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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 Unscathed

    ERIC Educational Resources Information Center

    Allen, Tom

    2004-01-01

    The author maintains that the No Child Left Behind (NCLB) Act of 2001 brands good schools with "failing" labels, places the heaviest burdens on states that were already striving to meet challenging education goals, imposes inflexible rules, and fails to make good on promises to pay for programs that would help struggling schools meet the demands…

  3. 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 suggestions…

  4. 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 ...

  5. No Child Left Behind: The Case of Roosevelt High School

    ERIC Educational Resources Information Center

    Ambrosio, John

    2004-01-01

    In this article, the author tells the story of one school and how the No Child Left Behind (NCLB) Act has been affecting its teachers and the educational opportunities and outcomes of its students. Roosevelt High School, located in North Portland, Oregon, has the most ethnically diverse student population in what is the largest school district in…

  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. 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…

  8. School-age children development

    MedlinePlus

    ... to deal with failure or frustration without losing self-esteem. There are many causes of school failure, including: ... to deal with failure or frustration without losing self-esteem. SAFETY Safety is important for school-age children. ...

  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. Aligning School Counselors, Comprehensive School Counseling Programs, and the No Child Left Behind Act of 2001

    ERIC Educational Resources Information Center

    Sabens, Franciene S.; Zyromski, Brett

    2009-01-01

    The No Child Left Behind (NCLB) Act contains numerous implications for school counselors, but the affects of NCLB on school counselors' roles and identities has not been thoroughly explored. Further, ways comprehensive school counseling programs and school counselors can thrive while striving to meet the goals of NCLB have been ignored in previous…

  11. 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…

  12. School-Age NOTES, 1999.

    ERIC Educational Resources Information Center

    Scofield, Richard T., Ed.

    1999-01-01

    This document is comprised of the 12 monthly issues of a newsletter providing support and information for providers of child care for school-age children. The featured articles for each month are: (1) "Tips for New and Old for the New School Year" (September); (2) "Train Them and Retain Them: Keeping Quality Staff" (October); (3) "What Older Kids…

  13. Age Segregation in Schools.

    ERIC Educational Resources Information Center

    Pratt, David

    Evidence from ethnology, anthropology, and educational history and research indicates that age segregation is neither necessary nor natural. An examination of primate and simple human societies suggests that rigid assumptions about age segregation of the young is a recent departure from social patterns existing for millions of years. The…

  14. School-Age NOTES. 1997.

    ERIC Educational Resources Information Center

    Scofield, Richard T., Ed.

    1997-01-01

    These 12 newsletter issues offer support and information for providers of child care for school-age children. The featured articles for each month are: (1) "ASCAP [American Society of Composers, Authors, and Publishers] Retreats on Camp Song Use"; (2) "Walking the Talk: Modeling Conflict Resolution Behaviors"; (3) "10 Staff Motivation Tips"; (4)…

  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

    ... 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 will... Child Left Behind Act of 2001. DATES: The Committee's second meeting will begin at 8:30 a.m. on April...

  16. 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…

  17. Telomere dynamics during aging in polygenic left ventricular hypertrophy.

    PubMed

    Marques, Francine Z; Booth, Scott A; Prestes, Priscilla R; Curl, Claire L; Delbridge, Lea M D; Lewandowski, Paul; Harrap, Stephen B; Charchar, Fadi J

    2016-01-01

    Short telomeres are associated with increased risk of cardiovascular disease. Here we studied cardiomyocyte telomere length at key ages during the ontogeny of cardiac hypertrophy and failure in the hypertrophic heart rat (HHR) and compared these with the normal heart rat (NHR) control strain. Key ages corresponded with the pathophysiological sequence beginning with fewer cardiomyocytes (2 days), leading to left ventricular hypertrophy (LVH) (13 wk) and subsequently progression to heart failure (38 wk). We measured telomere length, tissue activity of telomerase, mRNA levels of telomerase reverse transcriptase (Tert) and telomerase RNA component (Terc), and expression of the telomeric regulator microRNA miR-34a. Cardiac telomere length was longer in the HHR compared with the control strain at 2 days and 38 wk, but shorter at 13 wk. Neonatal HHR had higher cardiac telomerase activity and expression of Tert and miR-34a. Telomerase activity was not different at 13 or 38 wk. Tert mRNA and Terc RNA were overexpressed at 38 wk, while miR-34a was overexpressed at 13 wk but downregulated at 38 wk. Circulating leukocytes were strongly correlated with cardiac telomere length in the HHR only. The longer neonatal telomeres in HHR are likely to reflect fewer fetal and early postnatal cardiomyocyte cell divisions and explain the reduced total cardiomyocyte complement that predisposes to later hypertrophy and failure. Although shorter telomeres were a feature of cardiac hypertrophy at 13 wk, they were not present at the progression to heart failure at 38 wk.

  18. Who's Who in School-Age Care

    ERIC Educational Resources Information Center

    Neugebauer, Roger

    2006-01-01

    In the field of school-age care, there are three organizations that have been instrumental in the development of the profession: (1) School-Age "NOTES"; (2) National Institute on Out-of-School Time; and (3) National AfterSchool Association. In recent years many new players have been effective in promoting the field. In this article, the author…

  19. Left-lateralized early neurophysiological response for Chinese characters in young primary school children.

    PubMed

    Cao, Xiaohua; Li, Su; Zhao, Jing; Lin, Si'en; Weng, Xuchu

    2011-04-01

    Adult readers consistently show an enhanced early event-related potential (ERP) response, N170, for visual words compared with other stimuli at left posterior electrodes. Developmental studies with words in alphabetic languages showed that this neurophysiological specialization for print develops rapidly from 6 to 10-years of age and becomes established around 10-11 years of age. Here we report for the first time the development of the word-related N170 in Chinese children learning to read Chinese, a logographic writing system radically different from alphabetic scripts in visual and linguistic features. We recorded ERP responses elicited by Chinese characters and line drawings of common objects in three groups of primary school children at 7, 9, and 11 years of age as well as college students. Results showed that the amplitude of N170 evoked by Chinese characters in the 7-year-old group was significantly larger than that in the 11-year-old group and the adult readers. Remarkably, all four age groups - even the youngest group - showed an increased and left-lateralized N170 response for Chinese characters, as compared with line drawings, suggesting that a relatively specialized mechanism for processing Chinese characters is already emergent by as early as 7 years of age. Our results, combined with studies of non-Chinese child readers suggest that the developmental pattern of word-related N170 is highly similar across different scripts, possibly reflecting increased visual processing expertise that children acquire through everyday reading. PMID:21310213

  20. Student Achievement and Efficiency in Missouri Schools and the No Child Left Behind Act

    ERIC Educational Resources Information Center

    Primont, Diane F.; Domazlicky, Bruce

    2006-01-01

    The 2001 No Child Left Behind Act requires that schools make ''annual yearly progress'' in raising student achievement, or face possible sanctions. The No Child Left Behind Act places added emphasis on test scores, such as scores from the Missouri Assessment Program (MAP), to evaluate the performance of schools. In this paper, we investigate…

  1. 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…

  2. 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…

  3. 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 students' ability to…

  4. Charter Schools and No Child Left Behind: Sacrificing Autonomy for Accountability

    ERIC Educational Resources Information Center

    Stillings, Cara

    2005-01-01

    Amid concerns about standards, testing, and accountability, talk of the impact of No Child Left Behind (NCLB) on another recent education reform, charter schooling, is conspicuously absent. As public schools, charter schools across the country are subject to NCLB's testing requirements. At first blush, it seems only fair that charter schools…

  5. The Effects of No Child Left Behind on School Services and Student Outcomes. Conference Paper

    ERIC Educational Resources Information Center

    Reback, Randall; Rockoff, Jonah E.; Schwartz, Heather L.

    2009-01-01

    Under the "No Child Left Behind Act" (NCLB), in theory, schools on the margin for meeting AYP face strong short-term incentives to increase students' pass rates on specific exams, and may change their behavior accordingly. Using a comprehensive, national, school-level data set concerning schools' AYP status, student characteristics, and student…

  6. Age versus Schooling Effects on Intelligence Development.

    ERIC Educational Resources Information Center

    Cahan, Sorel; Cohen, Nora

    1989-01-01

    A study of effects of age and schooling in grades five and six on raw scores from a variety of general ability tests found that schooling: (1) is the major factor underlying the increase of intelligence test scores as a function of age; and (2) has a larger effect on verbal than nonverbal tests. (RH)

  7. 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…

  8. 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…

  9. 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,…

  10. 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…

  11. Quantification of Protein Expression Changes in the Aging Left Ventricle of Rattus norvegicus

    PubMed Central

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

    2009-01-01

    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. PMID:19603826

  12. 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…

  13. Parenting School-Age Children

    MedlinePlus

    ... childhood. She will spend more time with her peers, both in and out of school. These playmates ... deal with the stresses associated with your child's peer relationships. From time to time she may have ...

  14. 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…

  15. School age test or procedure preparation

    MedlinePlus

    ... appropriate. Older school-age children might view this approach as childish. Consider your child's intellectual needs before using this type of communication. Older children may benefit from films that show ...

  16. 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…

  17. 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…

  18. Do left-handed children have advantages regarding school performance and leadership skills?

    PubMed

    Faurie, Charlotte; Vianey-Liaud, Nicolas; Raymond, Michel

    2006-01-01

    A handedness polymorphism exists in all human populations so far investigated, at least since the Palaeolithic. Handedness is a heritable trait, and a possible evolutionary explanation for the higher prevalence of right-handers is the association of left-handedness with some deleterious traits. In this context, the persistence of left-handers remains unexplained. Reproductive success has been shown to be dependent on cultural success in many human societies. This study is the first attempt to consider the importance of social status to evolutionary processes related to handedness. We conducted a survey in French public primary schools to look for a possible association between laterality, school performance, and leadership skills. This study revealed only weak associations, and a sex effect. For primary-school girls, we report a negative association between several indicators of left-sidedness and teacher's ratings of school performance and leadership skills. For primary-school boys, we report a positive association between left-handedness for writing and teacher's ratings of school performance. The present study did not reveal any strong relation between laterality and school performance, but has shown that general school performance is not independent of laterality, and that the effect is opposite in males and females. The main difficulty is now to define clearly the different intellectual functions involved. PMID:16414916

  19. 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…

  20. 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…

  1. 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…

  2. Serving Hispanic School-Aged Children in after School Programming: Implications for School Social Work

    ERIC Educational Resources Information Center

    Greenberg, Joy Pastan

    2012-01-01

    The U.S. school-age population has been experiencing dramatic demographic changes over the past two decades. Hispanic students constitute the fastest growing student group today, and this growth is expected to continue such that there will be more Hispanic school-aged children than non-Hispanic school-aged children in 2050. Unfortunately, Hispanic…

  3. Aging-associated changes in L-type calcium channels in the left atria of dogs

    PubMed Central

    GAN, TIAN-YI; QIAO, WEIWEI; XU, GUO-JUN; ZHOU, XIAN-HUI; TANG, BAO-PENG; SONG, JIAN-GUO; LI, YAO-DONG; ZHANG, JIAN; LI, FA-PENG; MAO, TING; JIANG, TAO

    2013-01-01

    Action potential (AP) contours vary considerably between the fibers of normal adult and aged left atria. The underlying ionic and molecular mechanisms that mediate these differences remain unknown. The aim of the present study was to investigate whether the L-type calcium current (ICa.L) and the L-type Ca2+ channel of the left atria may be altered with age to contribute to atrial fibrillation (AF). Two groups of mongrel dogs (normal adults, 2–2.5 years old and older dogs, >8 years old) were used in this study. The inducibility of AF was quantitated using the cumulative window of vulnerability (WOV). A whole-cell patch-clamp was used to record APs and ICa.L in left atrial (LA) cells obtained from the two groups of dogs. Protein and mRNA expression levels of the a1C (Cav1.2) subunit of the L-type calcium channel were assessed using western blotting and quantitative PCR (qPCR), respectively. Although the resting potential, AP amplitude and did not differ with age, the plateau potential was more negative and the APD90 was longer in the aged cells compared with that in normal adult cells. Aged LA cells exhibited lower peak ICa.L current densities than normal adult LA cells (P<0.05). In addition, the Cav1.2 mRNA and protein expression levels in LA cells were decreased in the aged group compared with those in the normal adult group. The lower AP plateau potential and the decreased ICa.L of LA cells in aged dogs may contribute to the slow and discontinuous conduction of the left atria. Furthermore, the reduction of the expression levels of Cav1.2 with age may be the molecular mechanism that mediates the decline in ICa.L with increasing age. PMID:24137290

  4. 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…

  5. 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.

  6. 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 teaching…

  7. School-Age NOTES, 2000-2001.

    ERIC Educational Resources Information Center

    Scofield, Richard T., Ed.

    2001-01-01

    This document is comprised of the 12 monthly issues of a newsletter providing support and information for providers of child care for school-age children. The featured articles for each month are: (1) "Re-Evaluating Praise" (September); (2) "Making the Season Brighter: Tips To Create More Inclusive Holiday Programs" (October); (3) "Transitions:…

  8. 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…

  9. "No Child Left Behind" State Education Report, School Year 2003-04.

    ERIC Educational Resources Information Center

    State of Hawaii Department of Education, 2004

    2004-01-01

    This document contains statistical information for the following performance targets for school years 2002-03 and 2003-04 in the state of Hawaii: (1) reading; (2) mathematics; (3) graduation; and (4) retention. The federal "No Child Left Behind" (NCLB) law requires the state to report this information. The state performance of these groups are…

  10. 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…

  11. School District Responsibilities in Addressing Parental Involvement in No Child Left Behind

    ERIC Educational Resources Information Center

    Finch, Kim S.

    2010-01-01

    No Child Left Behind, Section 1118, Title I is devoted solely to parental involvement. Section 1118 requires school districts receiving Title I funds to develop and implement a written plan for parent involvement. Parental involvement is examined through teachers' responses concerning their engagement of parents in student achievement. Results…

  12. Left-Behind Children in Rural Primary Schools: The Case of Sichuan Province

    ERIC Educational Resources Information Center

    Liang, Wenyan; Hou, Longlong; Chen, Wentao

    2008-01-01

    During China's economic transformation, much of the rural population migrated to urban areas in search of employment opportunities. "Left-behind children" are the product of this phenomenon and need significant attention. Our study adopted elementary school students in Sichuan province as the subjects. After carefully studying their academic…

  13. 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…

  14. Has No Child Left Behind Changed the Face of Leadership in Public Schools?

    ERIC Educational Resources Information Center

    Gosnell-Lamb, Judy; O'Reilly, Frances L.; Matt, John J.

    2013-01-01

    A national study examined the perceptions of educational leaders and classroom leaders as to the changes that have occurred in public P-12 schools since the inception of No Child Left Behind. Administrators and teachers who had remained in the same district for five years, and who had been in the field of education since at least 2002, were asked…

  15. School-Age Child Care Trend Report: Part 2

    ERIC Educational Resources Information Center

    Neugebauer, Roger

    2007-01-01

    According to the author, school-age care is the fastest growing segment of the early childhood arena and possibly the least visible. While programs have been serving school-age children in out-of-school hours since the turn of the century, it is only in recent years that professionals have started to view school-age care as a distinct discipline…

  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. Schools, Schooling, and Children's Support of Their Aging Parents

    PubMed Central

    Brauner-Otto, Sarah R.

    2009-01-01

    Intergenerational transfers play an important role in individuals' lives across the life course. In this paper I pull together theories on intergenerational transfers and social change to inform our understanding of how changes in the educational context influence children's support of their parents. By examining multiple aspects of a couple's educational context, including husbands' and wives' education and exposure to schools, this paper provides new information on the mechanisms through which changes in social context influence children's support of their parents. Using data from a rural Nepalese area I use multilevel logistic regression to estimate the relationship between schooling, exposure to schools, and the likelihood of couples giving to their parents. I find that both schooling and exposure to schools itself have separate, opposite effects on support of aging parents. Higher levels of schooling for husbands was associated with a higher likelihood of having given support to husbands' parents. On the other hand, increased exposure to schools for husbands and wives was associated with a lower likelihood of having given to wives' parents. Findings constitute evidence that multiple motivations for intergenerational support exist simultaneously and are related to social context through different mechanisms. PMID:20161526

  18. 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

  19. Exit and Entry: Why Parents in Utah Left Public Schools and Chose Private Schools

    ERIC Educational Resources Information Center

    Bukhari, Patras; Randall, E. Vance

    2009-01-01

    This study explored the factors that influenced parental decisions to exit a public school and enroll their children in a private school. It also explored why parents chose the specific private school their child attends and the level of satisfaction they have with their private school choice. The key reasons for leaving public education were: (a)…

  20. Communicating for Quality in School Age Care Services

    ERIC Educational Resources Information Center

    Cartmel, Jennifer; Grieshaber, Susan

    2014-01-01

    School Age Care (SAC) services have existed in Australia for over 100 years but they have tended to take a back seat when compared with provision for school-aged children and those under school age using early childhood education and care (ECEC) services. Many SAC services are housed in shared premises and many children attending preparatory or…

  1. 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.

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

    PubMed

    Yang, Tianyi; Chiao, Ying Ann; Wang, Yunji; Voorhees, Andrew; Han, Hai-Chao; Lindsey, Merry L; Jin, Yu-Fang

    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

  3. 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…

  4. 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…

  5. 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,…

  6. 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,…

  7. 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…

  8. 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

  9. [Young children, toddlers and school age children].

    PubMed

    Heller-Rouassant, Solange; Flores-Quijano, María Eugenia

    2016-09-01

    Cow´s milk represents a very important source of proteins of high biological value and calcium in the child´s diet. The aim of this article is to review the available evidences of its role in nutrition of young children and school age children. Its main benefits are related with effects in linear growth, bone health and oral health, as protein source in early severe malnutrition, and it does not appears to influence metabolic syndrome risk and autism. High protein content in cow´s milk and increased protein consumption by children during the complementary feeding period is associated to the risk of developing a high body mass index and obesity in school-age children; therefore, milk consumption should be mildly restricted during the second year of life and to 480-720 ml/day during the first years of life. Its relationship with some diseases has not been confirmed, and milk consumption is associated with iron deficiency. The use of low-fat cow's milk instead of regular milk in young children remains controversial and its introduction is not advised before 2 to 4 years of age. PMID:27603883

  10. Effect of ageing on left ventricular compliance and distensibility in healthy sedentary humans

    PubMed Central

    Fujimoto, Naoki; Hastings, Jeffrey L; Bhella, Paul S; Shibata, Shigeki; Gandhi, Nainesh K; Carrick-Ranson, Graeme; Palmer, Dean; Levine, Benjamin D

    2012-01-01

    Healthy, but sedentary ageing leads to marked atrophy and stiffening of the heart, with substantially reduced cardiac compliance; but the time course of when this process occurs during normal ageing is unknown. Seventy healthy sedentary subjects (39 female; 21–77 years) were recruited from the Dallas Heart Study, a population-based, random community sample and enriched by a second random sample from employees of Texas Health Resources. Subjects were highly screened for co-morbidities and stratified into four groups according to age: G21−34: 21–34 years, G35−49: 35–49 years, G50−64: 50–64 years, G≥65: ≥65 years. All subjects underwent invasive haemodynamic measurements with right heart catheterization to define Starling and left ventricular (LV) pressure–volume curves. LV end-diastolic volumes (EDV) were measured by echocardiography at baseline, −15 and −30 mmHg lower-body negative pressure, and 15 and 30 ml kg−1 saline infusion with simultaneous measurements of pulmonary capillary wedge pressure. There were no differences in heart rate or blood pressures among the four groups at baseline. Baseline EDV index was smaller in G≥65 than other groups. LV diastolic pressure–volume curves confirmed a substantially greater LV compliance in G21−34 compared with G50−64 and G≥65, resulting in greater LV volume changes with preload manipulations. Although LV chamber compliance in G50−64 and G≥65 appeared identical, pressure–volume curves were shifted leftward, toward a decreased distensibility, with increasing age. These results suggest that LV stiffening in healthy ageing occurs during the transition between youth and middle-age and becomes manifest between the ages of 50 to 64. Thereafter, this LV stiffening is followed by LV volume contraction and remodelling after the age of 65. PMID:22331419

  11. School-Age NOTES Newsletter, 1999-2000.

    ERIC Educational Resources Information Center

    Scofield, Richard T., Ed.

