compare the functional performance of students diagnosed with developmental delay (DD) up to two years of age with peers exhibiting typical development. Methods: Cross-sectional study with functional performance assessment of children diagnosed with DD up to two years of age compared to those with typical development at seven to eight years of age. Each group consisted of 45 children, selected by non-random sampling, evaluated for motor skills, quality of home environment, school participation and performance. ANOVA and the Binomial test for two proportions were used to assess differences between groups. Results: The group with DD had lower motor skills when compared to the typical group. While 66.7% of children in the typical group showed adequate school participation, receiving aid in cognitive and behavioral tasks similar to that offered to other children at the same level, only 22.2% of children with DD showed the same performance. Although 53.3% of the children with DD achieved an academic performance expected for the school level, there were limitations in some activities. Only two indicators of family environment, diversity and activities with parents at home, showed statistically significant difference between the groups, with advantage being shown for the typical group. Conclusions: Children with DD have persistent difficulties at school age, with motor deficit, restrictions in school activity performance and low participation in the school context, as well as significantly lower functional performance when compared to children without DD. A systematic monitoring of this population is recommended to identify needs and minimize future problems. PMID:26553573

  2. School-Age Children in Immigrant Families: Challenges and Opportunities for America's Schools

    ERIC Educational Resources Information Center

    Hernandez, Donald J.; Denton, Nancy A.; Macartney, Suzanne E.

    2009-01-01

    Background/Context: By the year 2030, when the baby boom generation born between 1946 and 1964 will be in the retirement ages, 72% of the elderly will be non-Hispanic Whites, compared with 56% for working-age adults, and 50% for children. As the predominantly White baby boomers reach retirement, they will increasingly depend for economic support…

  3. Schools in an Aging Society: Language Arts Classroom Activities for Secondary Schools.

    ERIC Educational Resources Information Center

    Connecticut State Dept. on Aging, Hartford.

    Presenting lesson plans for secondary teachers of language arts, this booklet is intended to help students develop healthy attitudes toward their own aging, realize the lifelong importance of decisions they make as adults, and understand the interdependence of all age groups. The activities suggested in the booklet are designed to address existing…

  4. Health Services for the School-Age Child: Suggested Guidelines for School Districts.

    ERIC Educational Resources Information Center

    Oregon State Dept. of Education, Salem.

    Organized around eight topics, this document provides guidelines for Oregon school district health services programs for students in preschool/kindergarten through grade twelve. A list of principles related to health program development, a summary of related health legislation, and a checklist for assessing compliance with Oregon administration…

  5. Diverse Family Types and Out-of-School Learning Time of Young School-Age Children

    ERIC Educational Resources Information Center

    Ono, Hiromi; Sanders, James

    2010-01-01

    Sources of differentials in out-of-school learning time between children in first marriage biological parent families and children in six nontraditional family types are identified. Analyses of time diaries reveal that children in four of the six nontraditional family types spend fewer minutes learning than do children in first marriage biological…

  6. From Stability to Mobility: African Secondary School Aged Adolescents' Transition to Mainstream Schooling

    ERIC Educational Resources Information Center

    Gunasekera, Sashya; Houghton, Stephen; Glasgow, Kenneth; Boyle, Christopher

    2014-01-01

    Setting clear achievable goals that enhance reputational status has been shown to direct the energies of adolescents into socially conforming or non-conforming activities. It appears to be the case that following transition from Intensive English Centres (IECs) into mainstream schooling, students from African refugee backgrounds experience…

  7. Kentucky School Districts Awarded EPA Rebates to Replace Aging School Buses

    EPA Pesticide Factsheets

    2/10/15- ATLANTA -Today the U.S. Environmental Protection Agency (EPA) announced Kentucky's Fleming Board of Education and Bell County Board of Education have been awarded a portion of more than $3 million in rebates to replace older diesel school bu

  8. Family Distance Regulation and School Engagement in Middle-School-Aged Children

    ERIC Educational Resources Information Center

    Bartle-Haring, Suzanne; Younkin, Felisha Lotspeich; Day, Randal

    2012-01-01

    The purpose of this study was to explore how family distance regulation and other family demographic factors influence parenting behavior and family routines, which, in turn, influences the child's school engagement. The data from the project came from a larger study conducted in a large Northwestern urban area and included both two-parent and…

  9. Dexterity and two-point discrimination of the hand in school-aged children with dysgraphia

    PubMed Central

    Havaei, Naser; Rezaei, Mandana; Rostami, Hamid Reza

    2016-01-01

    Background: Dysgraphia as a problem with handwriting, affects student’s performance in school activities and participation. The purpose of the study was to compare dexterity and two-point discrimination of the hand between learning disabled students with dysgraphia and healthy students. Methods: Forty-three students with developmental dysgraphia and 55 normal students in grade two to four from special and regular schools participated in this study. Hand dexterity and static/dynamic discriminative touch were assessed via Purdue Pegboard and Two-Point Discriminator respectively. Results: Significant differences were found in Purdue Pegboard scores between two groups except in doing the test with the left hand (p<0.05). Purdue Pegboard scores were significantly lower in left-handed children with dysgraphia compared to healthy children (p<0.05). There was no significant difference in dynamic two point discrimination between two groups of children (p>0.05). Static two-point discrimination of the thumb finger was significantly higher in children with dysgraphia (p<0.05). Conclusion: Hand dexterity affects handwriting performance in children with dysgraphia. There were no correlations between two-point discrimination and Purdue Pegboard scores of children with dysgraphia. Intervention should focus on other aspects of dexterity rather than sensory components. Hand dominancy also may be a factor influencing hand performance in dysgraphia. PMID:28210599

  10. Does Raising the State Compulsory School Attendance Age Achieve the Intended Outcomes? Summary. REL 2014-005

    ERIC Educational Resources Information Center

    Mackey, Philip E.; Duncan, Teresa G.

    2013-01-01

    Maryland raised its compulsory school attendance age from 16 to 18 in two stages: from 16 to 17 at the beginning of the 2014/15 school year and from 17 to 18 at the beginning of the 2016/17 school year (Maryland Senate Bill 362, 2012). The Maryland State Department of Education (MSDE) sought technical assistance from the Regional Educational…

  11. Trends in Bullying at School among Students Ages 12 to 18. Data Point. NCES 2016-004

    ERIC Educational Resources Information Center

    Cidade, Melissa; Lessne, Deborah

    2016-01-01

    Data from the School Crime Supplement (SCS) to the National Crime Victimization Survey, a nationally representative sample survey of students ages 12 through 18, were used to examine trends in bullying at school. The SCS study is completed every other year. Data from five consecutive surveys are included in this report: school years 2004-05,…

  12. A Quantitative Study of Graduate Students' Knowledge and Perceptions of Out-of-School Time Programs and Students with Disabilities

    ERIC Educational Resources Information Center

    Zamora, Larry Anthony

    2011-01-01

    There are approximately 15 million school-age children left unsupervised during hours when school is not in session. Studies indicate that crime (drug use, violent, abuse) triples for school-aged children (Kinder through 12th grade) and the risk of becoming a victim of such crimes increases during non-school hours. Providing additional learning…

  13. The oral core vocabulary of typically developing English-speaking school-aged children: implications for AAC practice.

    PubMed

    Boenisch, Jens; Soto, Gloria

    2015-03-01

    This study analyzes the core vocabulary used by typically developing school-aged English-speaking children in the United States while participating in a variety of school activities. The language of typically developing children, some of whom spoke English as a second language was recorded, transcribed and analyzed to identify the most frequently used words across samples. An inventory of oral core vocabulary of typically developing school-aged children resulted from this analysis. This inventory can be used as a source list for vocabulary selection for school-aged children with AAC needs. Implications for vocabulary selection are discussed.

