The Quality of Mediational Teaching Practiced by Teachers in Special Education: An Observational Study in Norwegian Primary Schools

ERIC Educational Resources Information Center

Nyborg, Geir

2011-01-01

In this case study the quality of mediational teaching was evaluated for interactions between teachers and pupils in special education in regular Norwegian primary schools. Mediational teaching is interpreted as a process by which a teacher mediates a given curriculum using certain categories in interactions with a pupil. The categories are…

Government and African Control of Education in the Bechuanaland Protectorate, 1928-48.

ERIC Educational Resources Information Center

Mgadla, P. T.

1995-01-01

Presents an in-depth portrait of the British government's educational policy in the Bechuanaland protectorate. The government systematized the primary school syllabus, regularized payment and training of teachers, and established cattle post schools. However, blatant discrimination favored support of European schools over African and little…

One School's Approach to Integration: Developing a Community Philosophy and Utilising an "In House" Educational Psychologist.

ERIC Educational Resources Information Center

Spalding, Bob; Florek, Anton

1988-01-01

The article describes a program at Connahs Quay High School in Wales (United Kingdom) which integrates 18 moderately disabled students and about 100 mildly disabled students into the regular school program. The support system includes a special needs coordinator, liaison with primary schools, and an active role by the school psychologist. (DB)

Taking School Reform Success to "Scale": Governance and Leadership Issues in Two Restructuring Elementary Buildings.

ERIC Educational Resources Information Center

Goldman, Paul; Tindal, Gerald

This paper explores the difficulties of extending good, workable educational ideas to entire schools or districts. Two restructured schools that participated in a 4-year collaborative project that involved multi-age primary classrooms, inclusion of special-needs students in regular classrooms, and increasing specificity in assessing student…

A Primary Approach to Reading: Review of Early Literacy Interventions Implemented in Pediatric Settings

ERIC Educational Resources Information Center

Ogg, Julia A.; Sundman-Wheat, Ashley N.; Bateman, Lisa P.

2012-01-01

Children who begin school with less developed early literacy skills often have a difficult time catching up to their peers, and children who are poor readers in the first few years of school continue struggling with reading when compared with their peers at later grades. Before school entry, schools may be limited in their regular access to…

Teachers' Views on Risk Factors for Problematic School Absenteeism in Swedish Primary School Students

ERIC Educational Resources Information Center

Gren-Landell, Malin; Ekerfelt Allvin, Cornelia; Bradley, Maria; Andersson, Maria; Andersson, Gerhard

2015-01-01

In the present online survey, 158 teachers in regular and special education teaching in grades six to nine were asked to rate the importance of probable reasons for problematic school absenteeism. On average, the teachers estimated that among their students, 19 students had presented with problematic school absenteeism over the last five years.…

English Language Education in Formal and Cram School Contexts: An Analysis of Listening Strategy and Learning Style

ERIC Educational Resources Information Center

Chou, Mu-hsuan

2017-01-01

Formal English language education in Taiwan now starts at Year 3 in primary school, with an emphasis on communicative proficiency. In addition to formal education, attending English cram schools after regular school has become a common phenomenon for Taiwanese students. The main purpose of gaining additional reinforcement in English cram schools…

Wisconsin School for the Visually Handicapped. A Curriculum Guide for Students. Bulletin No. 7393.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison. Div. for Handicapped Children and Pupil Services.

The curriculum guide sets forth the course of study at the Wisconsin School for the Visually Handicapped. An initial section presents the school's philosophy regarding the need for specialty skills to be incorporated into regular academic instruction. The content of the primary and elementary programs (kindergarten through grade 6) is reviewed in…

Training School Personnel to Identify Interventions Based on Functional Behavioral Assessment

ERIC Educational Resources Information Center

Borgmeier, Chris; Loman, Sheldon L.; Hara, Motoaki; Rodriguez, Billie Jo

2015-01-01

Over 15 years after passage of legislation requiring the use of functional behavioral assessment (FBA) to inform the development of positive behavior support plans (BSPs) in special education, schools are still struggling to implement BSPs based on FBA and the function of behavior. A primary concern is that school teams regularly fail to use…

10 CFR 580.02 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... paragraph (b)(2) of this section. (4) Hospital means a facility whose primary function is delivering medical... apartment buildings and other multi-unit residential buildings. (9) School means a facility, the primary function of which is to deliver instruction to regularly enrolled students in attendance at such facility...