    2000-01-01

    This document is comprised of the 12 monthly issues of a newsletter providing support and information for providers of child care for school-age children. The featured articles for each month are: (1) "Reflections on the School-Age Field" (September); (2) "Tips for Effective Service-Learning Projects in Out-of-School Time Programs" (October); (3)…

  12. Relation of left ventricular thickness to age and gender in hypertrophic cardiomyopathy.

    PubMed

    Maron, Barry J; Casey, Susan A; Hurrell, David G; Aeppli, Dorothee M

    2003-05-15

    Left ventricular (LV) wall thickening is the most consistent clinical marker of hypertrophic cardiomyopathy (HC), and characteristically increases substantially during adolescence. In this study, we used 2-dimensional echocardiography to develop a cross-sectional profile of LV wall thicknesses in adult patients with HC. We studied a regional community-based cohort of 239 consecutively enrolled patients (aged 18 to 91 years). On average, maximum LV wall thickness decreased relative to increasing age (p = 0.007) within 4 age groups: 22.8 +/- 5.1 mm (18 to 39 years) to 22.1 +/- 5.1 mm (40 to 59 years) to 21.1 +/- 3.7 mm (60 to 74 years) to 20.8 +/- 3.6 mm (>or=75 years). The LV thickness index (summation of wall thicknesses in all 4 segments) also decreased with age (p = 0.017): 63.0 +/- 12.2 mm to 59.8 +/- 11.9 mm to 58.3 +/- 10.4 mm to 57.9 +/- 9.8 mm. Decreasing magnitude of LV hypertrophy was independently associated with increasing age, but not with other relevant disease variables, such as symptoms and outflow obstruction. However, when separated by gender, this inverse relation between age and LV wall thickness was statistically significant only for women (p = 0.007). In conclusion, in an unselected HC cohort, cross-sectional analysis showed a modest but statistically significant inverse relation between age and LV hypertrophy that was largely gender-specific for women. This association constitutes another facet of the natural history of this complex and heterogenous disease and may reflect disproportionate occurrence of premature death in young patients with HC with marked hypertrophy or possibly gradual LV remodeling.

  13. 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…

  14. 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…

  15. Therapeutic effect of interventional therapy for unprotected left main coronary artery lesions in aged patients

    PubMed Central

    Wei, Zhong-Hai; Song, Jie; Wang, Lian; Zhang, Jing-Mei; Huang, Wei; Xu, Biao

    2015-01-01

    Objective To assesse the therapeutic effect of interventional therapy in aged patients with unprotected left main coronary artery (UPLM) lesions. Methods A total of 61 patients who were over 60 years and accepted interventional therapy of UPLM from January 2012 to November 2013 in our hospital were followed up for average 14.6 months by telephone call or outpatient visits. We analyzed the clinical features data of the interventional therapy and assessed the factors that likely influenced the clinical prognosis. Results The average age of the 61 patients was 73.9 years. The average left ventricular ejection fraction (LVEF) was 47.7%. The median of the estimated glomerular filtration rate (eGFR) was 52 mL/min per 1.73 mm2. The average SYNTAX score was 27.4 and the median of stent length was 36 mm. The cumulative incidence of cardiac death at 30 days and major adverse cardiac events (MACE) after one year was 6.6% and 32.5% estimated by Kaplan-Meier plots respectively. No severe hemorrhagic complications were observed during follow-up period. On multivariate regression analysis with a COX proportional hazards model, LVEF was an independent predictor of cardiac death at 30 days [Hazard ratio (HR): 0.7, P = 0.01]. As for MACE after one year, LVEF and eGFR were both independent predictors (HR: 0.91, P = 0.06 for LVEF, HR: 0.03, P = 0.097 for eGFR). Conclusions The interventional therapy for UPLM was effective and safe in aged patients. LVEF was the only predictor of cardiac death at 30 days, while LVEF and eGFR were both independent predictors of MACE after one year. PMID:26788040

  16. 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.

  17. 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…

  18. 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…

  19. 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…

  20. Oil and Water Still: How No Child Left Behind Limits and Distorts Environmental Education in US Schools

    ERIC Educational Resources Information Center

    Gruenewald, David A.; Manteaw, Bob Offei

    2007-01-01

    This article explores the problematic tensions between schooling and environmental education in the United States, with a special focus on the No Child Left Behind Act of 2001. Today in the United States, this powerful federal legislation dominates the discourse and practice of schooling, and works against the aims of environmental education in…

  1. 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 spectacle works to…

  2. 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…

  3. Accessory mitral valve without subaortic obstruction of left ventricular outflow tract in a middle-aged male

    PubMed Central

    Golias, Christos; Bitsis, Theodosis; Krikidis, Dimitrios; Charalabopoulos, Konstantinos

    2012-01-01

    Accessory mitral valve (AMV) is a rare congenital abnormality with a usually early-age clinical onset, being potentially a cause of subvalvular obstruction of the left ventricular outflow tract. This report describes the case of a 60-year-old patient presented with palpitations and chest pain. Primary evaluation revealed a ventricular tachycardia episode while transthoracic echocardiography showed an intracardiac additional structure at the level of the left ventricular outflow tract. After transoesophageal echocardiography and paraclinical investigations this structure was proven to be an AMV tissue which did not provoke left ventricular outflow obstruction. This case presents an unusual late-age clinical onset of AMV without a clinically significant LVOT (left ventricular outflow tract) obstruction and highlights the importance of transthoracic and transoesophageal echocardiography in the diagnosis of this rare cardiological entity. PMID:23175008

  4. Kids Club: A School-Age Program Guide for Directors.

    ERIC Educational Resources Information Center

    Sisson, Linda G.

    This handbook for administrators of school-age day care programs offers guidelines on implementing Kids Club programs. Kids Clubs coordinate family and public school resources to meet elementary children's needs for adult supervision and guidance when the children are not in school and their parents are at work. The handbook consists of seven…

  5. Family Day Care and the School-Age Child.

    ERIC Educational Resources Information Center

    Seltzer, Michelle Seligson

    This paper provides portions of a workshop discussion at the Wheelock Conference on School-Age Child Care concerning the role of family day care for school-age children. The workshop participants included family day care providers affiliated with the day care system in the Greater Boston area, administrators of a family day care system which also…

  6. 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 subjects,…

  7. Status Report #1 on School-Age Care.

    ERIC Educational Resources Information Center

    Neugebauer, Roger

    1993-01-01

    Provides an overview of issues and trends in school-age care. Topics discussed include (1) the population that needs care; (2) the providers of care; (3) challenges to providing care that relate to facility space, funding, affordability, staffing, and competition among providers; and (4) the future of school-age care. (HOD)

  8. 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…

  9. 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…

  10. School Security Moves into the Digital Age.

    ERIC Educational Resources Information Center

    Garza, Katie

    2002-01-01

    Discusses school security procedures following not only the September 11 terrorist attacks but also earlier school shootings. Highlights include zero tolerance policies; campus surveillance systems; digital systems that work on PCs; remote monitoring; and protecting central administration buildings and staff. (LRW)

  11. HEALTH OF CHILDREN OF SCHOOL AGE.

    ERIC Educational Resources Information Center

    LESSER, ARTHUR

    A HEALTH, EDUCATION, AND WELFARE STUDY OF SCHOOL HEALTH PROGRAMS, THIS REPORT PRESENTS STATISTICS ON (1) THE NATION'S CHILD POPULATION, (2) CHILDREN IN LOW-INCOME FAMILIES, (3) ILLNESSES OF CHILDHOOD, (4) SCHOOL HEALTH SERVICES, AND (5) TRENDS IN THE PROVISION OF HEALTH CARE FOR CHILDREN. THE REPORT EMPHASIZES THE GAPS IN CHILD HEALTH SUPERVISION…

  12. 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…

  13. School mobility and school-age children's social adjustment.

    PubMed

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

    2015-02-01

    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 was investigated. These issues were examined in 2 longitudinal samples of U.S. (N = 1,364) and Canadian (N = 1,447) elementary school children. Propensity weighted analyses controlling for premobility individual, family, and friends' characteristics indicated that children who experienced both school and family transitions were at risk of either social withdrawal (in the Canadian sample) or affiliation with socially maladjusted peers (in the U.S. sample). These findings suggest the importance of considering both the social consequences of school mobility and the context in which such mobility occurs. PMID:25485607

  14. 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…

  15. 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…

  16. Accelerating the Pedagogy of Poverty in Urban Schools: Unanticipated Consequences of the No Child Left Behind (NCLB) Act

    ERIC Educational Resources Information Center

    Waxman, Hersh C.; Padron, Yolanda N.; Lee, Yuan-Hsuan

    2010-01-01

    The No Child Left Behind Act (NCLB) of 2002 calls for several changes in the K-12 education system in the United States. It focuses on evidence-based educational practices for schools in the United States. This study was part of a large-scale, 8-year research project that examined the quality of classroom instruction from three elementary schools…

  17. Language, Sovereignty, Cultural Contestation, and American Indian Schools: No Child Left Behind and a Navajo Test Case

    ERIC Educational Resources Information Center

    Winstead, Teresa; Lawrence, Adrea; Brantmeier, Edward J.; Frey, Christopher F.

    2008-01-01

    In this interpretive analysis elucidating fundamental tensions of the implementation of the 2001 No Child Left Behind (NCLB) Act within Native-serving schools, we point to ways in which NCLB further limits the already contested sovereignty tribes exercise over how, and in what language their children are instructed. We discuss issues related to…

  18. The Feminization of Schools: Young Boys Are Being Left behind. What Targeted Teaching Strategies Can Help Them Reach Their Potential?

    ERIC Educational Resources Information Center

    Mulvey, Janet

    2010-01-01

    The evidence is clear: America's boys are being left behind by current practices in the classroom. Boys are dropping out of high schools in significant numbers, failing to complete college degrees, and behaving more violently. The author states that teachers should pay close attention to statistics that track these trends, seriously regard the…

  19. Age-related changes in the attentional control of visual cortex: A selective problem in the left visual hemifield

    PubMed Central

    Nagamatsu, Lindsay S.; Carolan, Patrick; Liu-Ambrose, Teresa Y.L.; Handy, Todd C.

    2012-01-01

    To what extent does our visual-spatial attention change with age? In this regard, it has been previously reported that relative to young controls, seniors show delays in attention-related sensory facilitation. Given this finding, our study was designed to examine two key questions regarding age-related changes in the effect of spatial attention on sensory-evoked responses in visual cortex –– are there visual field differences in the age-related impairments in sensory processing, and do these impairments co-occur with changes in the executive control signals associated with visual spatial orienting? Therefore, our study examined both attentional control and attentional facilitation in seniors (aged 66 to 74 years) and young adults (aged 18 to 25 years) using a canonical spatial orienting task. Participants responded to attended and unattended peripheral targets while we recorded event-related potentials (ERPs) to both targets and attention-directing spatial cues. We found that not only were sensory-evoked responses delayed in seniors specifically for unattended events in the left visual field as measured via latency shifts in the lateral occipital P1 elicited by visual targets, but seniors also showed amplitude reductions in the anterior directing attentional negativity (ADAN) component elicited by cues directing attention to the left visual field. At the same time, seniors also had significantly higher error rates for targets presented in the left vs. right visual field. Taken together, our data thus converge on the conclusion that age-related changes in visual spatial attention involve both sensory-level and executive attentional control processes, and that these effects appear to be strongly associated with the left visual field. PMID:21356222

  20. 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.

  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. Effects of aged garlic extract on left ventricular diastolic function and fibrosis in a rat hypertension model.

    PubMed

    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.

  3. Effects of aged garlic extract on left ventricular diastolic function and fibrosis in a rat hypertension model.

    PubMed

    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

  4. 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…

  5. An Examination of Compulsory School Attendance Ages and High School Dropout and Completion

    ERIC Educational Resources Information Center

    Landis, Rebecca N.; Reschly, Amy L.

    2011-01-01

    An increasingly popular, but underresearched, initiative aimed at reducing high school dropout is raising the compulsory school attendance age. This study used a national data set from academic years 2001-02 to 2005-06 to examine the grade level at which students drop out, rates of dropout over time, and high school completion by state, region of…

  6. 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…

  7. Intervention Strategies for School Age Children.

    ERIC Educational Resources Information Center

    D'Entremont, Denise Morel

    Fetal Alcohol Syndrome (FAS) is a relatively new diagnostic label. As more physicians become familiar with the diagnosis of this syndrome, schools will begin to see children with the label FAS and Fetal Alcohol Effects (FAE). Children with FAS often do not pick up skills from their environment as easily as some of their peers. They often need to…

  8. Orthographic Word Knowledge Growth in School-Age Children

    ERIC Educational Resources Information Center

    Wagovich, Stacy A.; Pak, Youngju; Miller, Margaret D.

    2012-01-01

    Purpose: Natural reading experiences provide an opportunity for the development of orthographic word knowledge as well as other forms of partial word knowledge. The purpose of this study was to compare the orthographic word knowledge growth of school-age children with relatively low language skills (LL group) to that of age- and gender-matched…

  9. 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…

  10. 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.…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. Left Atrial Volume and Pulmonary Artery Diameter Are Noninvasive Measures of Age-Related Diastolic Dysfunction in Mice.

    PubMed

    Medrano, Guillermo; Hermosillo-Rodriguez, Jesus; Pham, Thuy; Granillo, Alejandro; Hartley, Craig J; Reddy, Anilkumar; Osuna, Patricia Mejia; Entman, Mark L; Taffet, George E

    2016-09-01

    Impaired cardiac diastolic function occurs with aging in many species and may be difficult to measure noninvasively. In humans, left atrial (LA) volume is a robust measure of chronic diastolic function as the LA is exposed to increased left ventricular filling pressures. We hypothesized that LA volume would be a useful indicator of diastolic function in aging mice. Further, we asked whether pressures were propagated backwards affecting pulmonary arteries (PAs) and right ventricle (RV). We measured LA, PA, and RV infundibulum dimensions with echocardiography and used mouse-specific Doppler systems and pressure catheters for noninvasive and invasive measures. As C57BL/6 mice aged from 3 to 29-31 months, LA volume almost tripled. LA volume increases correlated with traditional diastolic function measures. Within groups of 14- and 31-month-old mice, LA volume correlated with diastolic function measured invasively. In serial studies, mice evaluated at 20 and 24 months showed monotonic increases in LA volume; other parameters changed less predictably. PA diameters, larger in 30-month-old mice than 6-month-old mice, correlated with LA volumes. Noninvasive LA volume and PA diameter assessments are useful and state independent measures of diastolic function in mice, correlating with other measures of diastolic dysfunction in aging. Furthermore, serial measurements over 4 months demonstrated consistent increases in LA volume suitable for longitudinal cardiac aging studies.

  16. Left Atrial Volume and Pulmonary Artery Diameter Are Noninvasive Measures of Age-Related Diastolic Dysfunction in Mice.

    PubMed

    Medrano, Guillermo; Hermosillo-Rodriguez, Jesus; Pham, Thuy; Granillo, Alejandro; Hartley, Craig J; Reddy, Anilkumar; Osuna, Patricia Mejia; Entman, Mark L; Taffet, George E

    2016-09-01

    Impaired cardiac diastolic function occurs with aging in many species and may be difficult to measure noninvasively. In humans, left atrial (LA) volume is a robust measure of chronic diastolic function as the LA is exposed to increased left ventricular filling pressures. We hypothesized that LA volume would be a useful indicator of diastolic function in aging mice. Further, we asked whether pressures were propagated backwards affecting pulmonary arteries (PAs) and right ventricle (RV). We measured LA, PA, and RV infundibulum dimensions with echocardiography and used mouse-specific Doppler systems and pressure catheters for noninvasive and invasive measures. As C57BL/6 mice aged from 3 to 29-31 months, LA volume almost tripled. LA volume increases correlated with traditional diastolic function measures. Within groups of 14- and 31-month-old mice, LA volume correlated with diastolic function measured invasively. In serial studies, mice evaluated at 20 and 24 months showed monotonic increases in LA volume; other parameters changed less predictably. PA diameters, larger in 30-month-old mice than 6-month-old mice, correlated with LA volumes. Noninvasive LA volume and PA diameter assessments are useful and state independent measures of diastolic function in mice, correlating with other measures of diastolic dysfunction in aging. Furthermore, serial measurements over 4 months demonstrated consistent increases in LA volume suitable for longitudinal cardiac aging studies. PMID:26511013

  17. 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

    ... schools, and to prepare reports covering: the school replacement and new construction needs at Bureau...; however, transportation, lodging, and meals are the responsibility of the participating public. Dated:...

  18. School-Age Children in CCDBG: 2008

    ERIC Educational Resources Information Center

    Matthews, Hannah

    2009-01-01

    Child Care and Development 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…

  19. Outcome at school-age after neonatal mechanical ventilation.

    PubMed

    Gunn, T R; Lepore, E; Outerbridge, E W

    1983-06-01

    103 school-age children (5 to 12 years) who survived mechanical ventilation for neonatal respiratory failure were evaluated for growth, neurological, intellectual, psychological and school function in order to determine those children most at risk for handicap. A major handicap occurred in seven children, preventing attendance at normal school or normal classes. Neurological sequelae were significantly associated with perinatal asphyxia and with birthweights of 1500g or less, and neurological sequelae and socio-economic factors were the major determinants of ability. The effects of the Neonatal Intensive Care Unit (NICU) experience on parents and subsequent parent-child relationships were also investigated: 67 per cent of the mothers were very upset by the experience and many continue to worry excessively about the health of their child. Parents who visited their child in the NICU frequently were significantly more anxious and overprotective, restricting many activities even when the child was of school age. PMID:6873492

  20. No Child Should Be Left Behind. Working to Fix What is Broken in Public Schools.

    ERIC Educational Resources Information Center

    Berg, John Leland

    1997-01-01

    Refutes many of the arguments school voucher proponents employ to justify using government funds to support private schools, discussing why vouchers are bad for America, its children, and its schools, and making recommendations for what can be done to help fix what is wrong with struggling urban schools to the benefit of all children. (SM)

  1. The Impact of the Adequate Yearly Progress Requirement of the Federal "No Child Left Behind" Act on Schools in the Great Lakes Region. Executive Summary

    ERIC Educational Resources Information Center

    Wiley, Edward W.; Mathis, William J.; Garcia, David R.

    2005-01-01

    This executive summary describes a study that finds nearly every school in the Great Lakes states is threatened to fail the Adequate Yearly Progress (AYP) requirements mandated by the federal "No Child Left Behind" (NCLB) Act. NCLB holds schools and districts accountable for student achievement on state standardized tests and schools that do not…

  2. The Impact of the Adequate Yearly Progress Requirement of the Federal "No Child Left Behind" Act on Schools in the Great Lakes Region

    ERIC Educational Resources Information Center

    Wiley, Edward W.; Mathis, William J.; Garcia, David R.

    2005-01-01

    This study finds that nearly every school in the Great Lakes states is threatened to fail the Adequate Yearly Progress (AYP) requirements mandated by the federal "No Child Left Behind" (NCLB) Act. NCLB holds schools and districts accountable for student achievement on state standardized tests and schools that do not make AYP face sanctions. A…

  3. Perspectives on Change: A Continued Struggle for Academic Success and Cultural Relevancy at an American Indian School in the Midst of No Child Left Behind

    ERIC Educational Resources Information Center

    Patrick, Robert

    2008-01-01

    Warrior Elementary is a pubic school within the Navajo Nation. District and school reforms fought against school closure or private restructuring due to pressures associated with repeated failure on standardized tests under the 2001 No Child Left Behind (NCLB) Act. Warrior Elementary saw tremendous academic gains on these tests one year after a…

  4. 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.

  5. The Evolution of the School-Entry Age Effect in a School Tracking System

    ERIC Educational Resources Information Center

    Muhlenweg, Andrea M.; Puhani, Patrick A.

    2010-01-01

    In Germany, students are streamed at age ten into an academic or nonacademic track. We demonstrate that the randomly allocated disadvantage of being born just before as opposed to just after the cutoff date for school entry leads to substantially different schooling experiences. Relatively young students are initially only two-thirds as likely to…

  6. 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…

  7. 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…

  8. 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…

  9. Association between Obstructive Sleep Apnea and Left Ventricular Structure by Age and Gender: the Multi-Ethnic Study of Atherosclerosis

    PubMed Central

    Javaheri, Sogol; Sharma, Ravi K.; Wang, Rui; Weng, Jia; Rosen, Boaz D.; Bluemke, David A.; Lima, Joao A.C.; Redline, Susan

    2016-01-01

    Study Objectives: The presence and severity of obstructive sleep apnea (OSA) are associated with impaired left ventricular (LV) structure and function. Our goal was to quantify the associations between LV systolic function and mass with severity of OSA in an ethnically diverse cohort, assessing variations by age and sex. Methods: We conducted a cross-sectional analysis of data from 1,412 racially/ethnically diverse participants across 6 US communities from the Multi-Ethnic Study of Atherosclerosis who underwent both overnight polysomnography and cardiac magnetic resonance imaging from 2010–2012. We evaluated the association between the obstructive apnea-hypopnea index (AHI) by clinical category (< 5, 5–15, 15–30, 30–50, > 50) and secondary measures of sleep apnea with the outcomes left ventricular (LV) mass adjusted for height, LV mass/volume ratio, and LV ejection fraction. Results: After adjusting for potential confounders and mediators, LV mass was significantly increased with increasing AHI category for subjects age 65 y or younger (β = 1.84 ± 0.47 g/m, P = 0.0001). The association between the AHI and LV mass appeared stronger in whites and Chinese compared to blacks and Hispanics, although interaction terms were not statistically significant. Additionally, while both LV mass and LV mass/volume ratio were significantly associated with hypoxia, ejection fraction was not associated with any OSA severity index. Comparable associations were observed in men and women. Conclusions: Independent of confounders, higher levels of AHI are significantly associated with increased LV mass in both men and women younger than 65 y from a community-based cohort. Citation: Javaheri S, Sharma RK, Wang R, Weng J, Rosen BD, Bluemke DA, Lima JA, Redline S. Association between obstructive sleep apnea and left ventricular structure by age and gender: the Multi-Ethnic Study of Atherosclerosis. SLEEP 2016;39(3):523–529. PMID:26888453

  10. 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....