  14. School-Age Children of Alcoholics and Non-Alcoholics: Their Anxiety, Self-Esteem, and Locus of Control.

    ERIC Educational Resources Information Center

    Post, Phyllis; Robinson, Bryan E.

    1998-01-01

    Using sample of 108 students from fourth to eighth grades, study seeks to further clarify three major psychological dimensions among school-aged young children of alcoholics (YCOAs). Self-esteem, anxiety level, and locus of control were compared among school-aged children with and without alcoholic parents. YCOAs reported lower self-esteem, higher…

  15. Development of the Conversation Participation Rating Scale: Intervention Planning Implications for Two School-Age Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Timler, Geralyn R.; Boone, William J.; Bergmann, Amelia A.

    2014-01-01

    Purpose: School-age children with autism spectrum disorders (ASDs) have pervasive challenges in social interactions with peers. This study examined the feasibility of eliciting children's perceptions of their conversation participation with peers for the purposes of assessment and intervention planning. Methods: Two school-age children with ASD…

  16. The Effects of Age Factor on Learning English: A Case Study of Learning English in Saudi Schools, Saudi Arabia

    ERIC Educational Resources Information Center

    Gawi, Elsadig Mohamed Khalifa

    2012-01-01

    The purpose of this study is to investigate the effect of age on learning English in Saudi Arabia. It aims at encouraging the learning of English as a foreign language at an early age in KSA. The populations of the study are English language teachers and Saudi students in elementary schools compared with intermediate school students in Dawadmi…

  17. Intensive Behavioral Intervention for School-Aged Children with Autism: Una Breccia nel Muro (UBM)--A Comprehensive Behavioral Model

    ERIC Educational Resources Information Center

    Fava, Leonardo; Vicari, Stefano; Valeri, Giovanni; D'Elia, Lidia; Arima, Serena; Strauss, Kristin

    2012-01-01

    Although, reviews and outcome research supports empirical evidence for Early Intensive Behavior Intervention in pre-scholars, intensive behavioral service provision for school-aged children with autism spectrum disorders (ASD) are less subject to research studies. In order to provide effective behavioral interventions for school-aged children it…

  18. The Relevance of Media Education in Primary Schools in Hong Kong in the Age of New Media: A Case Study

    ERIC Educational Resources Information Center

    Cheung, C. K.

    2005-01-01

    In this age of new media, children are exposed to media messages at an early age. What can we do when the mass media exert such a great influence on children? One proposal has been for the introduction of a new school subject: media education. Though media education has not been part of the official curriculum in Hong Kong, some schools, both…

  19. Gender differences and cognitive correlates of mathematical skills in school-aged children.

    PubMed

    Rosselli, Mónica; Ardila, Alfredo; Matute, Esmeralda; Inozemtseva, Olga

    2009-05-01

    Published information concerning the influence of gender on mathematical ability tests has been controversial. The present study examines the performance of school-aged boys and girls from two age groups on several mathematical tasks and analyzes the predictive value of a verbal fluency test and a spatial test on those mathematical tasks. More specifically, our research attempts to answer the following two questions: (1) Are gender differences in mathematical test performance among children interrelated with age and (2) do verbal and spatial nonmathematical tests mediate gender effects on mathematical test performance? Two hundred and seventy-eight 7- to 10-year-old children and 248 13- to 16-year-olds were selected from schools in Colombia and Mexico (231 boys and 295 girls). The age effect was found to be significant for all measures, with scores improving with age. Results showed that boys and girls in both age groups scored similarly in most subtests, but that differences emerged in the performance of mental mathematical operations and in resolving arithmetical problems. In the latter - but not in mental math - older boys outperformed older girls, whereas no gender differences were observed in the younger groups. After controlling for age, it was found that the spatial test was, indeed, a significant mediator of gender effects, while the verbal task was not.

  20. Health maintenance in school-aged children: Part I. History, physical examination, screening, and immunizations.

    PubMed

    Riley, Margaret; Locke, Amy B; Skye, Eric P

    2011-03-15

    The goals of the well-child examination in school-aged children (kindergarten through early adolescence) are promoting health, detecting disease, and counseling to prevent injury and future health problems. A complete history should address any concerns from the patient and family and screen for lifestyle habits, including diet, physical activity, daily screen time (e.g., television, computer, video games), hours of sleep per night, dental care, and safety habits. School performance can be used for developmental surveillance. A full physical examination should be performed; however, the U.S. Preventive Services Task Force recommends against routine scoliosis screening and testicular examination. Children should be screened for obesity, which is defined as a body mass index at or above the 95th percentile for age and sex, and resources for comprehensive, intensive behavioral interventions should be provided to children with obesity. Although the evidence is mixed regarding screening for hypertension before 18 years of age, many experts recommend checking blood pressure annually beginning at three years of age. The American Academy of Pediatrics recommends vision and hearing screening annually or every two years in school-aged children. There is insufficient evidence to recommend screening for dyslipidemia in children of any age, or screening for depression before 12 years of age. All children should receive at least 400 IU of vitamin D daily, with higher doses indicated in children with vitamin D deficiency. Children who live in areas with inadequate fluoride in the water (less than 0.6 ppm) should receive a daily fluoride supplement. Age-appropriate immunizations should be given, as well as any missed immunizations.

  1. A View from the Principalship: Perceptions of Virginia Middle School Principals regarding the Realization of No Child Left Behind in the Public Schools

    ERIC Educational Resources Information Center

    Crum, Kenneth R., Jr.

    2009-01-01

    Examining the implementation efforts associated with NCLB mandates and policies can help educational leaders frame their associated school responses and actions to better meet the challenges set forth by the federal legislation in meeting the needs of their local student populations. This study addressed the question, "How are middle school…

  2. Feasibility and Benefits of a School-based Academic and Counseling Program for Older School-Age Students with Asthma

    PubMed Central

    Cook, Gwendolyn; Allen, April; Meeder, Linda; Bumpus, Janell; Lewis, Kimberly

    2012-01-01

    An asthma education program for older school-age students with asthma was developed in collaboration with school personnel, health care professionals, and community partners. Feasibility and benefits were evaluated using a single-group, prospective, quasi-experimental design. The convenience sample, consisting of 28 grade 6 and 7 students with asthma, had 50% males, a diverse racial background, and a wide range of incomes. Feasibility and benefits were demonstrated by comparing pre-intervention to 1- and 12-month post-intervention evaluation of students who completed more than 70% of the 10 sessions. Statistically significant improvement sin cognitive, behavioral, psychosocial, and quality of life outcomes were seen from pre-intervention to 1-month post-intervention (all p < .03). Severity of asthma significantly improved from 1- to 12- month post-intervention (p = .04). PMID:22644890

  3. Factors Related to Emotional Responses in School-aged Children Who Have Asthma

    PubMed Central

    Walker, Veronica García

    2012-01-01

    A systematic review of the literature was performed to answer the following questions (a) What factors contribute to the emotional responses of school-age children who have asthma? (b) What are the potential gaps in the literature regarding the emotional responses of school-age children (ages 6–12) who have asthma? (c) Are children with a lower socioeconomic status (SES) and those who are minorities represented in the literature proportionate to their prevalence? Two main focus areas regarding emotional responses were identified: (a) factors related to children who have asthma and (b) factors related to caregivers of children who have asthma. Internalizing disorders were reported consistently for children and caregivers of children who have asthma. Negative consequences of asthma for children included panic and asthma attacks, missed school days, and behavioral problems. Issues for caregivers included higher levels of anxiety and depressive symptoms, asthma management deficits, and lower caregiver warmth and involvement. Gaps in the literature included separated studies for children ages 6–12, a lack of a standardized method to define SES, studies that were of a more experimental nature, and studies of minority children and caregivers commensurate with their asthma prevalence. PMID:22757594