10 CFR 580.02 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... paragraph (b)(2) of this section. (4) Hospital means a facility whose primary function is delivering medical... apartment buildings and other multi-unit residential buildings. (9) School means a facility, the primary function of which is to deliver instruction to regularly enrolled students in attendance at such facility...

10 CFR 580.02 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... paragraph (b)(2) of this section. (4) Hospital means a facility whose primary function is delivering medical... apartment buildings and other multi-unit residential buildings. (9) School means a facility, the primary function of which is to deliver instruction to regularly enrolled students in attendance at such facility...

10 CFR 580.02 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... paragraph (b)(2) of this section. (4) Hospital means a facility whose primary function is delivering medical... apartment buildings and other multi-unit residential buildings. (9) School means a facility, the primary function of which is to deliver instruction to regularly enrolled students in attendance at such facility...

The School Adjustment of Post-Meningitic Children

ERIC Educational Resources Information Center

Pate, John E.; And Others

1974-01-01

To explore relationships between success in school and infectious childhood disease, 25 children in regular primary grades who had survived laboratory confirmed acute bacterial meningitis prior to 4 years of age without observable sequelae were matched with 25 non-meningitic controls and subjected to intensive multidisciplinary examinations.…

Cost Effectiveness of Premium Versus Regular Gasoline in MCPS Buses.

ERIC Educational Resources Information Center

Baacke, Clifford M.; Frankel, Steven M.

The primary question posed in this study is whether premium or regular gasoline is more cost effective for the Montgomery County Public School (MCPS) bus fleet, as a whole, when miles-per-gallon, cost-per-gallon, and repair costs associated with mileage are considered. On average, both miles-per-gallon, and repair costs-per-mile favor premium…

Do Learning Difficulties Differentiate Elementary Teachers' Attributional Patterns for Students' Academic Failure? A Comparison between Greek Regular and Special Education Teachers

ERIC Educational Resources Information Center

Vlachou, Anastasia; Eleftheriadou, Dimitra; Metallidou, Panayiota

2014-01-01

This study aimed to (a) investigate whether the presence of learning difficulties (LD) in primary school children differentiates Greek teachers' attributional patterns, emotional responses, expectations and evaluative feedback for the children's academic failures and (b) to examine possible differences between regular and special education…

Electronic-cigarette use among young people in Wales: evidence from two cross-sectional surveys

PubMed Central

Moore, Graham; Hewitt, Gillian; Evans, John; Littlecott, Hannah J; Holliday, Jo; Ahmed, Nilufar; Moore, Laurence; Murphy, Simon; Fletcher, Adam

2015-01-01

Objectives To examine the prevalence of electronic(e)-cigarette use, prevalence of e-cigarette and tobacco use by age, and associations of e-cigarette use with sociodemographic characteristics, tobacco and cannabis use among young people in Wales. Design Data from two nationally-representative cross-sectional surveys undertaken in 2013–2014. Logistic regression analyses, adjusting for school-level clustering, examined sociodemographic characteristics of e-cigarette use, and associations between e-cigarette use and smoking. Setting Primary and secondary schools in Wales. Participants Primary-school children aged 10–11 (n=1601) and secondary-school students aged 11–16 (n=9055). Results Primary-school children were more likely to have used e-cigarettes (5.8%) than tobacco (1.6%). Ever use of e-cigarettes remained more prevalent than ever use of tobacco until age 14–15. Overall, 12.3% of secondary-school students (aged 11–16) reported ever using e-cigarettes, with no differences according to gender, ethnicity or family affluence. The percentage of ‘never smokers’ reporting having used e-cigarettes was 5.3% at age 10–11 to 8.0% at age 15–16. The proportion of children who had ever used an e-cigarette and reported currently smoking increased from 6.9% among 10–11 year olds to 39.2% in 15–16 year olds. Only 1.5% (n=125) of 11–16 year-olds, including 0.3% of never smokers, reported regular e-cigarette use (use at least once a month). Current weekly smokers were 100 times more likely than non-smokers to report regular e-cigarette use (relative risk ratio (RRR=121.15; 95% CI 57.56 to 254.97). Regular e-cigarette use was also more likely among those who had smoked cannabis (RRR 53.03; 95% CI 38.87 to 80.65). Conclusions Many young people (including never-smokers) have tried e-cigarettes. However, regular use is less common, and is associated with tobacco cigarette use. Longitudinal research is needed to understand age-related trajectories of e-cigarette use and to understand the temporal nature of relationships between e-cigarette and tobacco use. PMID:25877272