  11. 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.

  12. 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)…

  13. Who's Left Behind? Immigrant Children in High and Low LEP Schools

    ERIC Educational Resources Information Center

    Cosentino de Cohen, Clemencia; Deterding, Nicole; Clewell, Beatriz Chu

    2005-01-01

    Using data collected in the 1999-2000 Schools and Staffing Survey (SASS), this report studies the characteristics of schools serving immigrant children at the time of NCLB's passage. As SASS lacks a measure of immigration status among school children, this analysis uses English language proficiency level (or LEP status) as a proxy for immigrant…

  14. 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...

  15. 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…

  16. Rational-Emotive Assessment of School-Aged Children.

    ERIC Educational Resources Information Center

    DiGiuseppe, Raymond

    1990-01-01

    Focuses on assessment of emotions and irrational beliefs in Rational-Emotive Therapy with school-aged children. Argues that, for children to understand and agree to process of disputing irrational beliefs, practitioner first assesses individual child's emotional vocabulary, his/her understanding of relationship between disturbed emotion and…

  17. 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…

  18. Leadership in Groups of School-Age Girls.

    ERIC Educational Resources Information Center

    Edwards, Cynthia A.

    1994-01-01

    Examined correlates and predictors of leadership in school-age female groups. Subjects were fourth-, fifth-, and sixth-grade girls enrolled in 16 Girl Scout troops. Leadership and personal characteristics were measured. Found a consistent relationship between leadership status and a managerial leadership style. Long-term informal leadership was…

  19. Related Services for School-Aged Children with Disabilities.

    ERIC Educational Resources Information Center

    Smith-Davis, Judy; Littlejohn, William R.

    1991-01-01

    This theme issue provides an overview of related services for school aged children with disabilities as required by federal law, especially the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973. It identifies the personnel associated with delivering various services including audiology, occupational…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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.

  6. Attitudes and practices of school-aged girls towards menstruation.

    PubMed

    Jarrah, Samiha Suhail; Kamel, Andaleeb Abu

    2012-06-01

    The purpose of this study was to (i) investigate attitude and menstruation-related practices in Jordanian school-aged girls; (ii) identify the influence of premenstrual preparation on girls' attitude and menstruation-related practices. A descriptive cross-sectional design was used. Data was collected from a convenience sample of 490 school-age girls (12-18 years) from different districts in Jordan. Self-report instruments [Menstrual Attitude Questionnaire (MAQ), and Menstrual Practices Questionnaires (MPQ)] were used to assess the study variables. Descriptive statistics, correlation and chi-square tests were used to analyze the data. It was found that menstrual attitude and practices were positively correlated. Poor attitude toward menstruation and low menstrual practices were significantly associated with inadequate premenstrual preparation. There is a need to prepare girls for menstruation before menarche. The role of the schools and teachers should be reinforced through formal and well planned reproductive health educators for girls and their mothers.

  7. 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. PMID:25899097

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

    PubMed Central

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

    2015-01-01

    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 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. PMID:25899097

  9. 20 CFR 404.745 - Evidence of school attendance for child age 18 or older.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 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 2013-04-01 2013-04-01 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...

  10. 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...

  11. 20 CFR 404.745 - Evidence of school attendance for child age 18 or older.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 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 2014-04-01 2014-04-01 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...

  12. 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...

  13. 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...

  14. Impulse control and underlying functions of the left DLPFC mediate age-related and age-independent individual differences in strategic social behavior.

    PubMed

    Steinbeis, Nikolaus; Bernhardt, Boris C; Singer, Tania

    2012-03-01

    Human social exchange is often characterized by conflicts of interest requiring strategic behavior for their resolution. To investigate the development of the cognitive and neural mechanisms underlying strategic behavior, we studied children's decisions while they played two types of economic exchange games with differing demands of strategic behavior. We show an increase of strategic behavior with age, which could not be explained by age-related changes in social preferences but instead by developmental differences in impulsivity and associated brain functions of the left dorsolateral prefrontal cortex (DLPFC). Furthermore, observed differences in cortical thickness of lDLPFC were predictive of differences in impulsivity and strategic behavior irrespective of age. We conclude that egoistic behavior in younger children is not caused by a lack of understanding right or wrong, but by the inability to implement behavioral control when tempted to act selfishly; a function relying on brain regions maturing only late in ontogeny.

  15. [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.

  16. Knowledge before School-Age, Is Power during School-Age: A Study of Urban Preschool and the Learning Disabled

    ERIC Educational Resources Information Center

    Johnson, Tylia

    2013-01-01

    The primary purpose of this study was to determine if urban preschool decreased the likelihood of future identification of learning disabled (LD). According to the Child Development Institute (2010) and the Learning Disabilities Association of America (2010), four to ten percent of the school-aged students in this country are learning disabled.…

  17. Auditory event-related potentials measured in kindergarten predict later reading problems at school age.

    PubMed

    Hämäläinen, Jarmo A; Guttorm, Tomi K; Richardson, Ulla; Alku, Paavo; Lyytinen, Heikki; Leppänen, Paavo H T

    2013-01-01

    Identifying children at risk for reading problems or dyslexia at kindergarten age could improve support for beginning readers. Brain event-related potentials (ERPs) were measured for temporally complex pseudowords and corresponding non-speech stimuli from 6.5-year-old children who participated in behavioral literacy tests again at 9 years in the second grade. Children who had reading problems at school age had larger N250 responses to speech and non-speech stimuli particularly at the left hemisphere. The brain responses also correlated with reading skills. The results suggest that atypical auditory and speech processing are a neural-level risk factor for future reading problems. [Supplementary material is available for this article. Go to the publisher's online edition of Developmental Neuropsychology for the following free supplemental resources: Sound files used in the experiments. Three speech sounds and corresponding non-speech sounds with short, intermediate, and long gaps]. PMID:24219695

  18. 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. PMID:26656554

  19. 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.

  20. 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…

  1. 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…

  2. 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.

  3. 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…

  4. No Child Left Behind: High-Stakes Testing and Teacher Burnout in Urban Elementary Schools

    ERIC Educational Resources Information Center

    Hanson, Anne Marie

    2006-01-01

    The No Child Left Behind Act of 2001 calls for 100% proficiency in reading and mathematics by 2014. The mandate thus transforms reading and mathematics into high-stakes subject areas. This quantitative cross-sectional study examined legislated testing mandates in relation to burnout subscales, emotional exhaustion, depersonalization, and personal…

  5. The Impact of No Child Left Behind (NCLB) on School Achievement and Accountability

    ERIC Educational Resources Information Center

    Maleyko, Glenn

    2011-01-01

    Spurred by the "No Child Left Behind Act" of 2001, virtually every educational reform program now includes an accountability component that requires sound data collection and reporting (NCLB, 2002, section 101). Drawing from empirically based and theoretical literature in the field, this dissertation examines Adequate Yearly Progress (AYP) and the…

  6. 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…

  7. Back to School, Moving Forward: What "No Child Left Behind" Means for America's Educators.

    ERIC Educational Resources Information Center

    Department of Education, Washington, DC. Office of the Secretary.

    President George W. Bush's "No Child Left Behind" plan for educational improvement is based on four principles: accountability for results; local control and flexibility; expanded parental choice; and effective and successful programs. The program is dedicated to lifting up all teachers so that these teachers can, in turn, lift up their students.…

  8. 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…

  9. 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…

  10. 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…

  11. 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.

  12. The Development of Associate Learning in School Age Children

    PubMed Central

    Harel, Brian T.; Pietrzak, Robert H.; Snyder, Peter J.; Thomas, Elizabeth; Mayes, Linda C.; Maruff, Paul

    2014-01-01

    Associate learning is fundamental to the acquisition of knowledge and plays a critical role in the everyday functioning of the developing child, though the developmental course is still unclear. This study investigated the development of visual associate learning in 125 school age children using the Continuous Paired Associate Learning task. As hypothesized, younger children made more errors than older children across all memory loads and evidenced decreased learning efficiency as memory load increased. Results suggest that age-related differences in performance largely reflect continued development of executive function in the context of relatively developed memory processes. PMID:25014755

  13. The Eraser Challenge Among School-age Children.

    PubMed

    Deklotz, Cynthia M C; Krakowski, Andrew C

    2013-12-01

    Skin-related, self-destructive behaviors are being increasingly reported among school-age children. Often disguised as innocuous "challenges," these disturbing actions may have the potential for serious and permanent sequelae. Interest and subsequent participation in these behaviors may also be spread "virally," facilitated by social networking sites that allow participants-regardless of age-to share photographs or videos of the activities in question. Consequently, parents and health care providers must learn to recognize signs and symptoms of these disturbing behaviors and make concerted efforts to protect this uniquely vulnerable population of pediatric patients.

  14. 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. PMID:17239808

  15. 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…

  16. 20 CFR 219.55 - Evidence of school attendance for child age 18.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 1 2011-04-01 2011-04-01 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)...

  17. 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…

  18. 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…

  19. 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. PMID:25219327

  20. 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.

  1. School-age pregnancy: why hasn't prevention worked?

    PubMed

    Males, M

    1993-12-01

    Adolescent pregnancy or sexually transmitted disease (STD) reduction has not occurred, despite sexuality education and abstinence programs, and intensive publicity and community initiatives. An obstacle to adolescent pregnancy, STD, and childbearing prevention is the assumption that adolescent sexuality is a closed system of activity among peers. When a nation is consumed with the preoccupation of condoms versus chastity debates, and is ignoring high poverty levels and abuse of the young, adolescent girls will seek escape from harsh childhoods in early family formation with young adult men. There is a high correlation between poverty rates and teenage birth, AIDS, and STD rates. Schools are not able to produce magical solutions to teenage pregnancy when adult lawmakers abnegate their responsibility to provide for youth well-being. Adolescent pregnancy will occur regardless of the expansion of curative programs such as school-based clinics; fundamental changes in assumptions, attitudes, and policies are needed. Beneficial aspects of programming appear to be fact-based sexuality and contraceptive education, counseling and referrals for youths with histories of child abuse, and child care classes and flexible school schedules for parenting students. A statistical profile in California indicates that 85% of all fathers of babies born to girls between ages of 11 and 18 years were adults. More than 50% of mothers aged 11-15 years were impregnated by adult men. Fathers' average age for births among junior high school mothers was 15-26 years, when the youngest and the oldest 2.5% of fathers are eliminated. There is a greater likelihood that a man older than 23 years will impregnate a junior high girl than will a junior high boy. The partner age gap is greatest among the very young girls. The California profile of father's age is similar to birth patterns in other states and similar to the national average. An examination of STDs shows a higher rate of STDs among females

  2. 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

  3. Sentence comprehension in post-institutionalized school-aged children

    PubMed Central

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

    2012-01-01

    Purpose This study investigated sentence comprehension and spatial working memory abilities in a sample of internationally adopted, post-institutionalized (PI) children. We compared the performance of these PI children to an age-matched group of children living with their birth families. We hypothesized that PI children would perform below clinical threshold on tasks of sentence comprehension and that poor sentence comprehension would be associated with poor performance in working memory. Method Twenty-three PI children and 36 comparison children were administered sentence comprehension and spatial memory tasks from standardized assessments. Results Some oral sentence comprehension skills and the spatial working memory skills were weaker in the school-aged PI children than in the age-matched comparison children. A mediational analysis demonstrated that poor spatial working memory performance partially explains the sentence comprehension differences between the two groups. Conclusion These findings provide valuable information to better plan early intervention and special education for PI children. PMID:22199198

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

    PubMed Central

    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 achievement through changes in child behavior problems. The results demonstrated that toddler-age aggression was most consistently associated with school-age academic achievement, albeit modestly. Moreover, findings showed that the intervention predicted greater decreases in aggression from ages 2-3 to 4-5 compared to controls. The results suggest that in high-risk toddler-aged children, aggression may be a more consistent predictor of school-age academic achievement than other externalizing dimensions, which has implications for early identification and efforts to promote children's adaptation. PMID:22527610

  5. 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. PMID:25911276

  6. Prevalence of Parasomnia in School aged Children in Tehran

    PubMed Central

    Ghalebandi, Mirfarhad; Salehi, Mansour; Rasoulain, Maryam; Naserbakht, Morteza; Salarifar, Mohammad Hosien

    2011-01-01

    Objectives Parasomnias can create sleep disruption; in this article we assessed parasomnias in school-aged children in Tehran. Methods In spring 2005, a total of 6000 sleep questionnaires were distributed to school-aged children in 5 districts of Tehran (Iran). A modified Pediatrics sleep questionnaire with 34 questions was used. Results Parasomnias varied from 0.5% to 5.7% among the subjects as follows: 2.7% sleep talking, 0.5% sleepwalking, 5.7% bruxism, 2.3% enuresis, and nightmare 4%. A group of children showed parasomnias occasionally- this was 13.1% for sleep talking, 1.4% for sleepwalking, 10.6% for bruxism, 3.1% for enuresis and 18.4% for nightmares. Conclusion A high proportion of children starting school suffer from sleep problems. In many cases this is a temporary, developmentally related phenomenon, but in 6% of the children the disorder is more serious and may be connected with various stress factors and further behavioral disturbances. PMID:22952526

  7. 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…

  8. 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…

  9. 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,…

  10. 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…

  11. 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…

  12. School nurses can address existing gaps in school-age sleep research.

    PubMed

    Willgerodt, Mayumi A; Kieckhefer, Gail M

    2013-06-01

    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, adolescents, and adults. School-age children exhibit increasing independence around health-related behaviors, which provide health professionals the opportunity to educate and promote healthy sleep behaviors. This commentary extends previous research reviews by identifying the current gaps in sleep research, highlighting future directions needed in sleep research, and explaining why school nurses are best suited to address this growing public health issue. PMID:23054101

  13. The school age child with congenital heart disease.

    PubMed

    Boyle, Lynn; Kelly, Michelle M; Reynolds, Kathryn; Conlan, Misty; Taylor, Felisha

    2015-01-01

    Currently, in the United States, there are approximately 1 in 150 adults living with congenital heart disease (CHD) (). Infant and childhood mortality related to CHD decreased by 31% between 1987 and 2005 (). This survival trend is predicted to increase each year due to advancements in treatment and management of CHD. This significant shift in the epidemiology of CHD requires nurses to take action in preparing children with CHD and their families for their teenage years and young adulthood. The school-age child is the ideal age to begin teaching the child about their healthcare needs and how to care for themselves in preparation for the future. The school-age child with CHD has specific physical, intellectual, emotional, and developmental needs that must be considered and managed using a multidisciplinary approach. Pediatric nurses must be aware of these needs as they help the child and their family seamlessly and successfully transition into young adulthood as a happy and healthy CHD survivor. PMID:25330332

  14. Diet and physical activity patterns of school-aged children.

    PubMed

    Vadiveloo, Maya; Zhu, Lei; Quatromoni, Paula A

    2009-01-01

    Childhood provides an opportunity for establishing healthful lifestyle habits, yet little is known about diet and physical activity patterns of elementary school-aged children. A cohort of 35 boys and girls in grades 3 through 5 (mean age=9.5 years) was studied during the course of the 2004-2005 school year, providing seasonal assessments of diet and physical activity. Objectively measured data included height, weight, and pedometer step counts. Subjective data included seasonal 3-day diet diaries, a food frequency questionnaire, and a physical activity questionnaire. Participants were white, well-nourished, and within the healthy range for body mass index for age. Only three students (9%) were overweight and another three were "at risk" for overweight. Food intake patterns fell far below MyPyramid guidelines for average daily servings of fruits and vegetables. High intakes of saturated fat (average of 12% of calories) and sodium were noted, along with inadequate fiber intakes. Snacks, desserts, and entrees that contributed most to calorie and saturated fat intake were identified. Self-reported physical activity appears in line with recommendations, but step counts fall short, particularly for girls and during winter months. These findings identify targets for behavioral and environmental interventions to reduce childhood obesity risks. Additional research involving more diverse populations is warranted.

  15. Development of executive functioning in school-age Tunisian children.

    PubMed

    Bellaj, Tarek; Salhi, Imen; Le Gall, Didier; Roy, Arnaud

    2016-01-01

    Research regarding executive functioning (EF) in children rarely focuses on populations in African or Middle-Eastern Arabic-speaking countries. The current study used a cross-sectional design to examine the developmental trajectories of school-age Tunisian children in three domains of executive control (inhibition of prepotent responses, cognitive flexibility, and working memory) as well as their mutual interactions and the effects of gender and parents' education level. Inhibitory processes, cognitive flexibility, and working memory were assessed using the Stroop test, a version of the Hayling test adapted for children, simple and alternating tasks of verbal fluency, and verbal and visuospatial span tasks (forward and backward spans). The study population included 120 7- to 12-year-old Tunisian children (60 girls, 60 boys) who were grouped and matched for age, gender, and parents' education level. The results revealed an overall effect of age on executive performance, whereas gender and parents' education level showed non-significant effects. In addition, executive indices were significantly associated with fluid intelligence level. Partial correlation analyses (controlled for age) found significant links between indices that assessed the same executive process, except for inhibitory processes; the temporal indices for inhibitory processes showed relative independence. The correlations between indices that assessed distinct executive processes were weaker (but significant). Overall, the results suggest that executive components in school-age Tunisian children operate according to relatively homogeneous developmental trajectories, marked by peaks of maturity that differ according to the assessed index. A transcultural approach to EF is discussed in terms of the unity and diversity of its components. PMID:26165251

  16. Uniquely human self-control begins at school age.

    PubMed

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

    2015-11-01

    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 resist an impulse for immediate gratification, repeat a previously successful action, attend to a distracting noise, and quit in the face of repeated failure. Six-year-old children were more skillful than either 3-year-olds or chimpanzees at controlling their impulses. These results suggest that humans' most fundamental skills of self-control - as part of the overall decision-making process - are a part of their general great ape heritage, and that their species-unique skills of self-control begin at around the age at which many children begin formal schooling.

  17. Comparison of Efficacy and Safety of Left Atrial Appendage Occlusion in Patients Aged <75 to ≥ 75 Years.

    PubMed

    Freixa, Xavier; Gafoor, Sameer; Regueiro, Ander; Cruz-Gonzalez, Ignacio; Shakir, Samera; Omran, Heyder; Berti, Sergio; Santoro, Gennaro; Kefer, Joelle; Landmesser, Ulf; Nielsen-Kudsk, Jens Erik; Sievert, Horst; Kanagaratnam, Prapa; Nietlispach, Fabian; Gloekler, Steffen; Aminian, Adel; Danna, Paolo; Rezzaghi, Marco; Stock, Friederike; Stolcova, Miroslava; Costa, Marco; Ibrahim, Reda; Schillinger, Wolfgang; Park, Jai-Wun; Meier, Bernhard; Tzikas, Apostolos

    2016-01-01

    Left atrial appendage occlusion (LAAO) is emerging as a promising alternative to oral anticoagulation. Because aged patients present a greater risk of not only cardioembolic events but also major bleeding, LAAO might represent a valid alternative as this would allow oral anticoagulation cessation while keeping cardioembolic protection. The objective of the study was to explore the safety and efficacy of LAAO in elderly patients. Data from the AMPLATZER Cardiac Plug multicenter registry were analyzed. The cohort was categorized in 2 groups (<75 vs ≥ 75 years). A total of 1,053 subjects were included in the registry. Of them, 219 were excluded because of combined procedures. As a result, 828 subjects were included (54.6% ≥ 75 years). Procedural success was high and similar in both groups (97.3%). Acute procedural major adverse events were not statistically different among groups (3.2% in <75 years vs 5.1%; p = 0.17) although stratified analysis showed a higher incidence of cardiac tamponade in elderly patients (0.5% vs 2.2%; p = 0.04). With a median follow-up of 16.8 months, no significant differences in stroke/TIA (1.9% vs 2.3%; p = 0.89) and major bleeding (1.7% vs 2.6%; p = 0.54) were observed. In conclusion, LAAO was associated with similar procedural success in patients aged <75 and ≥ 75 years although older patients had a higher incidence of cardiac tamponade. At follow-up, stroke and major bleeding rates were similar among groups. PMID:26552507

  18. Measles revaccination response in a school-age population.

    PubMed

    Wittler, R R; Veit, B C; McIntyre, S; Schydlower, M

    1991-11-01

    Due to the dramatic upsurge in the incidence of measles, the American Academy of Pediatrics and the Immunization Practices Advisory Committee of the Centers for Disease Control revised their measles immunization policies in 1989 to include a routine two-dose schedule. The objectives of this study were the following: (1) determine the prevalence of immunologically measles-susceptible subjects in a previously vaccinated, school-age, military dependent population; and (2) assess risk factors to identify immunologically measles-susceptible subjects. Serum was collected just prior to measles revaccination and again 2 weeks later. Measles-specific IgG and IgM titers were determined by enzyme-linked immunosorbent assay. Immunologically measles-susceptible subjects constituted 9.8% of the population. The interval since previous measles vaccination was significantly related to pre- and postrevaccination IgG titers in a repeated-measures analysis of variance model. The magnitude of increase in IgG titer following revaccination and analysis of trend for proportions of measles-susceptible subjects were significantly related to the age of initial vaccination. This study supports continued measles revaccination; in addition, revaccination appears to be of greater value at 11 to 12 years of age than at 4 to 6 years of age.