  4. Health maintenance in school-aged children: Part II. Counseling recommendations.

    PubMed

    Riley, Margaret; Locke, Amy B; Skye, Eric P

    2011-03-15

    School-aged children (kindergarten through early adolescence) are establishing patterns of behavior that may last a lifetime; therefore, it is important to counsel these patients about healthy lifestyle practices during well-child examinations. Children and families should be advised to eat a diet high in fruits, vegetables, whole grains, low-fat or nonfat dairy products, beans, fish, and lean meats, while limiting sugar, fast food, and highly processed foods. Children should engage in at least 60 minutes per day of moderate to vigorous physical activity, and screen time (e.g., television, computer, video games) should be limited to no more than one to two hours of quality programming daily. Most school-aged children require 11 hours of sleep per night. Decreased sleep is associated with behavioral issues, decreased concentration at school, and obesity. Children should brush their teeth twice per day with a toothpaste containing fluoride. Unintentional injury is the leading cause of death in this age group in the United States, and families should be counseled on traffic, water, sports, and firearm safety. Because high-risk behaviors may start in early adolescence, many experts recommend screening for tobacco, alcohol, and drug use beginning at 11 years of age. Sexually active adolescents should be counseled on protecting against sexually transmitted infections, and should be screened for these infections if indicated.

  5. Weight status and bullying behaviors among Chinese school-aged children.

    PubMed

    Liu, Xiaoqun; Chen, Gui; Yan, Junxia; Luo, Jiayou

    2016-02-01

    This study was to examine the relationship between measured weight status and three experiences as victims, bullies and bully-victims. The participants were 10,587 Chinese school-aged students (girls: 5,527, boys: 5,060) who ranged in age from 7 to 18 years old. Height and weight were measured. Bullying behavior was obtained by one-to-one interview in 7-10 years older students and group-administered surveys in 11-18 years older students. The results showed that, obese girls were more likely to be victimized (OR=1.73, CI: 1.16-2.59) compared to normal students. For boys, obesity was not associated with victimization, but obese boys (OR=1.45, CI: 1.04-2.03), especially 7-13 years old boys (OR=1.98, CI: 1.35-2.90) were more likely to bully others; obese boys also were more likely to be victim/bullies (OR=1.67, CI: 1.05-2.64). Weight victimization in Chinese school-aged children is not as common as in the west countries, but obese girls clearly realize more victimization, and obese younger boys show obvious aggression. Related departments should provide specific intervention for school bullying according students' weight status, age and gender.

  6. Evaluation of the feasibility of international growth standards for school-aged children and adolescents.

    PubMed

    Butte, Nancy F; Garza, Cutberto; de Onis, Mercedes

    2007-01-01

    The development of an international growth standard for the screening, surveillance, and monitoring of school-aged children and adolescents has been motivated by 2 contemporaneous events, the global surge in childhood obesity and the release of a new international growth standard for infants and preschool children by the WHO. If a prescriptive approach analogous to that taken by WHO for younger children is to be adopted for school-aged children and adolescents, several issues need to be addressed regarding the universality of growth potential across populations and the definition of optimal growth in children and adolescents. A working group of experts in growth and development and representatives from international organizations concluded that subpopulations exhibit similar patterns of growth when exposed to similar external conditioners of growth. However, based on available data, we cannot rule out that observed differences in linear growth across ethnic groups reflect true differences in genetic potential rather than environmental influences. Therefore, the sampling frame for the development of an international growth standard for children and adolescents must include multiethnic sampling strategies designed to capture the variation in human growth patterns. A single international growth standard for school-aged children and adolescents could be developed with careful consideration of the population and individual selection criteria, study design, sample size, measurements, and statistical modeling of primary growth and secondary ancillary data. The working group agreed that existing growth references for school-aged children and adolescents have shortcomings, particularly for assessing obesity, and that appropriate growth standards for these age groups should be developed for clinical and public health applications.

  7. The Relationship between the Second-to-Fourth Digit Ratio and Behavioral Sexual Dimorphism in School-Aged Children

    PubMed Central

    Mitsui, Takahiko; Araki, Atsuko; Miyashita, Chihiro; Ito, Sachiko; Ikeno, Tamiko; Sasaki, Seiko; Kitta, Takeya; Moriya, Kimihiko; Cho, Kazutoshi; Morioka, Keita; Kishi, Reiko; Shinohara, Nobuo; Takeda, Masayuki; Nonomura, Katsuya

    2016-01-01

    Sexually dimorphic brain development and behavior are known to be influenced by sex hormones exposure in prenatal periods. On the other hand, second-to forth digit ratio (2D/4D) has been used as an indirect method to investigate the putative effects of prenatal exposure to androgen. In the present study, we herein investigated the relationship between gender-role play behavior and the second-to-fourth digit ratio (2D/4D), which has been used as an indirect method to investigate the putative effects of prenatal exposure to androgens, in school-aged children. Among 4981 children who became 8 years old by November 2014 and were contactable for this survey by The Hokkaido Study of Environment and Children's Health, 1631 (32.7%), who had data for 2D/4D and Pre-school Activities Inventory (PSAI) as well as data for the survey at baseline, were available for analysis. Parents sent reports of PSAI on the sex-typical characteristics, preferred toys, and play activities of children, and black and white photocopies of the left and right hand palms via mail. PSAI consisted of 12 masculine items and 12 feminine items, and a composite score was created by subtracting the feminine score from the masculine score, with higher scores representing masculine-typical behavior. While composite scores in PSAI were significantly higher in boys than in girls, 2D/4D was significantly lower in boys than in girls. Although the presence or absence of brothers or sisters affected the composite, masculine, and feminine scored of PSAI, a multivariate regression model revealed that 2D/4D negatively correlated with the composite scores of PSAI in boys, whereas no correlation was found in girls. Although 2D/4D negatively correlated with the masculine score in boys and girls, no correlation was observed between 2D/4D and the feminine score. In conclusion, although social factors, such as the existence of brother or sisters, affect dimorphic brain development and behavior in childhood, the present

  8. State Test Programs Mushroom as NCLB Mandate Kicks in: Nearly Half of States Are Expanding Their Testing Programs to Additional Grades This School Year to Comply with the Federal No Child Left Behind Act

    ERIC Educational Resources Information Center

    Olson, Lynn

    2005-01-01

    Twenty-three states are expanding their testing programs to additional grades this school year to comply with the federal No Child Left Behind Act. In devising the new tests, most states have defied predictions and chosen to go beyond multiple-choice items, by including questions that ask students to construct their own responses. But many state…

  9. Gender atypical behavior in Chinese school-aged children: its prevalence and relation to sex, age, and only child status.

    PubMed

    Yu, Lu; Winter, Sam

    2011-07-01

    This study had three purposes: (a) to compare the prevalence of boys' and girls' gender-atypical behaviors (GABs) in a sample of Chinese school-aged children, (b) to examine the developmental pattern of GABs in Chinese boys and girls over the age range in question (6-12 years), and (c) to test the effects of being an only child on children's GAB expression. Parents of 486 boys and 417 girls completed a Child Play Behavior and Activity Questionnaire (CPBAQ) in regard to their own children, and a demographic information sheet. The frequency distribution for each gender-related behavior was calculated. The associations between sex, age, and only-child status, and CPBAQ scale scores were examined. Although most GABs (by their very nature) were exhibited infrequently in Chinese children, it was found that girls displayed GABs more frequently than boys did. The prevalence of GABs rose for girls as they grew older, but fell slightly for boys. The expressions of GABs in only children did not differ from that in children with siblings. Possible effects of Chinese culture (including the current only-child policy) on children's GABs are discussed.