Marginalisation Processes in Inclusive Education in Norway: A Longitudinal Study of Classroom Participation

ERIC Educational Resources Information Center

Wendelborg, Christian; Tossebro, Jan

2010-01-01

The aim of this paper is to describe the classroom participation of primary school children with disabilities who attend regular schools in Norway; to explore how relations between children with disabilities and their environment change, and further to chart how schools act in response to such change. The analyses are based on a life course study…

18 CFR 281.203 - Definitions and cross references.

Code of Federal Regulations, 2014 CFR

2014-04-01

... power generation. (10) Hospital means a facility, the primary function of which is delivering medical... clinics or doctors' offices are not included in this definition. (11) School means a facility, the primary function of which is to deliver instruction to regularly enrolled students in attendance at such facility...

18 CFR 281.203 - Definitions and cross references.

Code of Federal Regulations, 2010 CFR

2010-04-01

... power generation. (10) Hospital means a facility, the primary function of which is delivering medical... clinics or doctors' offices are not included in this definition. (11) School means a facility, the primary function of which is to deliver instruction to regularly enrolled students in attendance at such facility...

18 CFR 281.203 - Definitions and cross references.

Code of Federal Regulations, 2013 CFR

2013-04-01

... power generation. (10) Hospital means a facility, the primary function of which is delivering medical... clinics or doctors' offices are not included in this definition. (11) School means a facility, the primary function of which is to deliver instruction to regularly enrolled students in attendance at such facility...

18 CFR 281.203 - Definitions and cross references.

Code of Federal Regulations, 2011 CFR

2011-04-01

... power generation. (10) Hospital means a facility, the primary function of which is delivering medical... clinics or doctors' offices are not included in this definition. (11) School means a facility, the primary function of which is to deliver instruction to regularly enrolled students in attendance at such facility...

18 CFR 281.203 - Definitions and cross references.

Code of Federal Regulations, 2012 CFR

2012-04-01

... power generation. (10) Hospital means a facility, the primary function of which is delivering medical... clinics or doctors' offices are not included in this definition. (11) School means a facility, the primary function of which is to deliver instruction to regularly enrolled students in attendance at such facility...

Effectiveness of Student Learning during Experimental Work in Primary School.

PubMed

Logar, Ana; Peklaj, Cirila; Ferk Savec, Vesna

2017-09-01

The aim of the research was to optimize the effectiveness of student learning based on experimental work in chemistry classes in Slovenian primary schools. To obtain evidence about how experimental work is implemented during regular chemistry classes, experimental work was videotaped during 19 units of chemistry lessons at 12 Slovenian primary schools from the pool of randomly selected schools. Altogether 332 eight-grade students were involved in the investigation, with an average age of 14.2 years. Students were videotaped during chemistry lessons, and their worksheets were collected afterward. The 12 chemistry teachers, who conducted lessons in these schools, were interviewed before the lessons; their teaching plans were also collected. The collected data was analyzed using qualitative methods. The results indicate that many teachers in Slovenian primary schools are not fully aware of the potential of experimental work integrated into chemistry lessons for the development of students' experimental competence. Further research of the value of different kinds of training to support teachers for the use of experimental work in chemistry teaching is needed.

Teachers on Perceived Traits and Academic Achievements of Regular Pupils and Pupils with Special Needs in Mainstream Primary Schools

ERIC Educational Resources Information Center

Lesar, Irena; Cuk, Ivan; Pecek, Mojca

2014-01-01

When looking for answers to the question of academic (non)achievement of regular pupils and pupils with special needs, it is necessary to take into account the extraordinary complexity of factors, ranging from psychological across instructional to home environment variables. The academic achievement is not only a reflection of the pupil's…

Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria.