  19. Narrative development in late talkers: early school age.

    PubMed

    Paul, R; Hernandez, R; Taylor, L; Johnson, K

    1996-12-01

    Children with slow expressive language development (SELD) as toddlers and a control group of children with normal language development (NL) were followed to early school age. Children with SELD were, at that point, subdivided into two groups: those who had moved within the normal range of expressive language (the History of Expressive Language Delay [HELD] subgroup); and those who continued to score below the normal range in expressive language at school age (the Expressive Language Delay [ELD] subgroup). During their kindergarten, first, and second grade years, they were administered a narrative generation task. Narratives were analyzed for MLU, lexical diversity, amount of information included, proportion of complete cohesive ties, and overall stage of narrative maturity. In kindergarten, children with normal language history scored significantly higher than those with HELD and ELD on lexical diversity and narrative stage; and higher than those with ELD in proportion of complete cohesive ties. In first grade, children with normal language history again scored significantly higher than those with HELD and ELD on narrative maturity, with no other significant differences. In second grade, there were no significant differences among the groups. PMID:8959614

  20. Sports injuries in school-aged children. An epidemiologic study.

    PubMed

    Backx, F J; Erich, W B; Kemper, A B; Verbeek, A L

    1989-01-01

    In November 1982, epidemiologic data were collected in a unique, large scale, population-based survey on sports injuries in school-aged children living in Holland. A total of 7,468 pupils, aged 8 to 17, completed questionnaires covering a retrospective period of 6 weeks. Seven hundred ninety-one sports injuries were registered, amounting to an incidence of 10.6 sports injuries per 100 participants. In 31% of the cases, medical consultation was needed. Injuries incurred during the study period caused 36% of the children to miss one or more physical education classes and caused 6% to miss school for at least 1 day. Contusions and sprains were the most common lesions (77%). Three of four injuries involved the lower extremity, in particular the ankle. Sixty-two percent of all the injuries occurred in organized sports, 21% in physical education classes, and 17% in unsupervised sports activities. The highest injury rates were found in basketball and field hockey. In this study population, 15 and 16-year-old boys who had a high sports activity index and played team sports, particularly contact team sports, formed a high risk group.

  1. 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.

  2. 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. PMID:21483178

  3. Single Parents, Working Mothers and the Educational Achievement of Secondary School Age Children.

    ERIC Educational Resources Information Center

    Myers, David E.; And Others

    This paper presents a replication of previous research which estimated a structural equation model relating elementary school age students' achievement to the number of parents and maternal work. The research presented here focuses on secondary school age students, and provides partial support for previous findings in which elementary school age…

  4. 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…

  5. School-Age Child Care Arrangements. Research-to-Policy Connections No. 4

    ERIC Educational Resources Information Center

    Lawrence, Sharmila; Kreader, J. Lee

    2006-01-01

    School-age children ages 5 through 12 years spend their out-of-school time in many different types of arrangements. In addition to parental care, these include relative care, non-relative care (either in their own or another family's home), center- or school-based programs, sports and extracurricular activities, summer activities, and self-care.…

  6. Scratching the Surface of "No Child Left Behind": How "No Child Left Behind" Unfairly Affects Schools with Significant Proportions of Disadvantaged Students

    ERIC Educational Resources Information Center

    Schmidt, Tom

    2008-01-01

    Since the passage of Lyndon Johnson's 1965 Elementary and Secondary Education Act, standards-based testing has become a government initiative and part of a massive educational reform throughout the country. By January 8 2002, President Bush signed "No Child Left Behind" into law as the latest iteration of Johnson's early educational reform. Under…

  7. Isolation of Left Common Carotid Artery with Its Origin Proximal to Patent Ductus Arteriosus Presenting in Adult Age

    PubMed Central

    Joshi, Anagha R.; Joshi, Saurabh; Kale, Kiran; Jain, Rahul; Bava, Jernail Singh

    2016-01-01

    Anomalies of aortic arch are a common occurrence. Such anomalies of right sided aortic arch with its various branching patterns are of clinical importance. Rarer anomalies include isolation (deficient connection) of either left subclavian artery or left common carotid artery; that is, they do not have their origin from aorta or its major branches. We present a case of an 18-year-old male who presented with gradual onset pulsatile swelling with bruit in neck on left side and was evaluated by CT brain and neck angiography. CT angiography revealed right sided aortic arch with aberrant left subclavian artery and isolated left common carotid artery. Very few cases of such an anomaly have been documented in the literature but none in an adult. PMID:27213071

  8. 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,…

  9. 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…

  10. Children Left behind in AYP and Non-AYP Schools: Using Student Progress and the Distribution of Student Gains to Validate AYP

    ERIC Educational Resources Information Center

    Choi, Kilchan; Seltzer, Michael; Herman, Joan; Yamashiro, Kyo

    2007-01-01

    The No Child Left Behind Act (NCLB, 2002) establishes ambitious goals for increasing student learning and attaining equity in the distribution of student performance. Schools must assure that all students, including all significant subgroups, show adequate yearly progress (AYP) toward the goal of 100% proficiency by the year 2014. In this paper,…

  11. Instruction Matters: Lessons from a Mixed-Method Evaluation of Out-of-School Time Tutoring under No Child Left Behind

    ERIC Educational Resources Information Center

    Good, Annalee G.; Burch, Patricia Ellen; Stewart, Mary S.; Acosta, Rudy; Heinrich, Carolyn

    2014-01-01

    Background/Context: Under supplemental educational services ("supplemental services"), a parental choice provision of the No Child Left Behind Act (NCLB), schools that have not made adequate yearly progress in increasing student achievement are required to offer low-income families free, afterschool tutoring. Existing research shows low…

  12. 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…

  13. Cognitive outcomes in school-age children born prematurely.

    PubMed

    Davis, Deborah Winders

    2003-01-01

    The purpose of this article is to discuss findings in the literature regarding long-term developmental outcomes of infants born prematurely, to examine potential causes of individual differences in these outcomes, and to explore directions for future research. An extensive table summarizes recent (1996-2002) international studies of developmental outcomes among children of school age and older who were born with low birth weight, especially as the studies relate to cognitive development and academic performance. The discussion then examines how characteristics of the child and the environment may interact to produce individual differences in outcomes. Processes of attention regulation within the context of the psychosocial environment are examined as an important possible direction for future research. When designing and implementing interventions aimed at improving outcomes in this and other groups of children at risk for delays and deficits, it is important to consider how various factors affect development. PMID:12795506

  14. Cosleeping and sleep behavior in Italian school-aged children.

    PubMed

    Cortesi, Flavia; Giannotti, Flavia; Sebastiani, Teresa; Vagnoni, Cristina

    2004-02-01

    The prevalence and predictors of cosleeping were investigated in 901 healthy school-aged children. Parent reports on the Children's Sleep Habits Questionnaire and Child Behavior Checklist were used to assess children's sleep and behavioral problems. Regular, long-lasting cosleeping was present in 5% of our sample. Cosleepers rated higher on the Children's Sleep Habits Questionnaire total score and Bedtime Resistance, Sleep Anxiety, Nightwakings, and Parasomnias subscales than solitary sleepers. No significant behavioral problems were found in cosleepers. Regression results showed that low socioeconomic status, one parent who is a shiftworker, one-parent families, one parent who coslept as a child, prolonged breastfeeding, and previous and current sleep problems significantly predicted cosleeping. The high incidence of parents reporting having coslept as a child also suggested a lifestyle choice. Thus, cosleeping seems to reflect a parent's way to cope with sleep problems, and the long persistence of this practice may be related to the lifestyle of families.

  15. 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

  16. Peer victimization among school-aged children with chronic conditions.

    PubMed

    Sentenac, Mariane; Arnaud, Catherine; Gavin, Aoife; Molcho, Michal; Gabhainn, Saoirse Nic; Godeau, Emmanuelle

    2012-01-01

    Peer victimization is a common problem among school-aged children, and those with chronic conditions are at an increased risk. A systematic review of the literature was carried out to explore the increased risk of peer victimization among children with chronic conditions compared with others, considering a variety of chronic conditions; and to assess intervention programs designed to reduce negative attitudes or peer victimization at school toward children with chronic conditions. Various data sources were used (PubMed, ERIC, PsycINFO, Web of Science), and 59 studies published between 1991 and 2011 and mainly carried out in North American and European countries were included in the review. A higher level of peer victimization among children with chronic conditions was shown for each type of condition explored in this review (psychiatric diagnoses, learning difficulties, physical and motor impairments, chronic illnesses, and overweight). Despite a substantial number of studies having shown a significant association between chronic conditions and peer victimization, intervention studies aiming to reduce bullying among these children were rarely evaluated. The findings of this review suggest a growing need to develop and implement specific interventions targeted at reducing peer victimization among children with chronic conditions.

  17. 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.

  18. 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…

  19. 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.

  20. 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…

  1. Military Training of Youths of School Age in Foreign Countries. Bulletin, 1917, No. 25

    ERIC Educational Resources Information Center

    Jesien, W. S.

    1917-01-01

    The matter presented in this circular relates to the military training of youths of school age, conducted either as a part of the regular school work or by independent agencies. Military instruction, of the exact nature and to the same extent as that given to soldiers, is not found in the schools of any country of Europe except the special…

  2. 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…

  3. Repairing and Renovating Aging School Facilities. ERIC Digest Series Number EA28.

    ERIC Educational Resources Information Center

    Klauke, Amy

    Recent influxes of baby boomers coupled with state reforms reducing student-teacher ratios are stretching the limits on available school facilities across the country. Several aspects of the school facilities issue are covered in question-and-answer format; (1) What is the current status of aging school buildings? (2) What are the financial…

  4. 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…

  5. 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…

  6. 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…

  7. Age estimation based on bone length using 12 regression models of left hand X-ray images for Asian children below 19 years old.

    PubMed

    Darmawan, M F; Yusuf, Suhaila M; Abdul Kadir, M R; Haron, H

    2015-03-01

    Age estimation was used in forensic anthropology to help in the identification of individual remains and living person. However, the estimation methods tend to be unique and applicable only to a certain population. This paper analyzed age estimation using twelve regression models carried out on X-ray images of the left hand taken from an Asian data set for subjects under the age of 19. All the nineteen bones of the left hand were measured using free image software and the statistical analysis were performed using SPSS. There are two methods to determine age in this study which are single bone method and all bones method. For single bone method, S-curve regression model was found to have the highest R-square value using second metacarpal for males, and third proximal phalanx for females. For age estimation using single bone, fifth metacarpal from males and fifth proximal phalanx from females can be used due to the lowest mean square error (MSE) value. To conclude, multiple linear regressions is the best techniques for age estimation in cases where all bones are available, but if not, S-curve regression can be used using single bone method. PMID:25456051

  8. 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

  9. 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…

  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. No Time to Waste: An Action Agenda for School-Age Child Care.

    ERIC Educational Resources Information Center

    Seligson, Michelle; Fink, Dale Borman

    This book for persons interested in setting up high quality school-age child care (SACC) programs: (1) provides background information and a rationale; (2) describes a collaborative model of program development; (3) discusses program funding and resources; (4) considers approaches to recognizing high quality school-age child care; and (5) offers…

  12. 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 for…

  13. 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)…

  14. 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…

  15. Unmet Needs of Families of School-Aged Children with an Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Brown, Hilary K.; Ouellette-Kuntz, Helene; Hunter, Duncan; Kelley, Elizabeth; Cobigo, Virginie

    2012-01-01

    Background: To aid decision making regarding the allocation of limited resources, information is needed on the perceived unmet needs of parents of school-aged children with an autism spectrum disorder. Materials and Methods: A cross-sectional survey was conducted of 101 Canadian families of school-aged children with an autism spectrum disorder.…

  16. 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…

  17. Discipline in School-Age Care: Control the Climate, Not the Children.

    ERIC Educational Resources Information Center

    Fink, Dale Borman

    This book is addressed to school-age care staff and suggests they rethink their attitudes about the behavior of the children under their care. Ideas were generated by workshop participants about ways to promote misbehavior, as a way of gaining insights into encouraging positive behaviors. The following six key elements of a school-age care program…

  18. What Happens? Relationship of Age and Gender with Science Attitudes from Elementary to Middle School

    ERIC Educational Resources Information Center

    Sorge, Carmen

    2007-01-01

    This study examines the attitudes of 1008 students from rural New Mexico in elementary and middle schools from ages 9 through 14. A large decrease in science attitudes between the ages of 11 and 12 years, corresponding with the move from elementary to middle school was observed. (Contains 1 figure and 3 tables.)

  19. The lifestyle questionnaire for school-aged children: a tool for primary care.

    PubMed

    VanAntwerp, C A

    1995-01-01

    The Lifestyle Questionnaire for School-Aged Children can be used by nurse practitioners in the primary care setting to enhance assessment and focus health teaching. A survey of 75 school-aged children seen for well child examinations is highlighted, illustrating how nurse practitioners can use the Lifestyle Questionnaire to assess lifestyle patterns and promote healthy behaviors and habits.

  20. 4-H and School-Age Care: A Great Combination! Point of View.

    ERIC Educational Resources Information Center

    Vandenbergh, Barbara D.

    1999-01-01

    Discusses the positive relationship between 4-H programs and school-age care programs, advocating the use of 4-H programs as a model for care, or as a source of care, caregiver training, or curriculum. Notes the role of the Cooperative Extension System in training and supporting school-age care providers. (JPB)

  1. State Developments in Child Care, Early Education, and School-Age Care, 2001.

    ERIC Educational Resources Information Center

    Ewen, Danielle; Blank, Helen; Hart, Katherine; Schulman, Karen

    This report provides highlights and updates regarding state actions on child care, early education, and school-age care issues during 2001. It is intended to serve as a supplement to "State Developments in Child Care, Early Education, and School-Age Care 2000" and various reports published on this issue between 1997 and 1999. Information in the…

  2. 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…

  3. Successful Parenting for School-Age Parents. Teacher's Resource Guide. Student Reference Book.

    ERIC Educational Resources Information Center

    Texas Tech Univ., Lubbock. Home Economics Curriculum Center.

    The teacher's guide and student reference book presented here were developed as resources to facilitate school-age parenting education. The materials were organized around the nine essential elements for the Parenting Education for School-Age Parents course in Texas. The teacher's guide contains teaching strategies, teaching aids, paper-and-pencil…

  4. Strategies for School-Age Child Care in Texas.

    ERIC Educational Resources Information Center

    Baker, Nancy A.

    This manual was designed to assist Texas school districts in their efforts to implement Senate Bill (SB) 913 and to serve as a guide for organizing child care programs in the schools. Chapter 1 provides a summary of SB 913, a bill that requires school districts with more than 5,000 students to hold annual public hearings on out-of-school care for…

  5. 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…

  6. 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…

  7. From HORSA Huts to ROSLA Blocks: The School Leaving Age and the School Building Programme in England, 1943-1972

    ERIC Educational Resources Information Center

    Cowan, Steven; McCulloch, Gary; Woodin, Tom

    2012-01-01

    This paper examines the connections between the school building programme in England and the raising of the school leaving age (ROSLA) from 14 to 15 in 1947 and then to 16 in 1972. These two major developments were intended to help to ensure the realisation of "secondary education for all" in the postwar period. The combination led in practice to…

  8. 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. PMID:26809143

  9. Memorial consequences of testing school-aged children

    PubMed Central

    Marsh, Elizabeth J.; Fazio, Lisa K.; Goswick, Anna E.

    2013-01-01

    A large literature shows that retrieval practice is a powerful tool for enhancing learning and memory in undergraduates (Roediger & Karpicke, 2006a). Much less work has examined the memorial consequences of testing school-aged children. Our focus is on multiple-choice tests, which are potentially problematic since they minimise retrieval practice and also expose students to errors (the multiple-choice lures). To examine this issue, second graders took a multiple-choice general knowledge test (e.g., What country did the Pilgrims come from: England, Germany, Ireland, or Spain?) and later answered a series of short answer questions, some of which corresponded to questions on the earlier multiple-choice test. Without feedback, the benefits of prior testing outweighed the costs for easy questions. However, for hard questions, the large increase in multiple-choice lure answers on the final test meant that the cost of prior testing outweighed the benefits when no feedback was provided. This negative testing effect was eliminated when children received immediate feedback (consisting of the correct answer) after each multiple-choice selection. Implications for educational practice are discussed. PMID:22891857

  10. Reliability and Validity of the Acanthosis Nigricans Screening Tool for Use in Elementary School-Age Children by School Nurses

    ERIC Educational Resources Information Center

    Scott, Leslie K.; Hall, Lynne M.

    2012-01-01

    The purpose of this study was to test the reliability and validity of an acanthosis nigricans (AN) screening tool for use in elementary school-age children of different ethnic groups. Cross-sectional data were collected via observation of 288, 5- to 12-year-old school-age children. Three nurse clinicians used a 0-4 grade AN screening tool to rate…

  11. School-Aged Functioning of Children Diagnosed with Autism Spectrum Disorder before Age Three: Parent-Reported Diagnostic, Adaptive, Medication, and School Placement Outcomes

    ERIC Educational Resources Information Center

    Towle, Patricia O.; Vacanti-Shova, Karyn; Shah, Shristi; Higgins-D'alessandro, Ann

    2014-01-01

    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;…

  12. A school-aged child with delayed reading skills.

    PubMed

    Stein, M T; Zentall, S; Shaywitz, S E; Shaywitz, B A

    1999-10-01

    During a health supervision visit, the father of a 7.5-year-old African American second-grader asked about his son's progress in reading. He was concerned when, at a recent teacher-parent conference to review Darren's progress, the teacher remarked that Darren was not keeping up with reading skills compared with others in his class. She said that he had difficulty sounding out some words correctly. In addition, he could not recall words he had read the day before. The teacher commented that Darren was a gregarious, friendly child with better-than-average verbal communication skills. His achievement at math was age-appropriate; spelling, however, was difficult for Darren, with many deleted letters and reversals of written letters. A focused history did not reveal any risk factors for a learning problem in the prenatal or perinatal periods. Early motor, language, and social milestones were achieved on time. Darren had not experienced any head injury, loss of consciousness, or chronic medical illness. He had several friends, and his father denied any behavioral problems at home or at school. His teacher completed a DSM-IV-specific behavioral survey for attention-deficit/hyperactivity disorder (ADHD). It did not show any evidence of ADHD. Darren's father completed 1 year of college and is currently the manager of a neighborhood convenience store. His mother had a high school education; she recalled that she found it difficult to complete assignments that required reading or writing. She is employed as a waitress. Darren does not have any siblings. The pediatrician performed a complete physical examination, the results of which were normal, including visual acuity, audiometry, and a neurological examination. It was noted that Darren seemed to pause several times in response to questions or commands. On two occasions, during finger-nose testing and a request to assess tandem gait, directions required repetition. Overall, he was pleasant and seemed to enjoy the visit. His

  13. A school-aged child with delayed reading skills.

    PubMed

    Stein, M T; Zentall, S; Shaywitz, S E; Shaywitz, B A

    1999-10-01

    During a health supervision visit, the father of a 7.5-year-old African American second-grader asked about his son's progress in reading. He was concerned when, at a recent teacher-parent conference to review Darren's progress, the teacher remarked that Darren was not keeping up with reading skills compared with others in his class. She said that he had difficulty sounding out some words correctly. In addition, he could not recall words he had read the day before. The teacher commented that Darren was a gregarious, friendly child with better-than-average verbal communication skills. His achievement at math was age-appropriate; spelling, however, was difficult for Darren, with many deleted letters and reversals of written letters. A focused history did not reveal any risk factors for a learning problem in the prenatal or perinatal periods. Early motor, language, and social milestones were achieved on time. Darren had not experienced any head injury, loss of consciousness, or chronic medical illness. He had several friends, and his father denied any behavioral problems at home or at school. His teacher completed a DSM-IV-specific behavioral survey for attention-deficit/hyperactivity disorder (ADHD). It did not show any evidence of ADHD. Darren's father completed 1 year of college and is currently the manager of a neighborhood convenience store. His mother had a high school education; she recalled that she found it difficult to complete assignments that required reading or writing. She is employed as a waitress. Darren does not have any siblings. The pediatrician performed a complete physical examination, the results of which were normal, including visual acuity, audiometry, and a neurological examination. It was noted that Darren seemed to pause several times in response to questions or commands. On two occasions, during finger-nose testing and a request to assess tandem gait, directions required repetition. Overall, he was pleasant and seemed to enjoy the visit. His

  14. 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 of the City of…

  15. No Adult Left Behind

    ERIC Educational Resources Information Center

    Arndt, Jason

    2010-01-01

    Left out of the conversation for education reform, at least on the level of grade school, secondary school, and college are the adult education programs provided across the country. These programs receive a fraction of the funds and respect as mainstream programs do. However, they are sorely needed in Northwest Indiana. The region's early 21st…

  16. 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…

  17. 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,…

  18. 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...