  10. Early Neurodevelopmental Findings Predict School Age Cognitive Abilities in Duchenne Muscular Dystrophy: A Longitudinal Study

    PubMed Central

    Chieffo, Daniela; Brogna, Claudia; Berardinelli, Angela; D’Angelo, Grazia; Mallardi, Maria; D’Amico, Adele; Alfieri, Paolo; Mercuri, Eugenio; Pane, Marika

    2015-01-01

    Objective Neurodevelopmental and cognitive difficulties are known to occur frequently in boys with Duchenne muscular dystrophy but so far none of the published studies have reported both early neurodevelopmental assessments and cognitive tests in the same cohort. The aim of the present longitudinal study was to establish the correlation between early neurodevelopmental assessments performed in preschool boys and the cognitive scales performed at school age or later. Methods We performed cognitive tests at school age (mean age 5.7 year ±1.7 SD) (69 months+19 SD) in a cohort of Duchenne boys, previously assessed using the Griffiths scales before the age of 4 years (mean age when the Griffiths scales were performed 30 months ±8.9 SD). Results The range of total Developmental quotients on the Griffiths ranged between 56 and 116 (mean 89 ± 15.6 SD). The total Intelligence Quotients on the Wechsler scales ranged between 35 and 119 (mean 87 ± 17.2 SD). There was a significant correlation between the findings on the two scales. P = <0.0001. When we subdivided the cohort according to site of mutations, there was a difference between boys with mutations upstream exon 44 and those with mutations in exon 44–45 affecting Dp140 on both Developmental and Intelligence Quotient (p 0.01 and p 0,003 respectively). Conclusions Our results confirm that Duchenne boys tend to slightly underperform on both neurodevelopmental and cognitive assessments. Early neurodevelopmental findings correlated with the cognitive results obtained at school age with a clear concordance between subscales exploring similar domains on the two scales. PMID:26275215

  11. Relationship between Sugar Intake and Obesity among School-Age Children in Kaohsiung, Taiwan.

    PubMed

    Lin, Pei-Ying; Lin, Fang-Yu; Chen, Ting-Chun; Chen, Wen-Lee; Doong, Jia-Yau; Shikanai, Saiko; Sarukura, Nobuko; Yamamoto, Shigeru

    2016-01-01

    In recent years, the prevalence and problem of overweight and obesity in Taiwanese children have increased. There are many reports that the excessive intake of sugar increases the risk of lifestyle-related disease. However, sugar intake in Taiwanese children is not known. In this study, we investigated sugar intake from sugar-sweetened beverages, snacks and desserts among school-age children in Kaohsiung, Taiwan. We also tried to determine the relationship between sugar intake and body mass index (BMI). We contacted all the public elementary schools (10 schools) in a district, Kaohsiung, and obtained permission from 3 schools. The survey subjects were 410 (210 boys, 200 girls) school-age children (7, 10 and 12 y old). A nutrition survey was conducted using 3 non-consecutive days of the 24 h dietary recall method for sugar-sweetened beverages, snacks and desserts. Height and weight were measured. Sugar intakes were not significantly different among the different genders or ages (p>0.05) and average intake of all was 51.6 g/d. Percentages of each sugar in total intake were sucrose 60%, glucose 18%, fructose 16%, and lactose 6%. The intake of glucose and fructose may have come from isomerized sugar. Contributions of sugar-sweetened beverages and snacks (desserts) were 83.5% and 16.5%, respectively. Among the sugar-sweetened beverages the top 3 sources were tea (22%), milk tea (19%) and milk beverages (18%). A relationship between sugar intake and BMI was not observed. In conclusion, sugar intake of the children was higher than the WHO recommendation due to the high intake from beverages; however, sugar was not the cause of the high obesity rate.

  12. Usefulness of Left Ventricular Mass and Geometry for Determining 10-Year Prediction of Cardiovascular Disease in Adults Aged >65 Years (from the Cardiovascular Health Study).

    PubMed

    Desai, Chintan S; Bartz, Traci M; Gottdiener, John S; Lloyd-Jones, Donald M; Gardin, Julius M

    2016-09-01

    Left ventricular (LV) mass and geometry are associated with risk of cardiovascular disease (CVD). We sought to determine whether LV mass and geometry contribute to risk prediction for CVD in adults aged ≥65 years of the Cardiovascular Health Study. We indexed LV mass to body size, denoted as LV mass index (echo-LVMI), and we defined LV geometry as normal, concentric remodeling, and eccentric or concentric LV hypertrophy. We added echo-LVMI and LV geometry to separate 10-year risk prediction models containing traditional risk factors and determined the net reclassification improvement (NRI) for incident coronary heart disease (CHD), CVD (CHD, heart failure [HF], and stroke), and HF alone. Over 10 years of follow-up in 2,577 participants (64% women, 15% black, mean age 72 years) for CHD and CVD, the adjusted hazards ratios for a 1-SD higher echo-LVMI were 1.25 (95% CI 1.14 to 1.37), 1.24 (1.15 to 1.33), and 1.51 (1.40 to 1.62), respectively. Addition of echo-LVMI to the standard model for CHD resulted in an event NRI of -0.011 (95% CI -0.037 to 0.028) and nonevent NRI of 0.034 (95% CI 0.008 to 0.076). Addition of echo-LVMI and LV geometry to the standard model for CVD resulted in an event NRI of 0.013 (95% CI -0.0335 to 0.0311) and a nonevent NRI of 0.043 (95% CI 0.011 to 0.09). The nonevent NRI was also significant with addition of echo-LVMI for HF risk prediction (0.10, 95% CI 0.057 to 0.16). In conclusion, in adults aged ≥65 years, echo-LVMI improved risk prediction for CHD, CVD, and HF, driven primarily by improved reclassification of nonevents.

  13. Foot morphology in Spanish school children according to sex and age.

    PubMed

    Delgado-Abellán, Laura; Aguado, Xavier; Jiménez-Ormeño, Ester; Mecerreyes, Laura; Alegre, Luis M

    2014-01-01

    The aim of this study was to analyse the differences in foot dimensions in a sample of Spanish school-aged children. A total of 497 boys and 534 girls from Spain participated in the study. Measurements of both feet were obtained using a 3D foot digitiser, and shoe sizes were recorded and then estimated based on foot length measurements. The variations in foot measurements underwent a gradual increase with age in both boys and girls. Gender differences appeared at the age of 8-9 years, when the girls in the sample were found to wear smaller shoes than those they should have worn. Most foot dimensions begin to differ between boys and girls at the age of 8 years. The girls in the sample studied used footwear that was too small for their foot length, probably because they looked for a better width fit.

  14. Risky health-related behaviours among school-aged adolescents: a rational 'consumer' choice?

    PubMed

    Hartley, Jane E K

    2016-05-01

    Within the contemporary culture of consumption, school-aged adolescents, though neither waged nor salaried producers, are nevertheless treated by the media and the advertisers as if they are active consumers who are engaged in the project of the self. For those adolescents who lack the financial resources to 'buy into' this culture, anxiety may ensue. In order to ease this anxiety, and to acquire social status, some - not all - may make the 'rational' 'consumer' choice to engage in risky health-related behaviour. In situ ethnographic research is needed in order to complement and inform the existing survey-based evidence on the relationship between economic status and health-related behaviour among school-aged adolescents as they deal with the pressures of consumerism.