PubMed

Schwab, Susanne

2015-01-01

Positive peer relationships play a significant role in the development of students. They are beneficial for learning and psychological outcomes. This article draws upon an important distinction between the four main themes of social participation (friendships, interactions, peer acceptance and self-perception of social participation) and examines these aspects in inclusive and regular classes. Especially, differences in social participation of students with and without special educational needs (SEN) in inclusive classes and between students without SEN in inclusive and regular classes are examined. In this study, data from 1115 pupils in primary and secondary schools in Austria were analysed, of which 129 were diagnosed as having SEN. The results showed that in inclusive classes, students with SEN had lower scores on all four subthemes of social participation (friendships, interactions, peer acceptance and self-perception of social integration) than students without SEN. Regarding students without SEN, friendships and peer acceptance were significantly higher in inclusive classes than in regular classes. Differences were neither found for gender, nor between primary and secondary school students. Copyright © 2015 Elsevier Ltd. All rights reserved.

Nutritional status and umbilical hernia in Nigerian school children of different ethnic groups.

PubMed Central

Ebomoyi, E.; Parakoyi, D. B.; Omonisi, M. K.

1991-01-01

The relationship between nutritional status and umbilical hernia was assessed among Hausa and Yoruba school children in rural areas of Kwara State, Nigeria. The prevalence of umbilical hernia in the rural school pupils was 19.4%. The Yoruba school children had a higher prevalence rate of 22.0%, while the prevalence rate for Hausa pupils was 16.9%. The association between umbilical hernia and primary school class was statistically significant. More school children suffering from protein energy malnutrition presented with umbilical hernia. The association between umbilical hernia and nutritional status was weak. The school health component of the national primary health program should be intensified to screen school children regularly for umbilical hernia. The school health environment of rural Nigerian schools should be improved through government efforts. Images Figure 1 Figure 2 PMID:1800766

Persistent Absenteeism among Irish Primary School Pupils

ERIC Educational Resources Information Center

Thornton, Maeve; Darmody, Merike; McCoy, Selina

2013-01-01

A growing number of international studies document the importance of regular school attendance. There is a consensus among authors that absenteeism has negative implications for academic achievement as well as the social development of the child and may put them at a disadvantage in terms of their position in the education and labour market. Most…

Synthesizing Information from Language Samples and Standardized Tests in School-Age Bilingual Assessment

ERIC Educational Resources Information Center

Ebert, Kerry Danahy; Pham, Giang

2017-01-01

Purpose: Although language samples and standardized tests are regularly used in assessment, few studies provide clinical guidance on how to synthesize information from these testing tools. This study extends previous work on the relations between tests and language samples to a new population--school-age bilingual speakers with primary language…

The School Performance of Post-H. Influenza Meningitic Children. Final Report.

ERIC Educational Resources Information Center

Pate, John E.

Reported was a project studying the school performance of children who had survived laboratory confirmed Haemophilus influenza meningitis prior to 4 years of age without observable sequelae and who were enrolled in regular primary grades. Thirty-nine index children were matched with controls by age, sex, socioeconomic level, and classroom…

Cultivating Primary Students' Scientific Thinking through Sustained Teacher Professional Development

ERIC Educational Resources Information Center

Miller, Roxanne Greitz; Curwen, Margaret Sauceda; White-Smith, Kimberly A.; Calfee, Robert C.

2015-01-01

While the United States' National Research Council (NRC 2012) and Next Generation Science Standards (NGSS 2013) advocate children's engagement in active science learning, elementary school teachers in the US indicate lack of time to teach science regularly because of (1) school and district pressure to focus on English language arts and…

Factors influencing hand washing behaviour in primary schools: process evaluation within a randomised controlled trial

PubMed Central

Chittleborough, Catherine R.; Nicholson, Alexandra L.; Basker, Elaine; Bell, Sarah; Campbell, Rona