  19. 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,...

  20. 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. …

  1. 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…

  2. Attention Disorders in School Age Children: The Role of the School Psychologist in Diagnosis and Treatment.

    ERIC Educational Resources Information Center

    Morriss, Richard

    Intended for school psychologists, the handbook stresses that attention deficit disorder (ADD) is primarily a school problem and proposes that the school psychologist is the best professional to accurately diagnose and treat this disorder. The book reviews current research related to school psychology, describes assessment tools, and explains a…

  3. Determining the Average Age of School Plant Building Space.

    ERIC Educational Resources Information Center

    Uerling, Donald F.

    1984-01-01

    Presents a method for calculating the age of the space in a specific building inventory, and suggests some practical applications. A fourfold procedure is provided for finding the average age of total building space. (TE)

  4. Dyslipidemia in Overweight and Obese School-Aged Children.

    PubMed

    Finn, Pamela

    2015-09-01

    Dyslipidemia often affects overweight and obese adolescents and can be present along with hypertension, insulin resistance, type 2 diabetes, and polycystic ovarian syndrome. This article is the third of six discussing the comorbidities of childhood obesity and will focus on the individual parts of the lipid profile and the impact of dyslipidemia on the heart and other body systems. Since few pharmacologic therapies are approved to treat dyslipidemia in children and adolescents younger than 18, treatment consists of lifestyle changes that can be supported and modeled by the school nurse. The school nurse can also be an advocate for a healthy lifestyle in the school district and community. More success in the treatment of dyslipidemia will be realized with less attention to changing the individual and more attention to changing the wider populations, including schools and the community. PMID:26219905

  5. A Vocal Hygiene Program for School-Age Children.

    ERIC Educational Resources Information Center

    Cook, Joy V.; And Others

    1979-01-01

    Thirty-eight elementary grade school children with hoarse voices participated in a six-lesson, cartoon-illustrated vocal hygiene program that provided information concerning the human voice, voice quality, vocal abuse, and proper use of the voice. (Author)

  6. 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…

  7. Interactions of Short-Term and Chronic Treadmill Training With Aging of the Left Ventricle of the Heart.

    PubMed

    Walton, Richard D; Jones, Sandra A; Rostron, Kerry A; Kayani, Anna C; Close, Graeme L; McArdle, Anne; Lancaster, Matthew K

    2016-08-01

    With aging, there is a decline in cardiac function accompanying increasing risk of arrhythmias. These effects are likely to be mechanistically associated with age-associated changes in calcium regulation within cardiac myocytes. Previous studies suggest that lifelong exercise can potentially reduce age-associated changes in the heart. Although exercise itself is associated with changes in cardiac function, little is known about the interactions of aging and exercise with respect to myocyte calcium regulation. To investigate this, adult (12 months) and old (24 months) C57/Bl6 mice were trained using moderate-intensity treadmill running. In response to 10 weeks' training, comparable cardiac hypertrophic responses were observed, although aging independently associated with additional cardiac hypertrophy. Old animals also showed increased L- and T-type calcium channels, the sodium-calcium exchange, sarcoendoplasmic reticulum calcium ATPase, and collagen (by 50%, 92%, 66%, 88%, and 113% respectively). Short-term exercise training increased D-type and T-type calcium channels in old animals only, whereas an increase in sodium-calcium exchange was seen only in adult animals. Long-term (12 months) training generally opposed the effects of aging. Significant hypertrophy remained in long-term trained old animals, but levels of sarcoendoplasmic reticulum calcium ATPase, sodium-calcium exchange, and collagen were not significantly different from those found in the adult trained animals.

  8. Association of relative age effects in sports with number of years in school.

    PubMed

    Nakata, Hiroki; Sakamoto, Kiwako

    2012-08-01

    The present study investigated the association of the relative age effect, a biased distribution of birth dates, with a high school versus university background in Japanese professional soccer and baseball players. The number of athletes born in the first quarter (April-June) was larger than the number born in the fourth quarter (January-March) for both soccer and baseball; however, the magnitude of the relative age effect differed with years in school. The skew of birth dates was stronger among players who only graduated high school than those who graduated university or college. This phenomenon was confirmed in both baseball and soccer players. The findings suggest relative age effects in professional sports to be related to years of age and years in school. PMID:23033753

  9. Developmental and Psycho-Social Effects of HIV in School-Aged Population: Educational Implications.

    ERIC Educational Resources Information Center

    Beverly, Cheryl L.; Thomas, Suzanne B.

    1997-01-01

    Reviews the developmental and psychosocial characteristics of the increasing number of school-aged persons infected with the human immunodeficiency virus (HIV). Educational ramifications of these characteristics and strategies for providing safe teaching and learning environments are presented. (DB)

  10. Association of relative age effects in sports with number of years in school.

    PubMed

    Nakata, Hiroki; Sakamoto, Kiwako

    2012-08-01

    The present study investigated the association of the relative age effect, a biased distribution of birth dates, with a high school versus university background in Japanese professional soccer and baseball players. The number of athletes born in the first quarter (April-June) was larger than the number born in the fourth quarter (January-March) for both soccer and baseball; however, the magnitude of the relative age effect differed with years in school. The skew of birth dates was stronger among players who only graduated high school than those who graduated university or college. This phenomenon was confirmed in both baseball and soccer players. The findings suggest relative age effects in professional sports to be related to years of age and years in school.

  11. 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

  12. Adventures in Peacemaking: A Conflict Resolution Activity Guide for School-Age Programs.

    ERIC Educational Resources Information Center

    Kreidler, William J.; Furlong, Lisa

    This guide includes hundreds of hands-on, engaging activities designed to meet the unique needs of after-school programs, camps, and recreation centers. The activities teach the skills of creative conflict resolution to school-age children through games, cooperative team challenges, drama, crafts, music, and cooking. It includes easy-to-implement…

  13. 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…

  14. What Are the School-Age Child Care Needs of Families in Rural Communities?

    ERIC Educational Resources Information Center

    Hobbs, Beverly B.; Chang, Joyce I.

    During 1994 and 1995, the Commissions on Children and Families in six rural Oregon counties joined with local elementary schools and the Oregon State University Extension Service to conduct surveys to determine the school-age child care needs of local families. Data were collected and analyzed, and individual reports were prepared by county. The…

  15. 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),…

  16. 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…

  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. Helping your Child Succeed in School with Activities for Children Aged 5 through 11.

    ERIC Educational Resources Information Center

    Rich, Dorothy

    Parents can play a key role in attaining the United States' National Education Goals, a main component of which is that all children will be ready to learn when they enter school. This guide for parents provides basic information on factors related to school success and a series of activities that parents can do with their children, ages 5 through…

  19. The Examination of the Validity and Reliability of the Teacher School-Age Temperament Inventory

    ERIC Educational Resources Information Center

    Lyons-Thomas, Juliette; McClowry, Sandee G.

    2012-01-01

    The purpose of this study was to examine the validity and reliability of the Teacher School-Age Temperament Inventory (T-SATI) which is an adaptation of a parent version of the tool. A principal factor analysis using varimax rotation was performed on data provided by 143 teachers who reported on their 261 elementary school students. The results…

  20. 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…

  1. Minimally Verbal School-Aged Children with Autism: Communication, Academic Engagement and Classroom Quality

    ERIC Educational Resources Information Center

    Krueger, Kathryne Kelley

    2013-01-01

    Minimally verbal school aged children with autism (MVSACwA) receive the bulk of their behavioral and academic support in schools yet we know little about the environments to which they are exposed. This population of children has often been excluded from studies and thus, underrepresented in current data on autism. As increasing numbers of…

  2. 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…

  3. 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…

  4. 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…

  5. Paul B. Beeson career development awards in aging research and U.S. medical schools aging and geriatric medicine programs.

    PubMed

    Bragg, Elizabeth J; Warshaw, Gregg A; van der Willik, Odette; Meganathan, Karthikeyan; Weber, Debra; Cornwall, Danielle; Leonard, Anthony C

    2011-09-01

    Established in 1995, the Paul B. Beeson Career Development program provides faculty development awards to outstanding junior and midcareer faculty committed to academic careers in aging-related research, training, and practice. This study evaluated the effect of 134 Beeson Scholars on their medical schools' aging and geriatric medicine programs and on the field of aging research from 1995 to 2007. Quantitative and qualitative survey data from multiple sources, including the American Geriatrics Society/Association of Directors of Geriatric Academic Programs' Geriatrics Workforce Policy Studies Center, National Institutes of Health (NIH) rankings of research funding, and other governmental databases were used to compare 36 medical schools with Beeson Scholars with 34 similar medical schools without Beeson scholars and to examine the influence of Beeson Scholars on the field of geriatrics and aging. Most Beeson Scholars remained at the institution where they trained during their Beeson award, and 89% are still practicing or conducting research in the field of geriatrics and aging. Twenty-six (19.4%) of the scholars have led institutional research mentoring awards, 51 (39%) report leadership roles in institutional program project grants, and 13 (10%) report leadership roles in the Clinical and Translational Science Award programs at their institutions. Beeson Scholars are more likely than a matched sample of non-Beeson NIH K awardees to study important geriatric syndromes such as falls, cognitive impairment, adverse drug events, osteoporosis, and functional recovery from illness. Total Beeson Impact Years (the total number of years all Beeson Scholars have worked at each school) is positively correlated with more geriatrics research faculty, after controlling for NIH funding rank (P=.02). Beeson Scholars have made positive contributions to the development of academic geriatrics research programs at U.S. medical schools. PMID:21806567

  6. 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 Central

    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.

    2013-01-01

    Left ventricular (LV) mass and LV ejection fraction (EF) are major independent predictors of future cardiovascular disease. The association of LV mass with future LVEF in younger populations has not been studied. We investigated the relation of LV mass index (LVMI) at age 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 1985–1986. We included participants with echocardiographic examinations at both years-5 and -25. LVMI and LVEF were assessed using M-mode echocardiography at year-5 and using both M-mode and 2-dimensional images at year-25. Statistical analytic models assessed the correlation between LVMI and LV functional parameters both 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 LVEF at year-5, there was a small, but statistically significant negative correlation between LVMI at year-5 and LVEF 20 years later (r = −0.10, p < 0.0001); this inverse association persisted for LVMI in the multivariable model. High LVMI was an independent predictor of systolic dysfunction (LVEF < 50%) 20 years later (odds ratio 1.46, p = 0.0018). In conclusion, we have shown that LVMI in young adulthood in association with chronic risk exposure impacts systolic function in middle age; the antecedents of heart failure may occur at younger ages than previously thought. PMID:24176073

  7. Implications of advancing paternal age: does it affect offspring school performance?

    PubMed

    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.

  8. 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…

  9. 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…

  10. The Last Thing We Have Left: A Single-Case Study of a Small, Rural, Mill-Town School Closing

    ERIC Educational Resources Information Center

    Hallenbeck, Amy Talitha

    2012-01-01

    This qualitative, single-case study explored the closing of a small, rural, historic, mill-town school in the southeastern United States and why people were upset with the closing of the school. Through the responses of 12 purposefully selected participants, the study focused on attitudes, perceptions, and values of students and parents, school…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. School Subject Preferences: Age and Gender Differences Revisited.

    ERIC Educational Resources Information Center

    Colley, Ann; Comber, Chris

    2003-01-01

    Presents a study that focused on the school subject preferences of 11-12 year old girls (n=144) and boys (n=218) and 15-16 year old girls (n=269) and boys (n=300). Reports that there are gender differences in subject preference, while more traditional subjects were favored. (CMK)

  16. Schooling, Literacies and Biopolitics in the Global Age

    ERIC Educational Resources Information Center

    Collin, Ross; Apple, Michael W.

    2007-01-01

    This article examines how particular dynamics of globalization, including pressures to restructure economies for informational labor, shape and are shaped by processes of public schooling and the development of diverse literacies (understood here as the control of certain forms of life). More specifically, this article analyzes how, in an era of…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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.

  4. Unfulfilled Promise: Ensuring High Quality Teachers for Our Nation's Students. No Child Left Behind: A Status Report from Southeastern Schools

    ERIC Educational Resources Information Center

    Southeast Center for Teaching Quality (The), University of North Carolina, 2004

    2004-01-01

    The No Child Left Behind Act (NCLB) of 2001 has generated much discussion from practitioners and policymakers from both sides of the political aisle and increasingly, the general public. While the definition of "adequate yearly progress" and the accountability provisions of NCLB have received the most public attention, a key area--the call for…

  5. Reconceptualizing Parent Involvement in Minority Communities: Expanding No Child Left Behind to Improve Student Achievement in African American Schools

    ERIC Educational Resources Information Center

    Thompson, Eustace G.

    2006-01-01

    The No Child Left Behind parental involvement mandates have a direct impact on the work of administrators. Although the legislation is perceived as comprehensive regarding the implementation of parent involvement activities, the rigorous application of these strategies has not had the desired outcomes in low-performing, predominantly African…

  6. 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…

  7. 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…

  8. Real-Time Language Processing in School-Age Children with Specific Language Impairment

    ERIC Educational Resources Information Center

    Montgomery, James W.

    2006-01-01

    Background:School-age children with specific language impairment (SLI) exhibit slower real-time (i.e. immediate) language processing relative to same-age peers and younger, language-matched peers. Results of the few studies that have been done seem to indicate that the slower language processing of children with SLI is due to inefficient…

  9. 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…

  10. 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: …

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. Suicide Ideation and Social Desirability among School-Aged Young People

    ERIC Educational Resources Information Center

    Miotto, P.; Preti, A.

    2008-01-01

    A mixed male-female sample of 950 school-aged adolescents, corresponding to 10% of the young population aged 15-19 living in a rural district of Northeast Italy, was investigated with self-reported questionnaires about the links between social desirability and suicide ideation. On the whole 30.6% of females and 23.9% of males reported suicidal…

  17. Speech Disruptions in the Sentence Formulation of School-Age Children with Specific Language Impairment

    ERIC Educational Resources Information Center

    Finneran, Denise A.; Leonard, Laurence B.; Miller, Carol A.

    2009-01-01

    Background: Many school-age children with specific language impairment 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: To determine whether a more subtle measure of language use, speech disruptions during sentence…

  18. Developmental Precursors of Young School-Age Children's Hostile Attribution Bias

    ERIC Educational Resources Information Center

    Choe, Daniel Ewon; Lane, Jonathan D.; Grabell, Adam S.; Olson, Sheryl L.

    2013-01-01

    This prospective longitudinal study provides evidence of preschool-age precursors of hostile attribution bias in young school-age children, a topic that has received little empirical attention. We examined multiple risk domains, including laboratory and observational assessments of children's social-cognition, general cognitive functioning,…

  19. Joining the Quality Circle: Developmentally Appropriate Practice in School-Age Care.

    ERIC Educational Resources Information Center

    Albrecht, Kay

    1993-01-01

    Describes characteristics of a high-quality school-age care program: resourceful, caring staff; recognition of the importance of peers; opportunities for mixed- and same-age grouping; children's selection of activities and experiences; guidance for children's social and emotional development; and environments that encourage a wide variety of…

  20. Narrative Skill and Syntactic Complexity in School-Age Children with and without Late Language Emergence

    ERIC Educational Resources Information Center

    Domsch, Celeste; Richels, Corrin; Saldana, Michelle; Coleman, Cardin; Wimberly, Clayton; Maxwell, Lauren

    2012-01-01

    Background: Children who do not produce single words by the expected age have been described as "late talkers" or as demonstrating "late language emergence" (LLE). Although their short-term growth in vocabulary is often strong, longer-term consequences of LLE remain in dispute. It has been argued that the majority of school-age children who had…

  1. 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,…

  2. 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)

  3. Cohesive Adequacy in the Narrative Samples of School-Age Children Who Use African American English

    ERIC Educational Resources Information Center

    Horton-Ikard, RaMonda

    2009-01-01

    Purpose: This study explored the type and adequacy of cohesive devices that are produced by school-age children who use African American English (AAE). Method: The language samples of 33 African American children, ages 7, 9, and 11 years, were transcribed, analyzed, and coded for AAE use and cohesive adequacy (e.g., personal reference,…

  4. 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.

  5. 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.

  6. School-Aged Outcomes After Neonatal Arterial Ischemic Stroke.

    PubMed

    Czech, Theresa; Pardo, Andrea C

    2016-02-01

    Investigators from the Accident Vasculaire Cérébral de nouveau-né (AVCnn) Study Group, a multicenter registry in France, examined outcomes at 7 years of age in children previously identified with neonatal arterial ischemic stroke (NAIS).

  7. 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…

  8. School-Age Care and After-School Programs: Developing a Responsive Curriculum--Revisited 25 Years Later

    ERIC Educational Resources Information Center

    Scofield, Rich

    2004-01-01

    In 1979 and 1980 "Child Care Information Exchange" ran a series of five articles about what was then called school-age day care: "Getting It Off the Ground," "Designing an Effective Structure," "Developing a Responsive Curriculum," "Selecting and Motivating Staff," and "Managing the Money." These articles from 25 years ago captured the essence of…

  9. 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…

  10. 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

    ... for heating, lighting, and cooling in home-living (dormitory) situations. The following items will be... Education; Report back from subcommittee work and discussion; School visit to Wounded Knee District...

  11. 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

  12. 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…

  13. The Second Digital Divide and Its Effect on African-American (K-12) School-Age Children

    ERIC Educational Resources Information Center

    Barrett, Christopher A.

    2010-01-01

    The qualitative phenomenological study explored the perceptions of educators and parents of African-American (K-12) school-age children on how the children were using technology. The study was conducted in the Memphis City Public School System (MCS) and was limited to three schools in a school district. Common themes emerged from the analysis of…

  14. Practices and policies of providers testing school-aged children for tuberculosis, Connecticut, 2008.

    PubMed

    Lazar, Christina M; Sosa, Lynn; Lobato, Mark N

    2010-10-01

    This study identified current practices and policies related to testing school children for latent tuberculosis infection (LTBI) in Connecticut. A cross-sectional survey was mailed to a random sample of community pediatricians and family practitioners in Connecticut who provide health care services to children aged 4-18 years. The main outcome measure was adherence to national guidelines for tuberculosis (TB) testing of school-aged children. The response rate was 66.3% (345 of 520), 258 of whom provided services to children. Responses showed that 60% (152 of 252) of replying providers read the American Academy of Pediatrics (AAP) published guidelines, and 85% routinely assess children for TB risk before skin testing although only a minority (22%) use a written questionnaire. Of 153 responding providers, 130 (85%) report that schools require formal TB risk assessments at mandated school physical examinations or at school entry. Results also showed providers who read AAP-published guidelines and who are trained in the United States are more likely to follow the national guidelines for TB testing of children. The majority of health care providers reported following AAP-published guidelines for screening school-aged children for LTBI and TB disease; however, an important number of providers still do not follow recommended guidelines. Public health officials should make efforts to increase provider awareness of, and adherence to, guidelines. School districts also should take steps to ensure the appropriate level of testing of children for TB disease and LTBI.

  15. Unfunded Mandates? An Analysis of Pontiac School Board v. Spellings, the Legal Challenge to the No Child Left Behind Act

    ERIC Educational Resources Information Center

    Savich, Carl

    2008-01-01

    The purpose of this paper was to analyze the court case Pontiac v. Spellings, a legal challenge to the No Child Left Behind (NCLB) Act filed in 2005. The methodology was to examine and analyze the briefs filed and the court decisions to analyze the legal arguments made by the parties to the lawsuit. The results were that the U.S. Circuit Court for…

  16. The LMS and Z Scale Growth Reference for Saudi School-age Children and Adolescents

    PubMed Central

    El Mouzan, Mohammad I.; Al Salloum, Abdullah A.; Alqurashi, Mansour M.; Al Herbish, Abdullah S.; Al Omar, Ahmad

    2016-01-01

    Background/Aim: To establish L, M, and S parameters and z score reference for the assessment of nutrition and growth of Saudi school-age children and adolescents. Subjects and Methods: Data from the original cross-sectional study were reanalyzed. The L, M, and S parameters and z scores were calculated for weight, height and body mass index for school-age children and adolescents. Results: A total of 19,299 subjects from 5 to 18 years of age were included. All were Saudi nationals and 9,827 (50.9%) were boys. The L M S parameters and z scores for weight for age, height for age, and BMI for age for boys and girls are presented in detailed tables across the age of commonly used z scores (+3, +2, +1, 0, -1, -2, -3). Graphs corresponding to the same parameters (weight, height, and BMI) showing the main z scores across all ages from 5 to 18 years are illustrated. Conclusion: This report provides the first reference for nutritional status and growth of Saudi school-age children and adolescents. This tool is essential for more accurate assessment of growth and nutrition in various clinical conditions and research. PMID:27488329

  17. 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…

  18. 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…

  19. 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"…

  20. 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…

  1. 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…

  2. 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 "Canon" meant the…

  3. 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…

  4. School-Age Children in CCDBG: 2010 Update

    ERIC Educational Resources Information Center

    Matthews, Hannah; Firgens, Emily

    2012-01-01

    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 for low-income families. CCDBG provides child care assistance to children from birth to age 13. This fact sheet highlights key information about infants and toddlers…

  5. 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…

  6. New Futures School: A Comprehensive Program for School-Age Parents.

    ERIC Educational Resources Information Center

    Albuquerque Public Schools, NM.