  15. Integrated Geospatial Education and Technology Training for High School Age Youth (HiGETT)

    NASA Astrophysics Data System (ADS)

    Allen, J. E.

    2012-12-01

    The Landsat series of satellites provides high quality, consistent, 30 m resolution data for studies of landscape-scale change over time at no cost to the user. The availability of the Landsat data archive and the effectiveness and ease of its use to solve practical societal problems, particularly integrated with Geographic Information Systems (GIS), has been a key factor in a movement to bring remote sensing education to community colleges (as in the "iGETT" program funded by the National Science Foundation, 2007-2011) and now to younger students of high school age. "Integrated Geospatial Education and Technology Training for High School Age Youth (HiGETT)" was a two-day meeting convened April 4-5, 2011 to explore and articulate effective means of reaching teens with geospatial technology education and career awareness. Participants represented industry, government, academia, and informal education organizations such as 4-H and Girl Scouts. This poster will summarize a report on that meeting.

  16. Morphometric Documentation of a High Prevalence of Left Ventricular Dilated Cardiomyopathy in Both Clinically Normal and Cyanotic Mature Commercial Broiler Breeder Roosters with Comparisons to Market-Age Broilers.

    PubMed

    Wilson, Floyd D; Magee, Danny L; Jones, Kelli H; Baravik-Munsell, Erica; Cummings, Timothy S; Wills, Robert W; Pace, Lanny W

    2016-09-01

    Previous studies documented the common occurrence of transitory cyanosis and echocardiographic aortic insufficiency in mature commercial broiler breeder roosters. During further investigations, we observed a high prevalence of hearts exhibiting extensive dilation of the left ventricle chamber compatible with dilated left ventricular cardiomyopathy present in both cyanotic and normal subpopulations. We conducted quantitative studies focused on documentation of cardiac ventricle parameters by using simple gross morphometric methods performed on formalin-fixed hearts obtained from both clinically normal roosters and those exhibiting variable transitory cyanosis, echocardiographic aortic insufficiency, or both. A high prevalence of often dramatic left ventricular dilation reflected in enlarged left ventricular chamber areas and elevated left ventricle-to-total ventricle area ratios was morphometrically documented. However, no statistically significant differences in the occurrence of ventricular abnormalities were observed between normal and cyanotic roosters. Age-associated changes were also demonstrated by comparative morphometric studies on hearts from normal market-age broilers (average age of 7 wk) and those of mature roosters (average age of 42 wk). Elevation in both left and right ventricular weight-to-total heart weight ratios dramatically increased with aging. In addition, values (average ± SD) for the left ventricle chamber area-to-total ventricle area ratios increased from 3.2 ± 2.0% in broilers up to 10.0 ± 8.8% in roosters. None of the normal broilers studied demonstrated left ventricular volume ratios above 10%, whereas 33% of the roosters had left ventricular volume ratios above 10%, including 13% with ratios of 20% or higher. However, the left ventricle wall area-to-body weight ratios were much closer for the two age groups (0.85 ± 0.18 cm(2)/kg in broilers and 0.79 ± 0.13 cm(2)/kg in roosters). Also, the standard right ventricle-to-total ventricle

  17. Factors associated with medication adherence in school-aged children with asthma.

    PubMed

    Chan, Amy H Y; Stewart, Alistair W; Foster, Juliet M; Mitchell, Edwin A; Camargo, Carlos A; Harrison, Jeff

    2016-01-01

    Adherence to preventive asthma treatment is poor, particularly in children, yet the factors associated with adherence in this age group are not well understood. Adherence was monitored electronically over 6 months in school-aged children who attended a regional emergency department in New Zealand for an asthma exacerbation and were prescribed twice-daily inhaled corticosteroids. Participants completed questionnaires including assessment of family demographics, asthma responsibility and learning style. Multivariable analysis of factors associated with adherence was conducted. 101 children (mean (range) age 8.9 (6-15) years, 51% male) participated. Median (interquartile range) preventer adherence was 30% (17-48%) of prescribed. Four explanatory factors were identified: female sex (+12% adherence), Asian ethnicity (+19% adherence), living in a smaller household (-3.0% adherence per person in the household), and younger age at diagnosis (+2.7% for every younger year of diagnosis) (all p<0.02). In school-aged children attending the emergency department for asthma, males and non-Asian ethnic groups were at high risk for poor inhaled corticosteroid adherence and may benefit most from intervention. Four factors explained a small proportion of adherence behaviour indicating the difficulty in identifying adherence barriers. Further research is recommended in other similar populations.

  18. Factors associated with medication adherence in school-aged children with asthma

    PubMed Central

    Stewart, Alistair W.; Foster, Juliet M.; Mitchell, Edwin A.; Camargo, Carlos A.; Harrison, Jeff

    2016-01-01

    Adherence to preventive asthma treatment is poor, particularly in children, yet the factors associated with adherence in this age group are not well understood. Adherence was monitored electronically over 6 months in school-aged children who attended a regional emergency department in New Zealand for an asthma exacerbation and were prescribed twice-daily inhaled corticosteroids. Participants completed questionnaires including assessment of family demographics, asthma responsibility and learning style. Multivariable analysis of factors associated with adherence was conducted. 101 children (mean (range) age 8.9 (6–15) years, 51% male) participated. Median (interquartile range) preventer adherence was 30% (17–48%) of prescribed. Four explanatory factors were identified: female sex (+12% adherence), Asian ethnicity (+19% adherence), living in a smaller household (−3.0% adherence per person in the household), and younger age at diagnosis (+2.7% for every younger year of diagnosis) (all p<0.02). In school-aged children attending the emergency department for asthma, males and non-Asian ethnic groups were at high risk for poor inhaled corticosteroid adherence and may benefit most from intervention. Four factors explained a small proportion of adherence behaviour indicating the difficulty in identifying adherence barriers. Further research is recommended in other similar populations. PMID:27730181

  19. Effects of age, gender and educational background on strength of motivation for medical school.

    PubMed

    Kusurkar, Rashmi; Kruitwagen, Cas; ten Cate, Olle; Croiset, Gerda

    2010-08-01

    The aim of this study was to determine the effects of selection, educational background, age and gender on strength of motivation to attend and pursue medical school. Graduate entry (GE) medical students (having Bachelor's degree in Life Sciences or related field) and Non-Graduate Entry (NGE) medical students (having only completed high school), were asked to fill out the Strength of Motivation for Medical School (SMMS) questionnaire at the start of medical school. The questionnaire measures the willingness of the medical students to pursue medical education even in the face of difficulty and sacrifice. GE students (59.64 ± 7.30) had higher strength of motivation as compared to NGE students (55.26 ± 8.33), so did females (57.05 ± 8.28) as compared to males (54.30 ± 8.08). 7.9% of the variance in the SMMS scores could be explained with the help of a linear regression model with age, gender and educational background/selection as predictor variables. Age was the single largest predictor. Maturity, taking developmental differences between sexes into account, was used as a predictor to correct for differences in the maturation of males and females. Still, the gender differences prevailed, though they were reduced. Pre-entrance educational background and selection also predicted the strength of motivation, but the effect of the two was confounded. Strength of motivation appears to be a dynamic entity, changing primarily with age and maturity and to a small extent with gender and experience.

  20. The transmission of tuberculosis in schools involving children 3 to 11 years of age.

    PubMed

    Roberts, Jonathan R; Mason, Brendan W; Paranjothy, Shantini; Palmer, Stephen R

    2012-01-01

    Little is known about the risk of tuberculosis transmission from children. We reviewed the published literature on the transmission of tuberculosis during outbreaks involving children 3 to 11 years of age and report that transmission rates among close contacts in school outbreaks are on average higher (weighted average 69.8% vs. 39.3%) if the index case is a child than an adult.