2013-01-01

This paper explores factors that may influence hand washing behaviour among pupils and staff in primary schools. A qualitative process evaluation within a cluster randomised controlled trial included pupil focus groups (n=16, ages 6 to 11, semi-structured interviews (n=16 teachers) and observations of hand washing facilities (n=57). Pupils and staff in intervention and control schools demonstrated a similar level of understanding of how, when and why they should wash their hands. Lack of time, poor adult modelling of regular hand washing and unattractive facilities were seen as important barriers to regular hand washing. Reminders and explanations for the importance of hand hygiene were thought to have a positive impact. Influencing individual choices about hand washing through education and information may be necessary, but not sufficient, for initiating and maintaining good hand washing practices. Structural factors, including having time to wash hands using accessible, clean facilities, and being encouraged through the existence of hand washing opportunities in the daily routine and hand washing being viewed as the social norm, will also influence hand washing behaviour. The effectiveness of educational interventions at improving hand hygiene in primary schools may be improved by changing priorities of staff and increasing accessibility to quality facilities. PMID:22623617

Factors influencing hand washing behaviour in primary schools: process evaluation within a randomized controlled trial.

PubMed

Chittleborough, Catherine R; Nicholson, Alexandra L; Basker, Elaine; Bell, Sarah; Campbell, Rona

2012-12-01

This article explores factors that may influence hand washing behaviour among pupils and staff in primary schools. A qualitative process evaluation within a cluster randomized controlled trial included pupil focus groups (n = 16, aged 6-11 years), semi-structured interviews (n = 16 teachers) and observations of hand washing facilities (n = 57). Pupils and staff in intervention and control schools demonstrated a similar level of understanding of how, when and why they should wash their hands. Lack of time, poor adult modelling of regular hand washing and unattractive facilities were seen as important barriers to regular hand washing. Reminders and explanations for the importance of hand hygiene were thought to have a positive impact. Influencing individual choices about hand washing through education and information may be necessary, but not sufficient, for initiating and maintaining good hand washing practices. Structural factors, including having time to wash hands using accessible, clean facilities, and being encouraged through the existence of hand washing opportunities in the daily routine and hand washing being viewed as the social norm, will also influence hand washing behaviour. The effectiveness of educational interventions at improving hand hygiene in primary schools may be improved by changing priorities of staff and increasing accessibility to quality facilities.

Teaching Students with Disabilities: A Web-Based Examination of Preparation of Preservice Primary School Teachers

ERIC Educational Resources Information Center

Stephenson, Jennifer; O'Neill, Sue; Carter, Mark

2012-01-01

With increasing expectations that preservice teachers will be prepared to teach students with special needs in regular classrooms, it is timely to review relevant units in teacher education courses. Units relevant to special education/inclusion in primary undergraduate teacher preparation courses in Australian tertiary institutions, delivered in…

Factors Associated with Primary School Teachers' Attitudes Towards the Inclusion of Students with Disabilities.

PubMed

Vaz, Sharmila; Wilson, Nathan; Falkmer, Marita; Sim, Angela; Scott, Melissa; Cordier, Reinie; Falkmer, Torbjörn

2015-01-01

Teachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools. Seventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively. Four teacher attributes-age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities. The current study further contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools.

Factors Associated with Primary School Teachers’ Attitudes Towards the Inclusion of Students with Disabilities

PubMed Central

Vaz, Sharmila; Wilson, Nathan; Falkmer, Marita; Sim, Angela; Scott, Melissa; Cordier, Reinie; Falkmer, Torbjörn

2015-01-01

Objective Teachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools. Method Seventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively. Results Four teacher attributes—age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities. Conclusion The current study further contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools. PMID:26317862

National Efforts to Bring Reform to Scale in High-Poverty Schools: Outcomes and Implications

ERIC Educational Resources Information Center

Borman, Geoffrey D.

2005-01-01

Education in the United States is a decentralized system composed of highly variable practices, programs, and school contexts. The primary technology of education, teaching, is highly complex and is typically designed and implemented by teachers who have traditionally enjoyed a great deal of autonomy and independence from regular inspection. The…

Teacher/Student Interactions in Public Elementary Schools When Class Size is a Factor.

ERIC Educational Resources Information Center

Krieger, Jean D.