    New Futures School is designed for any girl who is 13-19 years old; has a doctor's certificate of pregnancy; and has not yet graduated from high school. In the education area, traditional scheduling is used to minimize the effects of absenteeism. A special Infant Observation Center, a major program component serves as a babysitting facility, a…

  7. 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…

  8. 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…

  9. 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

  10. 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.

  11. 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…

  12. Lyme disease: an increasing health risk for school-age children.

    PubMed

    Hahn, D B; Pinger, R R; Hahn, E J

    1987-08-01

    Lyme disease, a bacterial infection with noticeable short-term and serious long-term consequences, is the most common tick-borne disease. First described in 1977, Lyme disease poses a significant health threat to school-age children exposed to the tick vector primarily in three specific regions of the United States. This article describes Lyme disease and its clinical signs and symptoms, and discusses the school nurse's role in identification, management, and prevention of this new health risk.

  13. Severe Bronchopulmonary Dysplasia, Growth, Nutrition, and Adipokines at School Age

    PubMed Central

    Suursalmi, Piia; Korhonen, Päivi; Kopeli, Tarja; Nieminen, Riina; Luukkaala, Tiina; Moilanen, Eeva; Tammela, Outi

    2016-01-01

    This study evaluated nutrition and growth in relation to plasma adipokine levels in 21 very-low-birth-weight (VLBW) children with radiographic bronchopulmonary dysplasia (BPD), 19 VLBW controls, and 19 term controls with a median age of 11.3 years. We took anthropometric measurements; assessed plasma levels of adipsin, resistin, adiponectin, and leptin; and analyzed the children’s 3-day food records. Children with BPD had a smaller age-adjusted head circumference and more microcephaly but no other significant growth differences. Daily recommended nutritional intake levels were poorly met but did not differ between the groups. Leptin levels correlated positively with the body mass index standard deviation score in VLBW children. No other associations between adipokine concentrations and growth were found. There were negative correlations between leptin concentrations and fat intake, resistin levels and carbohydrate intake, and adiponectin, adipsin, and leptin levels and energy intake. PMID:27336010

  14. [Hygienic aspects of cellular communication in school age].

    PubMed

    Teksheva, L M; Barsukova, N K; Chumicheva, O A; Khatit, Z Kh

    2014-01-01

    In the article there are presented the materials of research on the spread and usage of mobile phones among children and adolescents of different age groups in the Russian regions, the data of the performed tests of cellular communication devices, as well as the established effects of electromagnetic radiation (EMR) on biological objects. Risk groups of schoolchildren for adverse effect of EMR on health have been determined.

  15. Domain-Specific Impulsivity in School-Age Children

    PubMed Central

    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 and interpersonal-related impulsivity, as observed by teachers, parents, and the students themselves, are distinct, moderately correlated behavioral tendencies. Each demonstrates differentiated relationships with dimensions of childhood temperament, Big Five personality factors, and outcomes, such as sociometric popularity, report card grades, and classroom conduct. Implications for theoretical conceptions of impulsivity as well as for practical applications (e.g., domain-specific interventions) are discussed. PMID:24118714

  16. 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)…

  17. Ensuring that No Child is Left Behind. How are Student Health Risks & Resilience Related to the Academic Progress of Schools?

    ERIC Educational Resources Information Center

    Hanson, Thomas L.; Austin, Gregory; Lee-Bayha, June

    2004-01-01

    Public schools have come under enormous pressure in recent years to demonstrate academic gains and to address deeply rooted disparities among students of different races, ethnic groups, and income levels. Clearly, boosting academic achievement should be a top priority. Less evident, however, is the long-term effect of supporting this goal by…

  18. 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,…

  19. School Connectedness in the Health Behavior in School-Aged Children Study: The Role of Student, School, and School Neighborhood Characteristics

    ERIC Educational Resources Information Center

    Thompson, Douglas R.; Iachan, Ronaldo; Overpeck, Mary; Ross, James G.; Gross, Lori A.

    2006-01-01

    School connectedness includes liking school and positive relations with teachers and peers. School connectedness is associated with a variety of positive health outcomes. The goal of this study was to identify characteristics of students, schools, and school neighborhoods that are related to school connectedness. In the Health Behavior in…

  20. Five years later: language in school-age internationally adopted children.

    PubMed

    Glennen, Sharon; Bright, Betsy J

    2005-02-01

    This study followed a cohort of 46 school-age children adopted from Eastern Europe who were originally studied by Glennen and Masters up through age 2 or 3. Five years later, the children were 6 to 9 years of age. Data on their school-age abilities were collected through surveys of parents and teachers. Parents indicated that 17.4% of the children were receiving classroom accommodations or special education programs and 54.5% had one or more diagnoses. The most common diagnosis was attention deficit disorder/attention deficit hyperactivity disorder (ADD/ADHD), occurring in 25% of the children, primarily boys. Learning disability and speech language impairment were each noted in 11.4% of the children. Language and Social Skill profiles on the Children's Communication Checklist-2 and Social Skills Rating Scale (SSRS) indicated that structural and meaning-based language abilities were areas of strength. Measures of pragmatic use of language (i.e., Use of Context, Social Relations, Nonverbal Communication) were relative weaknesses. Behavior profiles on the SSRS indicated higher than average levels of hyperactivity. The profile of Language and Social Skills strengths and weaknesses was similar to patterns observed in children with ADD/ADHD. Age of adoption was not predictive of school-age outcomes on these measures, but the children's expressive vocabulary when they were 2 to 3 years of age predicted SSRS outcomes for Social Skills and Problem Behaviors.

  1. 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. PMID:24264145

  2. 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.

  3. 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…

  4. 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

  5. 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…

  6. The epidemiology of sports injuries in school-aged children.

    PubMed

    Sørensen, L; Larsen, S E; Röck, N D

    1996-10-01

    In the 5-year-period 1988-1992, 6096 children aged 6-17 (54.5% boys and 45.5% girls) were treated at the Emergency Department at Esbjerg Central Hospital after having sustained a sports injury. The data were registered according to the European Home- and Leisure-Accident Surveillance System (EHLASS) protocol. We found a total incidence rate in the municipality of Esbjerg of 73.3 per 1000 per year. Boys were most often injured in soccer, skateboard, handball, gymnastics and basketball, and girls in handball, horse-riding, gymnastics, basketball and roller-skating. The types of injuries were contusions 37.1%, fractures 22.0%, sprains 24.8%, wounds 9.5%, strains 5.0% and luxations 1.4%. The hospitalization rate was 3.8%. Compared to other studies the total incidence rate was high.

  7. 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. PMID:11269390

  8. [The enhancement of development at nursery school age].

    PubMed

    Kastner-Koller, Ursula; Deimann, Pia; Konrad, Claudia; Steinbauer, Birgit

    2004-03-01

    A scientifically based synthesis of diagnostic inventaries and intervention measures would be desirable for the practice of the enhancement of development. Recent research on preschool training, however, has hitherto tended to deal with the development and testing of the effectiveness of training programmes without linking them explicitly to a diagnosis of the abilities which are to be promoted. This article presents two studies that are part of a major project to connect the assessment and enhancement of development. The objective was to develop and empirically test intervention measures for two functional areas of the Wiener Entwicklungstest (WET, Kastner-Koller and Deimann 1998, 2002). Two training conditions were developed for the area of language, i.e. a specific encouragement of vocabulary and conceptualisation and general linguistic promotion. Similarly, two different promotion strategies were realized for the functional area Visual Perception, i.e. a conventional means of promotion using work sheets and a form of promotion utilizing games. According to area, these treatments were tested for their differential effectiveness in an experimental design (linguistic training N = 42; training of perception N = 51), using the Wiener Entwicklungstest (WET) for the pre- and posttests, the intermediate programme comprising 16 units and a control group meantime taking part in the educational programme of the nursery school in both studies. The results showed that both forms of linguistic training and the promotion of perception through games were highly effective in their areas, but that the effect of work sheets could not be definitively assessed. The different effects of the training programmes on children with and without a general developmental lag in the Wiener Entwicklungstest (WET) were particularly interesting.

  9. Handedness, Birth Order, Reading Problems: Referrals to a School Psychologist.

    ERIC Educational Resources Information Center

    Altus, Grace T.; Altus, William D.

    To investigate the influence of handedness in the referral of elementary school students to a school psychologist, 120 left-handed referrals were matched with 120 right-handed referrals by sex, full-scale intelligence quotient, and chronological age. Comparison of the groups revealed that twins were more numerous among the left-handed students.…

  10. Middle-school-age outcomes in children with very low birthweight.

    PubMed

    Taylor, H G; Klein, N; Minich, N M; Hack, M

    2000-01-01

    Most previous studies of children with birthweight <750 g have focused on early childhood sequelae. To evaluate later outcomes, a regional sample of 60 <750-g birthweight children was compared at middle school age (M = 11 years) to 55 children with birthweight 750-1,499 g and 49 term controls. The groups were matched on age, gender, and demographic variables at the time of an early-school-age assessment (mean age 7 years). The <750-g birthweight group fared less well at middle school age than the term group on measures of cognitive function, achievement, behavior, and academic performance. In many instances, outcomes were less favorable for the <750-g children than for the 750 to 1,499-g group. Children in the <750-g group who were free of neurosensory disorders and global cognitive impairment performed more poorly on several tests than their term counterparts. Group differences in this subsample on tests of motor skills, math, and the ability to copy and recall a complex drawing remained significant even after controlling for IQ. Disparities between the <750-g and term groups increased with age for some measures. Despite favorable outcomes for many children in the <750-g group, this population is at risk for long-term developmental problems.

  11. Cognitive effects of diarrhea, malnutrition, and Entamoeba histolytica infection on school age children in Dhaka, Bangladesh.

    PubMed

    Tarleton, Jessica L; Haque, Rashidul; Mondal, Dinesh; Shu, Jianfen; Farr, Barry M; Petri, William A

    2006-03-01

    Cognitive function was assessed in 191 Bangladeshi children 6-9 years of age using verbal and nonverbal tests. These scores were added to a health surveillance database that was compiled over the four previous years that includes incidence of diarrhea and Entamoeba histolytica infection and nutritional status. The associations of diarrhea, malnutrition, and social factors with cognitive scores were analyzed statistically, and associations between diarrhea and test scores were controlled for the influence of social factors. Cognitive scores were negatively associated with stunting during school age, as well as the height-for-age and weight-for-age scores at study enrollment. Incidence of diarrhea was associated with nonverbal test scores before, but not after, controlling for socioeconomic factors. Generally E. histolytica infection was not found to independently influence scores, except that E. histolytica-associated dysentery was associated with lower test scores while dysentery of any etiology was not. Thus, malnutrition during the school age years, but not diarrhea or E. histolytica infection, was associated with a lower level of cognitive functioning. This suggested that intervention during school age years may be able to mitigate the cognitive deficiencies associated with malnutrition.

  12. A persistently high body mass index increases the risk of atopic asthma at school age

    PubMed Central

    Loid, Petra; Goksör, Emma; Alm, Bernt; Pettersson, Rolf; Möllborg, Per; Erdes, Laslo; Åberg, Nils; Wennergren, Göran

    2015-01-01

    Aim Being overweight has been associated with the risk of developing childhood asthma, but studies have produced conflicting results, for example with regard to possible links to allergic diseases. This study aimed to explore the relationship between body mass index (BMI) and school-age asthma. Methods Data were obtained from a prospective, longitudinal study of 5044 children born in western Sweden. The parents answered questionnaires at six months and one, four-and-a-half and eight years of age. The response rate to the final questionnaire at the age of eight was just over 80%. BMI was adjusted for age and gender, and a high BMI was defined as the 85th percentile and above. Results A multivariate analysis showed an independently increased risk of doctor-diagnosed asthma among children with a persistently high BMI, both in infancy and at school age, with an adjusted odds ratio (aOR) of 2.9 and a 95% confidence interval (CI) of 1.3–6.4. In addition, persistently high BMI was associated with an increased risk of atopic asthma (aOR 4.7, 95% CI 2.0–11.0). Conclusion A persistently high BMI during childhood increased the risk of doctor-diagnosed asthma at school age. The increased risk of atopic asthma suggests an effect mediated via the immune system. PMID:25818987

  13. 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…

  14. 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…

  15. Play Opportunities for School-Age Children, 6 to 14 Years of Age. Advisory Document.

    ERIC Educational Resources Information Center

    Canada Mortgage and Housing Corp., Ottawa (Ontario).

    Suggestions for the planning and design of playgrounds to meet the needs of children between 6 to 14 years of age living in medium- and high-density residential areas are offered in this document. The first and second chapters briefly focus on the child's right to play and present an overview of the developmental characteristics of children at…

  16. Sleep problems of school-aged children: a complementary view.

    PubMed

    Paavonen, E J; Aronen, E T; Moilanen, I; Piha, J; Räsänen, E; Tamminen, T; Almqvist, F

    2000-02-01

    The aim of this population-based multicentre study was to evaluate the prevalence rates of sleep problems among 8-9-y-old children. The sample consisted of 5813 Finnish children, making up 10% of the age cohort. Both parents and children provided information. Disturbed sleep was reported by 21.7% of parents. Most of the problems were mild; only 0.3% were serious. Dyssomnias were frequent: 11.1% had difficulties with sleep onset, 7.1% with night waking and 2.3% with waking too early. Multiple sleep problems were present in 9.1% of the children. 17.8% of children reported disturbed sleep, 12.7% had problems many nights and 5.1% every night. In 32.0% of cases, either the parent or the child reported disturbed sleep; 7.4% of these reports came from both the parent and the child, 14.1% from the parent only and 10.3% from the child only. The correspondence between informants was poor (kappa = 0.224). Sleeping problems were associated with somatic and psychiatric problems. It is concluded that by restricting questioning to parents only, one-third of all potential cases of sleep problems may go unnoticed. In order to increase the sensitivity of screening children's sleep problems, both parents and children should provide information in epidemiological settings as well as in clinical work. PMID:10709895

  17. Overweight among primary school-age children in Malaysia.

    PubMed

    Naidu, Balkish Mahadir; Mahmud, Siti Zuraidah; Ambak, Rashidah; Sallehuddin, Syafinaz Mohd; Mutalip, Hatta Abdul; Saari, Riyanti; Sahril, Norhafizah; Hamid, Hamizatul Akmal Abdul

    2013-01-01

    This study is a secondary data analysis from the National Health Morbidity Survey III, a population-based study conducted in 2006. A total of 7,749 children between 7 and 12 years old were recruited into the study. This study seeks to report the prevalence of overweight (including obesity) children in Malaysia using international cut-off point and identify its associated key social determinants. The results show that the overall prevalence of overweight children in Malaysia was 19.9%. The urban residents, males, Chinese, those who are wealthy, have overweight or educated guardians showed higher prevalence of overweight. In multivariable analysis, higher likelihood of being overweight was observed among those with advancing age (OR=1.15), urban residents (OR=1.16, 95% CI: 1.01-1.36), the Chinese (OR=1.45, 95% CI: 1.19-1.77), boys (OR=1.23, 95% CI: 1.08-1.41), and those who came from higher income family. In conclusion, one out of five of 7-12 year-old-children in Malaysia were overweight. Locality of residence, ethnicity, gender, guardian education, and overweight guardian were likely to be the predictors of this alarming issue. Societal and public health efforts are needed in order to reduce the burden of disease associated with obesity. PMID:23945411

  18. 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

  19. Overweight among primary school-age children in Malaysia.

    PubMed

    Naidu, Balkish Mahadir; Mahmud, Siti Zuraidah; Ambak, Rashidah; Sallehuddin, Syafinaz Mohd; Mutalip, Hatta Abdul; Saari, Riyanti; Sahril, Norhafizah; Hamid, Hamizatul Akmal Abdul

    2013-01-01

    This study is a secondary data analysis from the National Health Morbidity Survey III, a population-based study conducted in 2006. A total of 7,749 children between 7 and 12 years old were recruited into the study. This study seeks to report the prevalence of overweight (including obesity) children in Malaysia using international cut-off point and identify its associated key social determinants. The results show that the overall prevalence of overweight children in Malaysia was 19.9%. The urban residents, males, Chinese, those who are wealthy, have overweight or educated guardians showed higher prevalence of overweight. In multivariable analysis, higher likelihood of being overweight was observed among those with advancing age (OR=1.15), urban residents (OR=1.16, 95% CI: 1.01-1.36), the Chinese (OR=1.45, 95% CI: 1.19-1.77), boys (OR=1.23, 95% CI: 1.08-1.41), and those who came from higher income family. In conclusion, one out of five of 7-12 year-old-children in Malaysia were overweight. Locality of residence, ethnicity, gender, guardian education, and overweight guardian were likely to be the predictors of this alarming issue. Societal and public health efforts are needed in order to reduce the burden of disease associated with obesity.

  20. 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…

  1. 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…

  2. 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…

  3. 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)

  4. 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. "Role" is…

  5. 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…

  6. Lexical and Phrasal Prominence Patterns in School-Aged Children's Speech

    ERIC Educational Resources Information Center

    Shport, Irina A.; Redford, Melissa A.

    2014-01-01

    This study investigated the integration of word- and phrase-level prominences in speech produced by twenty-five school-aged children (6;2 to 7;3) and twenty-five adults. Participants produced disyllabic number words in a straight count condition and in two phrasal conditions, namely, a stress clash and non-clash phrasal context. Duration and…

  7. 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%.…

  8. Multilevel Risk Models for Retrospective Age-of-Onset Data: School Children's First Cigarette.

    ERIC Educational Resources Information Center

    Pickles, Andrew; Pickering, Kevin; Taylor, Colin; Sutton, Stephen; Yang, Shuying

    2001-01-01

    Describes a random effects discrete time survival model that addresses problems of measurement error and sample design complexities. Demonstrates the effectiveness of the model in an analysis of retrospective report data on the age of onset of smoking from two cross-sectional school-based studies. (JPB)

  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. 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…

  11. School-Aged Children of Alcoholics: Theory and Research. Pamphlet Series.

    ERIC Educational Resources Information Center

    Johnson, Jeannette L.; Bennett, Linda A.