  1. Cytokines as the good predictors of refractory Mycoplasma pneumoniae pneumonia in school-aged children

    PubMed Central

    Zhang, Yuanyuan; Mei, Shufen; Zhou, Yunlian; Huang, Meixia; Dong, Guijuan; Chen, Zhimin

    2016-01-01

    Excessive immune response against pathogens may play an important role in refracory Mycoplasma pneumoniae pneumonia (RMPP). The aim of this study was to elucidate the associations between cytokines and the prediction of RMPP in school-aged patients. Retrospective analysis was performed on school-aged children with Mycoplasma pneumoniae pneumonia (MPP) hospitalized in our hospital between January 1, 2011 and December 31, 2015. The clinical charcteristics, including the cytokines in serum between the RMPP group and the general Mycoplasma pneumoniae pneumonia (GMPP) group were compared and the predictive values of RMPP were explored. Of total 180 patients, 115 patients were in the GMPP group, 65 were in the RMPP group. We found the levels of cytokines, including nterleukin (IL)-6, IL-10, interferon gamma (IFN-γ) in RMPP group were significantly higher than those in GMPP group (P < 0.01). In ROC curve analysis, IL-10 and IFN-γ were useful for differentiating patients with RMPP from those with GMPP. Logistic regression analysis showed that the IL-10 ≥ 3.65 pg/ml and IFN-γ ≥ 29.05 pg/ml were significant predictors regarding to RMPP. Additionally, a positive correlation between serum IL-10 and IFN-γ concentrations was observed. Conclusions: IL-10 and IFN-γ could be used as the good predictors of RMPP in school-aged children. PMID:27833154

  2. Epidemiology of tinea capitis among school-age children in Meiganga, Cameroon.

    PubMed

    Kechia, F A; Kouoto, E A; Nkoa, T; Nweze, E I; Fokoua, D C M; Fosso, S; Somo, M R

    2014-06-01

    Tinea capitis (TC) commonly called scalp ringworm is a worldwide concern and a public health problem in Africa. This study aimed at determining the epidemiologic profile of TC among school-aged children in the savanna zone of Cameroon. All children present at school during this study period, August 2011-July 2012, were examined for signs suggestive of TC. Children not registered at school were excluded from the study. Pathologic specimens were taken from suspected head lesions and cultured. Amongst the 4601 children, average age 10.7±0.16 years, 377 presented with suggestive TC lesions giving a prevalence of 8.1%. The proportion of boys with TC was (63.7%) higher than in girls (36.3%) (P≤0.05). TC manifestations varied; small plaques of alopecia 59.26% were the most frequent. Communal living was the most incriminated risk factor. Three hundred and thirty six isolates were obtained in culture. The prevalence was significantly higher (P<0.05) in age range between 8 and 12 years, followed by that between 13 and 15. The most prevalent isolate was T. soudannense 56.8%, followed by T. rubrum 29.2%. Only 6.0% of the isolates belonged to the genus Microsporum.

  3. Toxoplasma gondii seropositivity and cognitive functions in school-aged children.

    PubMed

    Mendy, A; Vieira, E R; Albatineh, A N; Gasana, J

    2015-08-01

    Toxoplasma gondii (T. gondii) infects one-third of the world population, but its association with cognitive functions in school-aged children is unclear. We examined the relationship between Toxoplasma seropositivity and neuropsychological tests scores (including math, reading, visuospatial reasoning and verbal memory) in 1755 school-aged children 12-16 years old who participated to the Third National Health and Nutrition Examination Survey, using multiple linear regressions adjusted for covariates. Toxoplasma seroprevalence was 7·7% and seropositivity to the parasite was associated with lower reading skills (regression coefficient [β] = -5·86, 95% confidence interval [CI]: -11·11, -0·61, P = 0·029) and memory capacities (β = -0·86, 95% CI: -1·58, -0·15, P = 0·017). The interaction between T. gondii seropositivity and vitamin E significantly correlated with memory scores. In subgroup analysis, Toxoplasma-associated memory impairment was worse in children with lower serum vitamin E concentrations (β = -1·61, 95% CI: -2·44, -0·77, P < 0·001) than in those with higher values (β = -0·12, 95% CI: -1·23, 0·99, P = 0·83). In conclusion, Toxoplasma seropositivity may be associated with reading and memory impairments in school-aged children. Serum vitamin E seems to modify the relationship between the parasitic infection and memory deficiency.

  4. [Food craving symptoms in older school age children and its relation to body-mass index].

    PubMed

    Světlák, M; Pšenicová, K

    2012-02-01

    Recent findings show that food craving represents an important co-factor in overweight and obesity etiology and its severity represents a good predictor of relapse during active weight control. Child overweight and obesity also represents significant predictive factor of adulthood obesity and evidence about its incidence in children is therefore important. In order to achieve this evidence the indices of food craving has measured in 150 older school age children (54 boys and 96 girls; mean age 13.6 ± 1.2). The food craving symptoms were measured by validated Czech translation of the General Food-Craving Questionnaire-Trait (G-FCQ-T). Body proportions of children were indexed by body-mass index (BMI). BMI were assessed according to cut-off points BMI references from the Czech Republic. Results have shown that older school children have experience with food craving symptoms, and that intensity of these symptoms is significantly associated with BMI value (r = 0.55; p < 0.0001). Statistical analysis also revealed higher incidence of food craving symptoms intensity in girls. These findings provide basic normative data about food craving symptoms occurrence and intensity in older school age children group. Presented results also indirectly support the hypothesis that food craving could represent important co-factor in childhood obesity etiology. The consequences for obesity psychotherapy will be discussed.

  5. Graph theoretical analysis of sedation's effect on whole brain functional system in school-aged children.

    PubMed

    Wei, Zhen; Alcauter, Sarael; Jin, Ke; Peng, Zi-Wen; Gao, Wei

    2013-01-01

    The neurophysiological mechanism underlying sedation, especially in school-aged children, remains largely unknown. The recently emerged resting-state functional magnetic resonance imaging (rsfMRI) technique, capable of delineating brain's functional interaction pattern among distributed brain areas, proves to be a unique and powerful tool to study sedation-induced brain reorganization. Based on a relatively large school-aged children population (n=28, 10.3±2.6 years, range 7-15 years) and leveraging rsfMRI and graph theoretical analysis, this study aims to delineate sedation-induced changes in brain's information transferring property from a whole brain system perspective. Our results show a global deterioration in brain's efficiency properties (p=0.0085 and 0.0018, for global and local efficiency, respectively) with a locally graded distribution featuring significant disruptions of key consciousness-related regions. Moreover, our results also indicate a redistribution of brain's information-processing hubs characterized by a right and posterior shift as consistent with the reduced level of consciousness during sedation. Overall, our findings inform a sedation-induced functional reorganization pattern in school-aged children that greatly improve our understanding of sedation's effect in children and may potentially serve as reference for future sedation-related experimental studies and clinical applications.

  6. Investigating "The Coolest School in America": A Study of a Learner-Centered School and Educational Technology in the Information Age

    ERIC Educational Resources Information Center

    Aslan, Sinem

    2012-01-01

    The primary purpose of this study was to improve existing design theories for characteristics of an information-age school and roles that educational technology should serve for key stakeholders in such schools. In addition to this primary purpose, this study explored how learner-centered instruction and assessment were implemented in an…

  7. Testing, time limits, and English learners: does age of school entry affect how quickly students can learn English?

    PubMed

    Conger, Dylan

    2009-06-01

    Using data on young English learners (EL) who enroll in the New York City public school system, I examine how long it takes students to become minimally proficient in English and how the time to proficiency differs for students by their age of school entry. Specifically, I follow four recent entry cohorts of ELs ages 5-10 and use discrete-time survival analysis to model the rate at which different age groups acquire proficiency. I find that approximately half of the students become proficient within three years after school entry and that younger students learn more quickly than older students. Age of entry differences are robust to controls for observed differences between age of entry groups in their economic and demographic characteristics, their disabilities, and the schools they attend. The results lend support to the theory that older students face developmental barriers to learning new languages quickly.