This report describes a study designed to discover the nature of teacher-student interactions in regular-size classes with 25 or more students and small-size classes with fewer than 18 students. Eleven public-school primary classrooms were observed, and the interactions between the teachers and students were studied. Verbal and nonverbal…

A Longitudinal Assessment of Early Childhood Education with Integrated Speech Therapy for Children with Significant Language Impairment in Germany

ERIC Educational Resources Information Center

Ullrich, Dieter; Ullrich, Katja; Marten, Magret

2014-01-01

Background: In Lower Saxony, Germany, pre-school children with language- and speech-deficits have the opportunity to access kindergartens with integrated language-/speech therapy prior to attending primary school, both regular or with integrated speech therapy. It is unknown whether these early childhood education treatments are helpful and…

"Unconscious" Inclusion of Students with Learning Disabilities in a Malaysian Mainstream Primary School: Teachers' Perspectives

ERIC Educational Resources Information Center

Lee, Lay Wah; Low, Hui Min

2013-01-01

The inclusion of children with special needs in mainstream regular schools has been seen as the best practice in special education provision, most markedly since the 90s. International research has provided amassing evidence towards the advantages of inclusive model over a segregation model of special education provision. However, nearly two…

Students with Severe Challenging Behaviour in Regular Classrooms: Support and Impacts

ERIC Educational Resources Information Center

Carter, Mark; Stephenson, Jennifer; Clayton, Mark

2008-01-01

This article reports on part of a commissioned research study into students with severe challenging behaviour in primary schools serviced by the Catholic Education Office (Parramatta Diocese) in western Sydney. The data reported in this study relates to support services accessed by schools and their perceived efficacy as well as impacts of dealing…

Australia's 1988 Bicentennial: National History and Multiculturalism in the Primary School Curriculum

ERIC Educational Resources Information Center

Sharp, Heather

2012-01-01

As in many countries, such as Germany, Turkey, the United States and Japan the history/culture wars of the past two decades have increased public interest in what is taught in schools. This has resulted in rigorous debates in the general community, encouraged and sustained through regular media coverage. Partly as a response to this, History has…

The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report. NCEE 2009-4077

ERIC Educational Resources Information Center

Black, Alison Rebeck; Somers, Marie-Andree; Doolittle, Fred; Unterman, Rebecca; Grossman, Jean Baldwin

2009-01-01

The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and…

The Role of Inter-Professional Collaboration in Developing Inclusive Education: Experiences of Teachers and Occupational Therapists in Slovenia

ERIC Educational Resources Information Center

Suc, Lea; Bukovec, Boris; Karpljuk, Damir

2017-01-01

This was the first qualitative study of the inclusion of children with special needs into regular schools in Slovenia that focused on inter-professional collaboration and its contributions to the inclusion process. Focus groups and individual interviews were conducted with primary school teachers (N = 36) and occupational therapists (N = 9) to…

Does a Higher Incidence of Break Times in Primary Schools Result in Children Being More Physically Active?

ERIC Educational Resources Information Center

Kobel, Susanne; Kettner, Sarah; Erkelenz, Nanette; Kesztyüs, Dorothea; Steinacker, Jürgen M.

2015-01-01

Background: Regular physical activity (PA) has multiple benefits to health; however, the majority of schoolchildren do not reach PA guidelines of 60 minutes of moderate to vigorous PA (MVPA) daily. During the school day, break times are often the only opportunity for children to be physically active. This study investigated PA levels during school…

Effects of a 15-week accumulated brisk walking programme on the body composition of primary school children.

PubMed

Ford, Paul A; Perkins, Gill; Swaine, Ian

2013-01-01

The purpose of this study was to establish whether an accumulated brisk walking programme, performed during the school day, is effective in changing body composition in primary school children aged 5-11 years. Altogether, 152 participants (79 boys and 73 girls) took part in this repeated-measures intervention study, divided into groups of walkers and controls. The walkers took part in the intervention during school time, which involved brisk walking around the school grounds for 15 min in the morning and afternoon, at least three times a week for 15 weeks. This represented an additional 90 min of moderate physical activity per week. The controls undertook their usual school day activities. Pre- and post-intervention anthropometric and body composition measures were taken. Body fat (-1.95 ± 2.6%) and fat mass (-0.49 ± 1.0 kg) were significantly reduced in the walkers after the intervention, whereas the controls showed no significant changes in these measures. Our results show that regular accumulated bouts of brisk walking during the school day can positively affect body composition in primary school children.