    Despite the research documenting the occurrence of alcoholism in families, little is known about how alcoholism is transmitted from one generation to the next or what causes several members of the same family to abuse alcohol. To date, the most consistent findings among school-aged children are reports of cognitive differences. Health problems,…

  12. Too Old for the Job? Sovereign Immunity, School Boards, and Age Discrimination.

    ERIC Educational Resources Information Center

    Dowling-Sendor, Benjamin

    2000-01-01

    In "Kimel v. Florida Board of Regents," the U.S. Supreme Court did not entirely strike down application of the federal Age Discrimination in Employment Act (1967) to state and local government agencies. The Court would probably permit some types of lawsuits in federal and state courts to enforce the ADEA against school districts. (MLH)

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. Measuring Impulsivity in School-Aged Boys and Examining Its Relationship with ADHD and Odd Ratings

    ERIC Educational Resources Information Center

    Avila, Cesar; Cuenca, Isabel; Felix, Vicente; Parcet, Maria-Antonia; Miranda, Ana

    2004-01-01

    Seven different laboratory measures of impulsivity were administered to a group of 165 school-aged boys. Parents' and teachers' ratings of Attention Deficit and Hyperactivity Disorder and Oppositional/Defiant Disorder were also obtained. Factor analyses of impulsivity measures revealed the existence of a strong Inhibitory Control Factor including…

  18. 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…

  19. 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…

  20. Prevalence of Obesity and Overweight Among School Children Aged 8-18 Years in Rajkot, Gujarat.

    PubMed

    Chudasama, Rajesh K; Eshwar, Tkm; Eshwar, Subhasini T; Thakkar, Dhara

    2016-08-01

    A total of 1496 school children aged 8-18 years (79.1% boys) participated in this study. Prevalence of obesity and overweight was estimated by using three different growth standards. Revised IAP 2015 growth standards detected more obese and overweight children than WHO 2007 and IOTF standards. PMID:27395837

  1. Listening Effort and Fatigue in School-Age Children with and without Hearing Loss.

    ERIC Educational Resources Information Center

    Hicks, Candace Bourland; Tharpe, Anne Marie

    2002-01-01

    Two studies compared either physiological signs of fatigue or evidence of effort expended by 20 school-age children with or without mild-to-moderate hearing loss under difficult hearing conditions. Although the first study found no differences in fatigue, the second study found that children with hearing loss expend more effort in listening than…

  2. 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…

  3. 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…

  4. Overt and Relational Aggression in Russian Nursery-School-Age Children: Parenting Style and Marital Linkages.

    ERIC Educational Resources Information Center

    Hart, Craig H.; Nelson, David A.; Robinson, Clyde C.; Olsen, Susanne Frost; McNeilly-Choque, Mary Kay

    1998-01-01

    Maternal and paternal parenting styles and marital interactions linked to childhood aggressive behavior in Western psychological literature were measured in 207 ethnic Russian families of nursery-school-age children. Results corroborated and extended findings from Western samples. Greater marital conflict (for boys only), greater maternal…

  5. 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…

  6. Comparison of Measures of Morphosyntactic Complexity in French-Speaking School-Aged Children

    ERIC Educational Resources Information Center

    Mimeau, Catherine; Plourde, Vickie; Ouellet, Andrée-Anne; Dionne, Ginette

    2015-01-01

    This study examined the validity and reliability of different measures of morphosyntactic complexity, including the Morphosyntactic Complexity Scale (MSCS), a novel adaptation of the Developmental Sentence Scoring, in French-speaking school-aged children. Seventy-three Quebec children from kindergarten to Grade 3 completed a definition task and a…

  7. A Narrative Review of Problem-Based Learning with School-Aged Children: Implementation and Outcomes

    ERIC Educational Resources Information Center

    Jerzembek, Gabi; Murphy, Simon

    2013-01-01

    This paper reviews empirical studies that have evaluated the impact of problem-based learning (PBL) on school-aged pupils, in order to summarise how it has been implemented and to assess its effects on academic and personal development. Following electronic searches of PsychINFO, the British Education Index and the Cochrane review database, six…

  8. 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…

  9. 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,…

  10. 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…

  11. 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,…

  12. 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…

  13. Display Rules for Anger and Aggression in School-Age Children.

    ERIC Educational Resources Information Center

    Underwood, Marion K.; And Others

    1992-01-01

    Two studies examined the development of display rules for anger and the relationship between the use of display rules for anger and aggressiveness as rated by school peers. Findings indicate that the phenomenon of display rules for anger is complex and depends on the way display rules are defined and the age and gender of the subjects. (GLR)

  14. 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…

  15. Attention-Deficit and Hyperactivity among School-Age United Arab Emirates Children

    ERIC Educational Resources Information Center

    Khamis, Vivian

    2011-01-01

    The prevalence of ADHD was studied among 200 UAE school-age children. Variables that distinguish ADHD and non-ADHD children were examined, including child characteristics, parents' sociodemographics, socioeconomic status, family environment, and parental style of influence. Results indicated that 12.5 % of the children had ADHD symptomatology, and…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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.…

  1. Standards, Regulation and Development of School-Age Day Care and "Open Door" Services.

    ERIC Educational Resources Information Center

    Petrie, Pat

    1996-01-01

    Describes research on "open door" play and day care services for school-age children, which provided data on standards of such services when they became subject to registration and inspection under Children Act 1989. Identifies shortcomings in material resources and practice. Uses case studies to describes problems of local authorities in carrying…

  2. 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…

  3. 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…

  4. 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…

  5. 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.

  6. The Past, Present, and Future of School Improvement: Towards the Third Age.

    ERIC Educational Resources Information Center

    Hopkins, David; Reynolds, David

    2001-01-01

    Outlines the three phases that school improvement has been through in England since the mid-1980s, with attention to the characteristics of the recent third age improvement paradigm. Argues these new models of improvement stand a chance of overcoming the difficulties that past improvement has had in affecting outcomes. (BT)

  7. Oral Discourse and Reading Comprehension Abilities of African American School-Age Children

    ERIC Educational Resources Information Center

    Koonce, Nicole M.

    2012-01-01

    The reading underachievement of African American (AA) school-age children has received considerable attention in educational circles. Unfortunately, there are relatively few studies designed to uncover the source or sources of these reading achievement differences, especially in children beyond early elementary grades. Some studies suggest that…

  8. 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…

  9. 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…

  10. 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.

  11. Relationship between home and school adjustment: children's experiences at ages 10 and 14.

    PubMed

    Aman-Back, Susanna; Björkqvist, Kaj

    2007-06-01

    773 children (359 girls, 414 boys) of two age groups, 10 years and 14 years, completed a questionnaire about subjective experiences of home and school. Children who reported getting along well with their parents and finding it easy to communicate with them also reported being more satisfied with themselves, enjoying school more, feeling less lonely, being less bullied by others, and also bullying others less. Boys reported bullying more than girls and more satisfaction with themselves than girls. Girls reported enjoying school more, feeling lonelier, sometimes having trouble falling asleep, and having headaches more often than boys. Girls at age 14 reported experiencing a prominent increase in headaches and parental complaints about their eating habits.

  12. Association of Obesity in Early Adulthood and Middle Age with Incipient Left Ventricular Dysfunction and Structural Remodeling: The Coronary Artery Risk Development in Young Adults (CARDIA) Study

    PubMed Central

    Kishi, Satoru; Armstrong, Anderson C.; Gidding, Samuel S.; Colangelo, Laura A.; Venkatesh, Bharath A.; Jacobs, David R.; Carr, J. Jeffery; Terry, James G.; Liu, Kiang; Goff, David C.; Lima, João A.C.

    2014-01-01

    Objectives We investigated the relationship of body mass index (BMI) and its 25-year change to left ventricular (LV) structure and function. Background Longstanding obesity may be associated with clinical cardiac dysfunction and heart failure. Whether obesity relates to cardiac dysfunction during young adulthood and middle age has not been investigated. Methods The Coronary Artery Risk Development in Young Adults (CARDIA) enrolled white and black adults aged 18-30 years in 1985-86 (Year-0). At the Year-25, cardiac function was assessed by conventional echocardiography, tissue Doppler imaging (TDI), and speckle tracking echocardiography (STE). Twenty-five year change in BMI (classified as Low:<27 Kg/m2 and High:≥27 Kg/m2) was categorized into four groups (Low-Low, High-Low, Low-High, and High-High). Multiple linear regression was used to quantify the association between categorical changes in BMI (Low-Low as reference) with LV structural and functional parameters obtained in middle age, adjusting for baseline and 25-year change in risk factors. Results The mean BMI was 24.4 kg/m2 in 3,265 participants included at Year-0. Change in BMI adjusted for risk factors was directly associated with incipient myocardial systolic dysfunction assessed by STE (High-High:β-coefficient=0.67; Low-High:β-coefficient=0.35 for longitudinal peak-systolic strain) and diastolic dysfunction assessed by TDI (High-High:β-coefficient=-074; Low-High:β-coefficient=-0.45 for e′) and STE (High-High:β-coefficient= -0.06 for circumferential early-diastolic strain rate). Greater BMI was also significantly associated with increased LV mass/height (High-High:β-coefficient=26.11; Low-High:β-coefficient=11.87). Conclusions Longstanding obesity from young adulthood to middle age is associated with impaired LV systolic and diastolic function assessed by conventional echocardiography, TDI, and STE in a large bi-racial cohort of adults aged 43-55 years. PMID:25194290

  13. 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

  14. Built Environment Features that Promote Cycling in School-Aged Children.

    PubMed

    Larouche, Richard

    2015-12-01

    Previous research shows that children and youth who cycle to/from school are more active and fitter than those who travel by motorized modes. However, rates of cycling are low in many countries, and a better understanding of the correlates of cycling may inform the development of future interventions. This review summarizes the current literature on the built environment correlates of cycling among school-aged children and youth. While both studies of transportation and recreational cycling were eligible, the majority of the 12 included studies focused on the trip to/from school and consistently indicated that shorter distance between home and school is associated with greater odds of cycling. However, little is known about the correlates of cycling for other purposes. Furthermore, other built environment features have not been studied enough to allow strong conclusions to be drawn. Recommendations for future studies are proposed to address the limitations of current evidence.

  15. The age of menarche as related to physical growth of junior high school girls in Jakarta.

    PubMed

    Samsudin

    1990-01-01

    A study on the age of menarche and its relation to physical growth was conducted in 1444 junior high school girls who were selected by means of stratified random sampling from 5 districts in Jakarta. This study revealed that 1276 girls had already menarche at different ages, 56.4% of them at the age under 13 years with 1.6% at the age 9-10 years. The mean age of menarche was 13.0 +/- 1.1 years. The relationship between the age of menarche and physical growth was studied on a subsample of 301 girls consisting of 133 whose age of menarche was the same as the chronological age at the time of study, and 168 who had not yet had menarche. Comparison on physical growth was based on weight, height, MUAC, and triceps skinfold respectively. The study reveal that significant higher values on those indices were observed in girls who had already had menarche as compared to the same age girls who had not yet. The value of difference was higher in younger age group as compared to the older one. Besides that the relatively higher values of weight for height combined with higher values for triceps skinfold indicates the relative overweight in girls with younger age of menarche. This study showed that menarche may occur at less than 13 years if a girl showed faster physical growth and was relatively overweight, although many other factors of growth and development should also be considered.

  16. 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…

  17. 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…

  18. School-Age Child Care: A Legal Manual for Public School Administrators.

    ERIC Educational Resources Information Center

    Cohen, Abby J.

    Current national concern about increasing numbers of latchkey children has been addressed by policy initiatives at the federal, state, and local levels. Educators in many communities are examining what schools can do for children when classes are not in session and parents and other caregivers are unavailable. This manual confronts the legal…

  19. 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…

  20. Early Childhood Precursors and School age Correlates of Different Internalising Problem Trajectories Among Young Children.

    PubMed

    Parkes, Alison; Sweeting, Helen; Wight, Daniel

    2016-10-01

    It is unclear why trajectories of internalising problems vary between groups of young children. This is the first attempt in the United Kingdom to identify and explain different trajectories of internalising problems from 46 to 94 months. Using both mother- and child-reported data from the large Growing Up in Scotland (GUS) birth cohort (N = 2901; male N = 1497, female N = 1404), we applied growth mixture modelling and multivariable multinomial regression models. Three trajectories were identified: low-stable, high-decreasing and medium-increasing. There were no gender differences in trajectory shape, membership, or importance of covariates. Children from both elevated trajectories shared several early risk factors (low income, poor maternal mental health, poor partner relationship, pre-school behaviour problems) and school-age covariates (low mother-child warmth and initial school maladjustment) and reported fewer supportive friendships at 94 months. However, there were also differences in covariates between the two elevated trajectories. Minority ethnic status and pre-school conduct problems were more strongly associated with the high-decreasing trajectory; and covariates measured after school entry (behaviour problems, mother-child conflict and school maladjustment) with the medium-increasing trajectory. This suggests a greater burden of early risk for the high-decreasing trajectory, and that children with moderate early problem levels were more vulnerable to influences after school transition. Our findings largely support the sparse existing international evidence and are strengthened by the use of child-reported data. They highlight the need to identify protective factors for children with moderate, as well as high, levels of internalising problems at pre-school age, but suggest different approaches may be required. PMID:26747450

  1. 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…

  2. 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,…

  3. 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.

  4. 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…

  5. 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…

  6. 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…

  7. The Status of School-Age Child Care in Florida: An Oversight Report Prepared for the Education K-12 Committee.

    ERIC Educational Resources Information Center

    Florida House of Representatives, Tallahassee. Committee on Education, K-12.

    This comprehensive report provides current information on the status of school age child care in Florida, an overview of Florida Statutes, a summary of benefits and problems with state involvement, and recommendations for action. An estimated 138,000 children ages 5 to 13 in Florida may be without care every day after school. Florida's school…

  8. 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…

  9. 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…

  10. 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. PMID:21404978

  11. Relationship between anthropometric indicators and cognitive performance in Southeast Asian school-aged children.

    PubMed

    Sandjaja; Poh, Bee Koon; Rojroonwasinkul, Nipa; Le Nyugen, Bao Khanh; Budiman, Basuki; Ng, Lai Oon; Soonthorndhada, Kusol; Xuyen, Hoang Thi; Deurenberg, Paul; Parikh, Panam

    2013-09-01

    Nutrition is an important factor in mental development and, as a consequence, in cognitive performance. Malnutrition is reflected in children's weight, height and BMI curves. The present cross-sectional study aimed to evaluate the association between anthropometric indices and cognitive performance in 6746 school-aged children (aged 6-12 years) of four Southeast Asian countries: Indonesia; Malaysia; Thailand; Vietnam. Cognitive performance (non-verbal intelligence quotient (IQ)) was measured using Raven's Progressive Matrices test or Test of Non-Verbal Intelligence, third edition (TONI-3). Height-for-age z-scores (HAZ), weight-for-age z-scores (WAZ) and BMI-for-age z-scores (BAZ) were used as anthropometric nutritional status indices. Data were weighted using age, sex and urban/rural weight factors to resemble the total primary school-aged population per country. Overall, 21% of the children in the four countries were underweight and 19% were stunted. Children with low WAZ were 3·5 times more likely to have a non-verbal IQ < 89 (OR 3·53 and 95% CI 3·52, 3·54). The chance of having a non-verbal IQ < 89 was also doubled with low BAZ and HAZ. In contrast, except for severe obesity, the relationship between high BAZ and IQ was less clear and differed per country. The odds of having non-verbal IQ levels < 89 also increased with severe obesity. In conclusion, undernourishment and non-verbal IQ are significantly associated in 6-12-year-old children. Effective strategies to improve nutrition in preschoolers and school-aged children can have a pronounced effect on cognition and, in the longer term, help in positively contributing to individual and national development.

  12. Relationship between anthropometric indicators and cognitive performance in Southeast Asian school-aged children.

    PubMed

    Sandjaja; Poh, Bee Koon; Rojroonwasinkul, Nipa; Le Nyugen, Bao Khanh; Budiman, Basuki; Ng, Lai Oon; Soonthorndhada, Kusol; Xuyen, Hoang Thi; Deurenberg, Paul; Parikh, Panam

    2013-09-01

    Nutrition is an important factor in mental development and, as a consequence, in cognitive performance. Malnutrition is reflected in children's weight, height and BMI curves. The present cross-sectional study aimed to evaluate the association between anthropometric indices and cognitive performance in 6746 school-aged children (aged 6-12 years) of four Southeast Asian countries: Indonesia; Malaysia; Thailand; Vietnam. Cognitive performance (non-verbal intelligence quotient (IQ)) was measured using Raven's Progressive Matrices test or Test of Non-Verbal Intelligence, third edition (TONI-3). Height-for-age z-scores (HAZ), weight-for-age z-scores (WAZ) and BMI-for-age z-scores (BAZ) were used as anthropometric nutritional status indices. Data were weighted using age, sex and urban/rural weight factors to resemble the total primary school-aged population per country. Overall, 21% of the children in the four countries were underweight and 19% were stunted. Children with low WAZ were 3·5 times more likely to have a non-verbal IQ < 89 (OR 3·53 and 95% CI 3·52, 3·54). The chance of having a non-verbal IQ < 89 was also doubled with low BAZ and HAZ. In contrast, except for severe obesity, the relationship between high BAZ and IQ was less clear and differed per country. The odds of having non-verbal IQ levels < 89 also increased with severe obesity. In conclusion, undernourishment and non-verbal IQ are significantly associated in 6-12-year-old children. Effective strategies to improve nutrition in preschoolers and school-aged children can have a pronounced effect on cognition and, in the longer term, help in positively contributing to individual and national development. PMID:24016767

  13. 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.

  14. Preschool Anxiety Disorders Predict Different Patterns of Amygdala-Prefrontal Connectivity at School-Age

    PubMed Central

    Carpenter, Kimberly L. H.; Angold, Adrian; Chen, Nan-Kuei; Copeland, William E.; Gaur, Pooja; Pelphrey, Kevin; Song, Allen W.; Egger, Helen L.

    2015-01-01

    Objective In this prospective, longitudinal study of young children, we examined whether a history of preschool generalized anxiety, separation anxiety, and/or social phobia is associated with amygdala-prefrontal dysregulation at school-age. As an exploratory analysis, we investigated whether distinct anxiety disorders differ in the patterns of this amygdala-prefrontal dysregulation. Methods Participants were children taking part in a 5-year study of early childhood brain development and anxiety disorders. Preschool symptoms of generalized anxiety, separation anxiety, and social phobia were assessed with the Preschool Age Psychiatric Assessment (PAPA) in the first wave of the study when the children were between 2 and 5 years old. The PAPA was repeated at age 6. We conducted functional MRIs when the children were 5.5 to 9.5 year old to assess neural responses to viewing of angry and fearful faces. Results A history of preschool social phobia predicted less school-age functional connectivity between the amygdala and the ventral prefrontal cortices to angry faces. Preschool generalized anxiety predicted less functional connectivity between the amygdala and dorsal prefrontal cortices in response to fearful faces. Finally, a history of preschool separation anxiety predicted less school-age functional connectivity between the amygdala and the ventral prefrontal cortices to angry faces and greater school-age functional connectivity between the amygdala and dorsal prefrontal cortices to angry faces. Conclusions Our results suggest that there are enduring neurobiological effects associated with a history of preschool anxiety, which occur over-and-above the effect of subsequent emotional symptoms. Our results also provide preliminary evidence for the neurobiological differentiation of specific preschool anxiety disorders. PMID:25625285

  15. Summary Statement: Appropriate Medical Care for the Secondary School-Aged Athlete

    PubMed Central

    Almquist, Jon; Valovich McLeod, Tamara C; Cavanna, Angela; Jenkinson, Dave; Lincoln, Andrew E; Loud, Keith; Peterson, Bart C; Portwood, Craig; Reynolds, John; Woods, Thomas S

    2008-01-01

    Objective: To present the recommendations made by the Appropriate Medical Care for Secondary School-Aged Athletes Task Force and to summarize the subsequent monograph developed around 11 consensus points. Data Sources: The MEDLINE, CINAHL, and SportDiscus databases were searched for relevant literature regarding secondary school-aged athletes; health care administration; preparticipation physical examination; facilities; athletic equipment; emergency action planning; environmental conditions; recognition, evaluation, and treatment of injuries; rehabilitation and reconditioning; psychosocial consultation; nutrition; and prevention strategies. Conclusions and Recommendations: Organizations that sponsor athletic programs for secondary school-aged athletes should establish an athletic health care team to ensure that appropriate medical care is provided to all participants. The 11 consensus points provide a framework—one that is supported by the medical literature and case law—for the development of an athletic health care team and for assigning responsibilities to the team, administrators, and staff members of institutions sponsoring secondary school and club-level athletic programs. PMID:18668175

  16. Cognitive and Behavioral Indicators of ADHD Symptoms Prior to School Age

    PubMed Central

    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. The current study aimed to 1) identify early behavioral and cognitive markers of later significant parent and/or teacher ratings of ADHD symptomology, 2) examine sex differences in these predictors, and 3) describe the developmental trajectories of comorbid symptoms in school aged children. Methods 1,106 children and at least one parent enrolled in the NICHD Study of Early Child Care and Youth Development were followed from 1 month of age through 6th grade. Effect size calculations, discriminant function analysis, and growth curve analyses were conducted to address the three aims. Results Children with high- versus low-ADHD symptomology at 3rd grade could be distinguished using cognitive and behavioral measures as early as 15 months (females) and 24 months (males). Sensitivity and specificity were modest at 15, 24 and 26 months. Growth curves revealed significant differences between high- and low-ADHD groups in comorbid symptoms at Kindergarten, and significantly different slopes for externalizing, social skills and academic skills ratings across elementary school. There were few gender differences on cognitive and behavioral variables within the high-ADHD group. Conclusions Cognitive and behavioral markers of ADHD symptoms are present in children prior to entry into formal schooling, but current behavioral screeners are not developmentally sensitive to these differences in infancy and toddlerhood. PMID:23848372

  17. Did the 18 Drinking Age Promote High School Dropout? Implications for Current Policy

    PubMed Central

    Plunk, Andrew D.; Agrawal, Arpana; Tate, William F.; Cavazos-Rehg, Patricia; Bierut, Laura J.; Grucza, Richard A.