  8. Neonatal pain-related stress, functional cortical activity and visual-perceptual abilities in school-age children born at extremely low gestational age.

    PubMed

    Doesburg, Sam M; Chau, Cecil M; Cheung, Teresa P L; Moiseev, Alexander; Ribary, Urs; Herdman, Anthony T; Miller, Steven P; Cepeda, Ivan L; Synnes, Anne; Grunau, Ruth E

    2013-10-01

    Children born very prematurely (< or =32 weeks) often exhibit visual-perceptual difficulties at school-age, even in the absence of major neurological impairment. The alterations in functional brain activity that give rise to such problems, as well as the relationship between adverse neonatal experience and neurodevelopment, remain poorly understood. Repeated procedural pain-related stress during neonatal intensive care has been proposed to contribute to altered neurocognitive development in these children. Due to critical periods in the development of thalamocortical systems, the immature brain of infants born at extremely low gestational age (ELGA; < or =28 weeks) may have heightened vulnerability to neonatal pain. In a cohort of school-age children followed since birth we assessed relations between functional brain activity measured using magnetoencephalogragy (MEG), visual-perceptual abilities and cumulative neonatal pain. We demonstrated alterations in the spectral structure of spontaneous cortical oscillatory activity in ELGA children at school-age. Cumulative neonatal pain-related stress was associated with changes in background cortical rhythmicity in these children, and these alterations in spontaneous brain oscillations were negatively correlated with visual-perceptual abilities at school-age, and were not driven by potentially confounding neonatal variables. These findings provide the first evidence linking neonatal pain-related stress, the development of functional brain activity, and school-age cognitive outcome in these vulnerable children.

  9. A Connected Generation? Digital Inequalities in Elementary and High School Students According to Age and Socioeconomic Level

    ERIC Educational Resources Information Center

    Collin, Simon; Karsenti, Thierry; Ndimubandi, Alexis; Saffari, Hamid

    2016-01-01

    The objective of this article was to better understand the relationship between students' age and socioeconomic level, and its influence on students' digital uses. We conducted a quantitative study of 401 elementary and high school students in Quebec. Four independent variables were initially selected: two related to age (actual age and education…

  10. Continuity from Prelinguistic Communication to Later Language Ability: A Follow-Up Study from Infancy to Early School Age

    ERIC Educational Resources Information Center

    Määttä, Sira; Laakso, Marja-Leena; Tolvanen, Timo Ahonen Asko; Westerholm, Jari; Aro, Tuija

    2016-01-01

    Purpose: This longitudinal study examined the development of prelinguistic skills and the continuity of communication and language from the prelinguistic stage to school age. Method: Prelinguistic communication of 427 Finnish children was followed repeatedly from 6 to 18 months of age (n = 203-322 at ages 6, 9, 12, 15, and 18 months), and its…

  11. The "Open-Earedness" Hypothesis and the Development of Age-Related Aesthetic Reactions to Music in Elementary School Children

    ERIC Educational Resources Information Center

    Kopiez, Reinhard; Lehmann, Marco

    2008-01-01

    This study investigates age-related changes in musical preference in elementary school children. The tolerance towards unconventional musical styles has been called "open-earedness" (Hargreaves, 1982a), and it is assumed to decline with increasing age. Musical preferences of 186 students from grade 1 to 4 (age range: 6-10 years) were…

  12. The Role of Birthweight Discordance in the Intellectual and Motor Outcome for Triplets at Early School Age

    ERIC Educational Resources Information Center

    Natalucci, Giancarlo; Seitz, Jochen; Von Siebenthal, Kurt; Bucher, Hans U.; Milinari, Luciano; Jenni, Oskar G.; Latal, Beatrice

    2011-01-01

    Aim: We assessed motor and intellectual outcome in triplets at school age and investigated the predictive value of perinatal and demographic factors. Methods: Seventy-one live-born newborn infants (24 triplet pregnancies) were prospectively enrolled at birth. At the age of 6 years, 58 children (31 males, 27 females; mean gestational age 31.2wks…

  13. Speech Disruptions in the Sentence Formulation of School-Age Children with Specific Language Impairment

    PubMed Central

    Leonard, Laurence B.; Miller, Carol A.

    2009-01-01

    Background Many school-age children with specific language impairment (SLI)produce sentences that appear to conform to the adult grammar. It may be premature to conclude from this, however, that their language formulation ability is age appropriate. Aims In this study, we sought to determine whether a more subtle measure of language use, speech disruptions during sentence formulation, might serve to distinguish children with SLI from their typically-developing (TD) peers at an age when grammatical accuracy was high. We analyzed the rate of speech disruptions in simple sentence production in school-age children with SLI and TD age-matched peers. We predicted that (1) the SLI group would exhibit more speech disruptions than the TD group as a result of reduced language proficiency even when grammatical accuracy was high and, (2) the SLI group would demonstrate greater reductions in disruption frequency as compared to the TD group when given sentences that model the target syntactic structures. Methods & Procedures Twenty-eight children (17 SLI, 11 TD, M = 8;10 years) with no history of stuttering were presented with a series of picture pairs. The examiner described the first picture using a simple sentence and asked the child to repeat the sentence; the child then described the second picture. There were two priming conditions: Matching Syntax condition (paired pictures requiring the same syntactic structure) and Different Syntax condition (paired pictures requiring different syntactic structures). All testing was audio-recorded and speech disruptions (repetitions, revisions, fillers, long silent pauses) were transcribed and tabulated for each target response. The data were analyzed in an analysis of variance (ANOVA). Outcomes & Results T he SLI group demonstrated a significantly greater number of speech disruptions when compared to the TD group. There was no effect for priming. Conclusions & Implications School-age children with SLI appear to have difficulty with

  14. Nutritional status and growth parameters of school-age Roma children in the Republic of Macedonia.

    PubMed

    Spiroski, Igor; Dimitrovska, Zlatanka; Gjorgjev, Dragan; Mikik, Vladimir; Efremova-Stefanoska, Vesna; Naunova-Spiroska, Daniela; Kendrovski, Vladimir

    2011-06-01

    Main objective of the study was to assess the nutritional status of school age Roma children in Macedonia in order to detect precursors of possible health risks at an early age. The study was designed as a comparative case control study. Study group consisted of 229 Roma school children from the 1st and 272 from the 5th grade residing in different towns in Macedonia. The control group was recruited from other than Roma ethnic background and consisted of 283 children attending 1st and 356 children attending 5th grade. Every participant was measured for his/hers body height and weight. The t-test and Chi square (Chi2) were applied to test statistical significance of variables. The WHO's AnthroPlus software was applied to assess growth parameters and population at risk. There were significant differences in values of the body weight (p = 0.001) and height (p = 0.001) between Roma and non-Roma children attending the 1st grade of primary school. Weight-for-age, height-for-age and BMI-for-age indexes of the 1st grade children significantly differred in in the same intervals of SD (> or = -2SD and < -1SD; > or = -1SD and median; > +1SD and < or = +2SD; between Roma and non-Roma 5th graders. Anthropometric parameters of nutritional status of Roma children in Macedonia are significantly different than those of their non-Roma peers. Their health risks are predominantly related to underweight. The parameters related to health risks of overweight or obesity are lower in Roma than in non-Roma children.

  15. Left-handed Children in Singapore.

    ERIC Educational Resources Information Center

    Gan, Linda

    1998-01-01

    Used teacher questionnaires to examine incidence of left-handedness in nearly 2,800 Singaporean children, racial differences in this left-handed population, and educational provisions in preschool and primary school. Findings indicated that 7.5% of preschoolers and 6.3% of primary children were left-handed, with a higher proportion being Chinese…

  16. [Left-handedness and health].

    PubMed

    Milenković, Sanja; Belojević, Goran; Kocijancić, Radojka

    2010-01-01

    Hand dominance is defined as a proneness to use one hand rather than another in performing the majority of activities and this is the most obvious example of cerebral lateralization and an exclusive human characteristic. Left-handed people comprise 6-14% of the total population, while in Serbia, this percentage is 5-10%, moving from undeveloped to developed environments, where a socio-cultural pressure is less present. There is no agreement between investigators who in fact may be considered a left-handed person, about the percentage of left-handers in the population and about the etiology of left-handedness. In the scientific literature left-handedness has been related to health disorders (spine deformities, immunological disorders, migraine, neurosis, depressive psychosis, schizophrenia, insomnia, homosexuality, diabetes mellitus, arterial hypertension, sleep apnea, enuresis nocturna and Down Syndrome), developmental disorders (autism, dislexia and sttutering) and traumatism. The most reliable scientific evidences have been published about the relationship between left-handedness and spinal deformities in school children in puberty and with traumatism in general population. The controversy of other results in up-to-now investigations of health aspects of left-handedness may partly be explained by a scientific disagreement whether writing with the left hand is a sufficient criterium for left-handedness, or is it necessary to investigate other parameters for laterality assessment. Explanation of health aspects of left-handedness is dominantly based on Geschwind-Galaburda model about "anomalous" cerebral domination, as a consequence of hormonal disbalance.

  17. Trends of smoking prevalence among Lithuanian school-aged children in 1994-2006.

    PubMed

    Zaborskis, Apolinaras; Sumskas, Linas; Zemaitiene, Nida; Grabauskas, Vilius; Veryga, Aurelijus; Petkevicius, Robertas

    2009-01-01

    BACKGROUND. Despite much effort spent on antismoking programs in schools in different countries, limited effects have been observed in many cases. Evidence from European countries shows that active tobacco control actions such as ban on tobacco advertising, increase of tobacco taxes could lead to successful results. Our study was aimed to analyze time trends on smoking in Lithuanian school-aged children during the period of 1994-2006 in the context of antismoking policies, which were implemented in Lithuania. MATERIAL AND METHODS. This study was a part of WHO Cross-National Health Behavior in School-Aged Children (HBSC) study carried out in Lithuania. The standardized methods of international HBSC study protocol were applied. Stratified random representative samples of 5428, 4513, 5645, and 5632 students aged 11, 13, and 15 years were included into school-based anonymous questionnaire surveys in 1994, 1998, 2002, and 2006, respectively (spring semester). Questions on frequency of smoking, age of initiation and other questions were included. Response rates of each of these four questionnaire surveys were higher than 90%. RESULTS. Smoking behavior was more common among boys. The prevalence gap in smoking between boys and girls diminished during period of observation. Prevalence of smoking increased significantly among boys during the period of 1994-2002 (11.3%, 19.8%, and 23.6% in 1994, 1998, and 2002, respectively), but started to decline after (17.3% in 2006, P<0.05). Similar trends were observed among girls: 3.6%, 8.5%, 14.6%, and 12.5% of girls reported smoking in cross-sectional surveys of 1994, 1998, 2002, and 2006, respectively. Boys living in rural areas were more frequent smokers than those living in urban areas in 1994-1998 (9.5% vs 13.9%, P<0.05). However, the surveys of 2002-2006 showed opposite changes (25.6% vs 22.1%, P<0.05 and 17.8% vs 16.9%, P>0.05). Urban girls have reported smoking more frequently in comparison with rural girls. CONCLUSIONS. An

  18. Social and Physical Environmental Factors and Child Overweight in a Sample of American and Czech School-Aged Children: A Pilot Study

    ERIC Educational Resources Information Center

    Humenikova, Lenka; Gates, Gail E.

    2008-01-01

    Objective: To compare environmental factors that influence body mass index for age (BMI-for-age) between a sample of American and Czech school-aged children. Design: Pilot study. A parent questionnaire and school visits were used to collect data from parents and children. Setting: Public schools in 1 American and 2 Czech cities. Participants:…

  19. Bullying among school-age children in the greater Beirut area: risk and protective factors.

    PubMed

    Khamis, Vivian

    2015-01-01

    This study investigated the prevalence of bullying at schools in the Greater Beirut Area and the extent to which differences in children's sociodemographics, family and school environment, and coping strategies could account for variation in academic achievement, PTSD and emotional and behavioral disorders. Participants were 665 male and female children of mean age 13.8 years. Results indicated that a high proportion of children had been involved in bullying on a regular basis with victims having a higher prevalence ratio than bullies and bully/victims. Verbal bullying including spreading rumors was the most common type of victimization, followed by being rejected from a group. Being bullied about one's religion or sect comprised one of the most common bullying behaviors in schools. Students rarely tried to stop a student from being bullied and teachers were reported to have done relatively little or nothing to counteract bullying. Prevalence of bullying was more among boys than girls. School bullying was not associated with academic achievement or with having difficulties in reading and math. Children who were identified as bully/victim, victim, and bully suffered from PTSD compared to those who were not identified as being involved in bullying The study showed that both bullies and victims are at-risk for short term and long-term adjustment difficulties including hyperactivity, emotional symptoms, conduct problems and peer problems. Child's gender and emotion-focused coping stood out as risk factors for the development of bullying behaviors whereas age, problem-focused coping, family environment, and school environment were significant protective factors.

  20. Prevalence of Helicobacter Pylori Infection in School and Pre-School Aged Children with C-14 Urea Breath Test and the Association with Familial and Environmental Factors

    PubMed Central

    Çınar, Alev; Sadıç, Murat; İkbal Atılgan, Hasan; Baskın, Aylin; Koca, Gökhan; Demirel, Koray; Korkmaz, Meliha

    2015-01-01

    Objective: To investigate the prevalence of Helicobacter pylori (Hp) infection in pre-school and school age children with C-14 urea breath test, and to explore its association with age and socioeconomic factors in Turkey. Methods: Hp infection status was determined by using Urea Breath Test (UBT). Patients who had previous gastric surgery, Hp eradication treatment or equivocal UBT results were excluded. A questionnaire was administered to elicit information on gender, age, ABO/Rh blood group type, presence of gastric disease in the family, domestic animal in the household, and treatment for idiopathic Iron Deficiency Anemia (IDA). Results: This retrospective study included 500 pediatric patients (179 boys, 321 girls, mean age 10.7±4.3 years) of whom 62 (12.4%) were aged ≤6 years and 438 (87.6%) were aged 7 to 16 years. Helicobacter pylori (Hp) was positive in 245 (49%) cases. In the pre-school age group, 21/62 cases (34%) had positive UBT while in the school age group 224/438 children (51%) had positive UBT. A family history of dyspepsia and pet ownership were not associated with Hp positivity. Hp positive 76 (29.8%) children were on IDA treatment but this was not statistically significant. Conclusion: The Hp infection positivity rate was 49% in the pediatric age study group. The positivity rate was significantly lower at preschool age than school age, and it increased with age. There was no association with gender, ABO/Rh blood groups, presence of domestic pets, IDA, or history of gastric disease in the family. PMID:26316471