    2015-01-01

    Objective: Disagreement exists over whether permissive minimum legal drinking age (MLDA) laws affected underage adolescents (e.g., those age 17 years with the MLDA of 18). We used MLDA changes during the 1970s and 1980s as a natural experiment to investigate how underage exposure to permissive MLDA affected high school dropout. Method: MLDA exposure was added to two data sets: (a) the 5% public use microdata samples of the 1990 and 2000 censuses (n = 3,671,075), and (b) a combined data set based on the 1991–1992 National Longitudinal Alcohol Epidemiological Survey (NLAES) and the 2001–2002 National Epidemiological Survey on Alcohol and Related Conditions (NESARC; n = 16,331). We used logistic regression to model different thresholds of MLDA on high school dropout. We also estimated models conditioned on demographic variables and familial risk of developing alcohol problems. Results: Only the MLDA of 18 predicted high school dropout. Exposure was associated with 4% and 13% higher odds of high school dropout for the census and NLAES/NESARC samples, respectively. We noted greater impact on women (5%–18%), Blacks (5%–19%), and Hispanics (6%). Self-report of parental alcohol problems was associated with 40% higher odds, which equals a 4.14-point increase in dropout rate for that population. Conclusions: The MLDA of 18 likely had a large impact on high school dropout rates, suggesting that the presence of legal-aged peers in a high school setting increased access to alcohol for younger students. Our results also suggest that policy can promote less dangerous drinking behavior even when familial risk of alcohol use disorders is high. PMID:26402348

  18. 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

  19. Sex-related differences in intrinsic myocardial properties influence cardiac function in middle-aged rats during infarction-induced left ventricular remodeling.

    PubMed

    Dedkov, Eduard I; Bogatyryov, Yevgen; Pavliak, Kristina; Santos, Adora T; Chen, Yue-Feng; Zhang, Youhua; Pingitore, Alessandro

    2016-06-01

    We previously determined that residual left ventricular (LV) myocardium of middle-aged rats had sex-related differences in regional tissue properties 4 weeks after a large myocardial infarction (MI). However, the impact of such differences on cardiac performance remained unclear. Therefore, our current study aimed to elucidate whether sex-related changes in MI-induced myocardial remodeling can influence cardiac function. A similar-sized MI was induced in 12-month-old male (M-MI) and female (F-MI) Sprague-Dawley rats by ligation of the left coronary artery. The cardiac function was monitored for 2 months after MI and then various LV parameters were compared between sexes. We found that although two sex groups had a similar pattern of MI-induced decline in LV function, F-MI rats had greater cardiac performance compared to M-MI rats, considering the higher values of EF (39.9 ± 3.4% vs. 26.7 ± 7.7%, P < 0.05), SW index (40.4 ± 2.1 mmHg • mL/kg vs. 20.2 ± 3.3 mmHg • mL/kg, P < 0.001), and CI (139.2 ± 7.9 mL/min/kg vs. 74.9 ± 14.7 mL/min/kg, P < 0.01). The poorer pumping capacity in M-MI hearts was associated with markedly reduced LV compliance and prolonged relaxation. On the tissue level, F-MI rats revealed a higher, than in M-MI rats, density of cardiac myocytes in the LV free wall (2383.8 ± 242.6 cells/mm(2) vs. 1785.7 ± 55.9 cells/mm(2), P < 0.05). The latter finding correlated with a lower density of apoptotic cardiac myocytes in residual LV myocardium of F-MI rats (0.18 ± 0.08 cells/mm(2) vs. 0.91 ± 0.30 cells/mm(2) in males, P < 0.01). Thus, our data suggested that F-MI rats had markedly attenuated decline in cardiac performance compared to males due to ability of female rats to better retain functionally favorable intrinsic myocardial properties.

  20. Neonatal invasive procedures predict pain intensity at school age in children born very preterm

    PubMed Central

    Valeri, Beatriz Oliveira; Ranger, Manon; Chau, Cecil MY; Cepeda, Ivan L.; Synnes, Anne; Linhares, Maria Beatriz Martins; Grunau, Ruth E.

    2016-01-01

    Children born very preterm display altered pain thresholds. Little is known about neonatal clinical and psychosocial factors associated with their later pain perception. OBJECTIVE We aimed to examine whether the number of neonatal invasive procedures, adjusted for other clinical and psychosocial factors, was associated with self-ratings of pain during a blood collection procedure in children born very preterm at school age. METHODS 56 children born very preterm (24–32 weeks gestational age) at age 7.5 years, followed longitudinally from birth, and free of major neurodevelopmental impairments, underwent a blood collection by venipuncture. The children’s pain was self-reported using the Coloured Analog Scale and Facial Affective Scale. Parents completed the Child Behavior Checklist and State-Trait Anxiety Inventory. Pain exposure (number of invasive procedures) and clinical factors from birth to term-equivalent age were obtained prospectively. Multiple linear regression was used to predict children’s pain self-ratings from neonatal pain exposure after adjusting for neonatal clinical and concurrent psychosocial factors. RESULTS Greater number of neonatal invasive procedures and higher parent trait-anxiety were associated with higher pain intensity ratings during venipuncture at age 7.5 years. Fewer surgeries and lower concurrent child externalizing behaviors were associated with higher pain intensity. CONCLUSION In very preterm children, exposure to neonatal pain was related to altered pain self-ratings at school age, independent of other neonatal factors. Neonatal surgeries and concurrent psychosocial factors were also associated with pain ratings. PMID:26783986

  1. 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. PMID:26773898

  2. Evaluation of the feasibility of international growth standards for school-aged children and adolescents.

    PubMed

    Butte, Nancy E; Garza, Cutberto; de Onis, Mercedes

    2006-12-01

    Development of an international growth standard for the screening, surveillance, and monitoring of school-aged children and adolescents has been motivated by two contemporaneous events: the global surge in childhood obesity and the release of a new international growth standard for infants and preschool children by the World Health Organization (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 would have to be addressed regarding the universality of growth potential across populations and how to define optimal growth in children and adolescents. A working group concluded that subpopulations exhibit similar patterns of growth when exposed to similar external conditioners of growth. However, on the basis of available data, it cannot be ruled out that some of the 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 would have to 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.

  3. 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…

  4. 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.

  5. Testing, Time Limits, and English Learners: Does Age of School Entry Affect How Quickly Students Can Learn English? IESP Working Paper #08-04

    ERIC Educational Resources Information Center

    Conger, Dylan

    2008-01-01

    The No Child Left Behind Act requires schools to begin testing new English Learners (EL) in English language arts within three years after they enter school and holds schools accountable for their performance on these exams. Yet very little empirical work has examined exactly how long it takes EL students to become proficient in English and how…

  6. 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

  7. 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

  8. 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

  9. The Relationship between the Second-to-Fourth Digit Ratio and Behavioral Sexual Dimorphism in School-Aged Children.

    PubMed

    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

  10. The Relationship between the Second-to-Fourth Digit Ratio and Behavioral Sexual Dimorphism in School-Aged Children.

    PubMed

    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

  11. COMPLEX EVALUATION OF THE HEALTH STATUS OF PRIMARY-SCHOOL AGED CHILDREN (ADJARA REGION).

    PubMed

    Jorjoliani, Ts; Jorjoliani, L; Adamia, N

    2016-06-01

    Goal of the research was complex evaluation of the health status of the primary-school aged children residing in various regions (urban, rural) of Adjaria. Cross-section, one-stage research was conducted in the City of Batumi and village Tsikhisdziri. In the process of survey health status of children of 4 public schools, from 6 to 9 years old was studied. Observations covered up to 800 school children in total. Screening included consultations of the multidisciplinary group of specialists, additional laboratory and instrumental studies intended for the purpose of accurate diagnostics. Performed studied showed that 28.3% of the studied population was actually healthy, 55% had functional disorders and 16.7% - chronic diseases. In both, urban and rural areas the share of the digestion system, blood and blood-generating organs, nervous system, ophthalmological pathologies and locomotion system diseases prevailed. PMID:27441536

  12. Seroprevalence of hepatitis B virus among school-age children in the Stann Creek District of Belize, Central America.

    PubMed

    Chamberlin, J; Bryan, J P; Jones, D L; Reyes, L; Hakre, S

    1996-10-01

    Adults in the Stann Creek District of Belize have a high prevalence of hepatitis B virus (HBV) infection, but the age of onset of these infections is unclear. We conducted a seroprevalence study of hepatitis B markers among Stann Creek school-age children to provide information for planning a hepatitis B vaccine program. The overall prevalence in 587 students was high for antibody to hepatitis B core antigen (anti-HBc) (43.3%) and hepatitis B surface antigen (HBsAg) (7.7%). There was marked variation of anti-HBc by school and by the predominant ethnic groups attending those schools. Maya had the highest prevalence (76%), followed by Mestizo (50%), Garifuna (37%), and Creole (25%). Children less than nine years of age attending the rural primary schools (mostly Mayan and Mestizo) had significantly higher prevalence of anti-HBc than did children attending the urban primary school (mostly Garifuna and Creole) (P < 0.05). Anti-HBc was found in 42% and 36% of students at the two high schools. Of the five schools tested, only at the urban primary school did anti-HBc positivity increase with age. Based on an analysis of the cost of serologic screening before immunization compared with mass vaccination, preimmunization serologic screening resulted in vaccine program cost savings in four of the five schools. Because most children in the rural areas contract hepatitis B before entering school, immunization against HBV should be integrated into the routine infant immunization program. PMID:8916807

  13. 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

  14. 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. PMID:24650291

  15. The effect of age on physical fitness of deaf elementary school children.

    PubMed

    Hartman, Esther; Visscher, Chris; Houwen, Suzanne

    2007-08-01

    The aim of this study was to measure physical fitness of deaf Dutch elementary school children compared with hearing children and to investigate the influence of age on physical fitness. Deaf children were physically less fit than hearing children. Overall, physical fitness increased with age in deaf children, but no significant differences were found between the age groups of 9-10 years and 11-12 years on most of the Eurofit items. The difference in performance between deaf and hearing children, favoring the latter, increased with age in handgrip strength and the 20-m endurance shuttle run. More attention should be paid to developing and maintaining an adequate level of physical fitness in deaf children.

  16. 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.

  17. Post-primary school pupil's interest in physical education: age and gender differences.

    PubMed

    Van Wersch, A; Trew, K; Turner, I

    1992-02-01

    Interest in Physical Education (PE) was studied in 3,344 11 to 18 year-old school children. Five aspects of educational importance (PE connotation, PE status, PE teacher, PE curriculum, and adolescent disturbances in relation to the PE lesson) were identified, and examined in relation to pupils' interest. For the younger age groups girls' interest in PE was significantly higher than that of the boys, while after the age of 14 the reverse was the case. The status of PE as a school subject was found to be the most important variable for interest in PE. The contribution of the PE teacher to pupils' level of interest was the least important of the factors examined. The results are discussed in terms of the differing importance for boys and girls of sport in social status systems for peer popularity. Suggestions for changes to PE lessons are offered.

  18. 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.

  19. 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. PMID:25781521

  20. [Effectiveness of an intervention in schools to increase vaccination coverage in children aged 6].

    PubMed

    Domenech Bonilla, M Encarna; Biosca Páimes, Mireia; Bobadilla Machín, Innocència M; Galindo Agorreta, Rosario; Guillén Mesalles, Mònica V

    2011-01-01

    The management of the vaccination program is part of nursing competences. The main goal of this program is to vaccinate the whole population. There are some age groups in which vaccination coverage is represented by very low rates. Several methods can be used in order to increase such coverage and each professional shall use them according to the work environment. This article presents a simple and effective intervention applicable in any rural area--and probably in any environment--through schools, where all children regularly go. This program has been very useful for us to increase the vaccination coverage of children aged 6.

  1. [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.

  2. Clinical Characteristics and Low Vision Rehabilitation Methods for Partially Sighted School-Age Children

    PubMed Central

    Özen Tunay, Zuhal; Çalışkan, Deniz; İdil, Aysun; Öztuna, Derya

    2016-01-01

    Objectives: To determine the clinical features and the distribution of diagnosis in partially sighted school-age children, to report the chosen low vision rehabilitation methods and to emphasize the importance of low vision rehabilitation. Materials and Methods: The study included 150 partially sighted children between the ages of 6 and 18 years. The distribution of diagnosis, accompanying ocular findings, visual acuity of the children both for near and distance with and without low vision devices, and the methods of low vision rehabilitation (for distance and for near) were determined. The demographic characteristics of the children and the parental consanguinity were recorded. Results: The mean age of children was 10.6 years and the median age was 10 years; 88 (58.7%) of them were male and 62 (41.3%) of them were female. According to distribution of diagnoses among the children, the most frequent diagnosis was hereditary fundus dystrophies (36%) followed by cortical visual impairment (18%). The most frequently used rehabilitation methods were: telescopic lenses (91.3%) for distance vision; magnifiers (38.7%) and telemicroscopic systems (26.0%) for near vision. A significant improvement in visual acuity both for distance and near vision were determined with low vision aids. Conclusion: A significant improvement in visual acuity can be achieved both for distance and near vision with low vision rehabilitation in partially sighted school-age children. It is important for ophthalmologists and pediatricians to guide parents and children to low vision rehabilitation. PMID:27800263

  3. 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

  4. Nutritional Status and Intestinal Parasite in School Age Children: A Comparative Cross-Sectional Study.

    PubMed

    Feleke, Berhanu Elfu

    2016-01-01

    Background. The objectives of this study were to determine the burden of underweight and intestinal parasitic infection in the urban and rural elementary school children. Methods. A comparative cross-sectional study design was conducted. Binary logistic regression was used to identify the determinants of malnutrition or intestinal parasites. Two independent samples' t-test was used to identify the effect of malnutrition on school performance or hemoglobin level. Results. A total of 2372 students were included. Quarters (24.8%) of school children were underweight. Underweight was associated with sex [adjusted odds ratio (AOR) 0.61; 95% CI = 0.47-0.78], age [AOR = 0.21; 95% CI = 0.16-0.28], intestinal parasitic infection [AOR 2.67; 95% CI = 2-3.55], and family size [AOR 23; 95% CI = 17.67-30.02]. The prevalence of intestinal parasite among school children was 61.7% [95% CI = 60%-64%]. Shoe wearing practice [AOR 0.71; 95% CI = 0.58-0.87], personal hygiene [AOR 0.8; 95% CI = 0.65-0.99], availability of latrine [AOR 0.34; 95% CI = 0.27-0.44], age [AOR 0.58; 95% CI = 0.48-0.7], habit of eating raw vegetables [AOR 3.71; 95% CI = 3.01-4.46], and family size [AOR 1.96; 95% CI = 1.57-2.45] were the predictors of intestinal parasitic infection.

  5. Nutritional Status and Intestinal Parasite in School Age Children: A Comparative Cross-Sectional Study.

    PubMed

    Feleke, Berhanu Elfu

    2016-01-01

    Background. The objectives of this study were to determine the burden of underweight and intestinal parasitic infection in the urban and rural elementary school children. Methods. A comparative cross-sectional study design was conducted. Binary logistic regression was used to identify the determinants of malnutrition or intestinal parasites. Two independent samples' t-test was used to identify the effect of malnutrition on school performance or hemoglobin level. Results. A total of 2372 students were included. Quarters (24.8%) of school children were underweight. Underweight was associated with sex [adjusted odds ratio (AOR) 0.61; 95% CI = 0.47-0.78], age [AOR = 0.21; 95% CI = 0.16-0.28], intestinal parasitic infection [AOR 2.67; 95% CI = 2-3.55], and family size [AOR 23; 95% CI = 17.67-30.02]. The prevalence of intestinal parasite among school children was 61.7% [95% CI = 60%-64%]. Shoe wearing practice [AOR 0.71; 95% CI = 0.58-0.87], personal hygiene [AOR 0.8; 95% CI = 0.65-0.99], availability of latrine [AOR 0.34; 95% CI = 0.27-0.44], age [AOR 0.58; 95% CI = 0.48-0.7], habit of eating raw vegetables [AOR 3.71; 95% CI = 3.01-4.46], and family size [AOR 1.96; 95% CI = 1.57-2.45] were the predictors of intestinal parasitic infection. PMID:27656219

  6. 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…

  7. Psychosocial coping resources in elementary school-age children of divorce.

    PubMed

    Kurtz, L

    1994-10-01

    The psychosocial coping resources of elementary school-age children living in the sole custody of a divorced single parent were compared with those of their peers living with nondivorced parents. Children of divorced parents were found to have lower levels of self-efficacy, self-esteem, and social support, and less effectual coping styles. Contact with the noncustodial parent was found to have a positive influence on their attitudes toward divorce. PMID:7847571

  8. 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.

  9. Psychosocial coping resources in elementary school-age children of divorce.

    PubMed

    Kurtz, L

    1994-10-01

    The psychosocial coping resources of elementary school-age children living in the sole custody of a divorced single parent were compared with those of their peers living with nondivorced parents. Children of divorced parents were found to have lower levels of self-efficacy, self-esteem, and social support, and less effectual coping styles. Contact with the noncustodial parent was found to have a positive influence on their attitudes toward divorce.

  10. Dietary patterns are associated with overweight and obesity in Mexican school-age children.

    PubMed

    Rodríguez-Ramírez, Sonia; Mundo-Rosas, Verónica; García-Guerra, Armando; Shamah-Levy, Teresa

    2011-09-01

    In Mexico, about one third of school-age population is overweight or obese and the diet is one of the main determinants. The purpose of this study was to identify the dietary patterns of Mexican school-age children and to determine their association with the risk of overweight/obesity. This study included 8252 school-age children who participated in the 2006 National Health and Nutrition Survey (ENSANUT-2006). Dietary data were collected using a 7-day Food Frequency Questionnaire (FFQ). Foods were classified into 25 groups and dietary patterns were defined by cluster analysis. Body Mass Index and prevalence of overweight/obesity were calculated. Logistic regression models were used to evaluate the association between dietary patterns and overweight/obesity. Five dietary patterns were identified: Rural dietary pattern (high intake of tortilla and legumes), sweet cereal and corn dishes pattern (high intake of sugary cereals, tortilla, and maize products); diverse pattern (intake of several food groups); western pattern (high intake of sweetened beverages, fried snacks, industrial snack cakes, and sugary cereals), and whole milk and sweet pattern (high intake of whole milk and sweets). We found that children with sweet cereal and corn dishes and western dietary patterns showed an association with overweight and obesity (prevalence ratio 1.29 and 1.35, respectively, using as reference the rural dietary pattern). Patterns characterized by high intakes of sugary cereals, sweetened beverages, industrial snack, cakes, whole milk, and sweets were associated with a higher risk of overweight/obesity among in Mexican school-age children.

  11. 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…

  12. 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.

  13. Isokinetic profile of shoulder internal and external rotators of high school aged baseball pitchers.

    PubMed

    Mulligan, Ivan J; Biddington, William B; Barnhart, Bruce D; Ellenbecker, Todd S

    2004-11-01

    The purpose of this descriptive study was to determine whether bilateral differences exist in concentric and eccentric shoulder internal and external rotation strength in high school aged baseball pitchers. Thirty-nine high school aged baseball pitchers were bilaterally tested for concentric and eccentric internal and external rotation muscle performance on a Kin-Com 500-H isokinetic dynamometer at 90 degrees .s(-1) and 180 degrees .s(-1). Paired t-tests were used to test for differences among extremities, speed, and ratio of external rotation to internal rotation (ER/IR ratios). Concentric peak torque internal rotation at 90 degrees .s(-1) was significantly greater (p < 0.05) in the dominant arm compared with the nondominant arm. Statistically significant differences (p < 0.001) were found between the nondominant and dominant in concentric 90 degrees .s(-1). The nondominant arm demonstrated significantly greater eccentric strength (p < 0.05) compared with the dominant arm in ER/IR ratios at 90 degrees .s(-1) and 180 degrees .s(-1). The nondominant arm demonstrated significantly greater eccentric strength (p < 0.05) than the dominant arm in ER/IR ratio at 180 degrees .s(-1). Data demonstrated that muscular adaptations are consistent with previous research in this area. Also, muscular adaptations occur in the shoulder in the high school aged population. These data can serve as a guideline to be used by clinicians who rehabilitate shoulders in patients in this population.

  14. 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.

  15. 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…

  16. Household Wealth and Neurocognitive Development Disparities among School-aged Children in Nepal

    PubMed Central

    Patel, Shivani A; Murray-Kolb, Laura E; LeClerq, Steven C; Khatry, Subarna K; Tielsch, James M; Katz, Joanne; Christian, Parul

    2013-01-01

    Background Wealth disparities in child developmental outcomes are well documented in developed countries. We sought to (1) describe the extent of wealth-based neurocognitive development disparities and (2) examine potential mediating factors of disparities among a population-based cohort of children in rural Nepal. Methods We investigated household wealth-based differences in intellectual, executive and motor function of n = 1692 children aged between 7 and 9 years in Nepal. Using linear mixed models, wealth-based differences were estimated before and after controlling for child and household demographic characteristics. We further examined wealth-based differences adjusted for three sets of mediators: child nutritional status, home environment, and schooling pattern. Results We observed a positive gradient in child neurocognitive performance by household wealth. After adjusting for child and household control factors, disparities between children in the highest and lowest wealth quintiles persisted in intellectual and motor function, but not executive function. No statistically significant wealth-based differentials in outcomes remained after accounting for nutritional status, home environment, and schooling patterns. The largest differences in neurocognitive development were associated with schooling pattern. Conclusions Household wealth patterns child neurocognitive development in rural Nepal, likely through its influence on nutritional status, the home environment, and schooling. In the current context, improving early and regular schooling in this setting is critical to addressing wealth-based disparities in outcomes. PMID:24118003

  17. 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…

  18. 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…

  19. 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

  20. 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