Video Interaction Guidance in Collaborative Group Work: Impact on Primary School Pupils' Self-Esteem and Behaviours

ERIC Educational Resources Information Center

Musset, Matthew; Topping, Keith

2017-01-01

Video interaction guidance (VIG) is an increasingly recognised evidence-based intervention. VIG was used to enhance pupil responses during a group work programme. Fifteen primary-aged classes across a range of socio-economic status received regular group work over a year. A mixed methods repeated measures design involved nine experimental classes…

Spelling Acquisition in English and Italian: A Cross-Linguistic Study.

PubMed

Marinelli, Chiara V; Romani, Cristina; Burani, Cristina; Zoccolotti, Pierluigi

2015-01-01

We examined the spelling acquisition in children up to late primary school of a consistent orthography (Italian) and an inconsistent orthography (English). The effects of frequency, lexicality, length, and regularity in modulating spelling performance of the two groups were examined. English and Italian children were matched for both chronological age and number of years of schooling. Two-hundred and seven Italian children and 79 English children took part in the study. We found greater accuracy in spelling in Italian than English children: Italian children were very accurate after only 2 years of schooling, while in English children the spelling performance was still poor after 5 years of schooling. Cross-linguistic differences in spelling accuracy proved to be more persistent than the corresponding ones in reading accuracy. Orthographic consistency produced not only quantitative, but also qualitative differences, with larger frequency and regularity effects in English than in Italian children.

Spelling Acquisition in English and Italian: A Cross-Linguistic Study

PubMed Central

Marinelli, Chiara V.; Romani, Cristina; Burani, Cristina; Zoccolotti, Pierluigi

2015-01-01

We examined the spelling acquisition in children up to late primary school of a consistent orthography (Italian) and an inconsistent orthography (English). The effects of frequency, lexicality, length, and regularity in modulating spelling performance of the two groups were examined. English and Italian children were matched for both chronological age and number of years of schooling. Two-hundred and seven Italian children and 79 English children took part in the study. We found greater accuracy in spelling in Italian than English children: Italian children were very accurate after only 2 years of schooling, while in English children the spelling performance was still poor after 5 years of schooling. Cross-linguistic differences in spelling accuracy proved to be more persistent than the corresponding ones in reading accuracy. Orthographic consistency produced not only quantitative, but also qualitative differences, with larger frequency and regularity effects in English than in Italian children. PMID:26696918

Effects of a free school breakfast programme on school attendance, achievement, psychosocial function, and nutrition: a stepped wedge cluster randomised trial

PubMed Central

2010-01-01

Background Approximately 55,000 children in New Zealand do not eat breakfast on any given day. Regular breakfast skipping has been associated with poor diets, higher body mass index, and adverse effects on children's behaviour and academic performance. Research suggests that regular breakfast consumption can improve academic performance, nutrition and behaviour. This paper describes the protocol for a stepped wedge cluster randomised trial of a free school breakfast programme. The aim of the trial is to determine the effects of the breakfast intervention on school attendance, achievement, psychosocial function, dietary habits and food security. Methods/Design Sixteen primary schools in the North Island of New Zealand will be randomised in a sequential stepped wedge design to a free before-school breakfast programme consisting of non-sugar coated breakfast cereal, milk products, and/or toast and spreads. Four hundred children aged 5-13 years (approximately 25 per school) will be recruited. Data collection will be undertaken once each school term over the 2010 school year (February to December). The primary trial outcome is school attendance, defined as the proportion of students achieving an attendance rate of 95% or higher. Secondary outcomes are academic achievement (literacy, numeracy, self-reported grades), sense of belonging at school, psychosocial function, dietary habits, and food security. A concurrent process evaluation seeks information on parents', schools' and providers' perspectives of the breakfast programme. Discussion This randomised controlled trial will provide robust evidence of the effects of a school breakfast programme on students' attendance, achievement and nutrition. Furthermore the study provides an excellent example of the feasibility and value of the stepped wedge trial design in evaluating pragmatic public health intervention programmes. Trial Registration Number Australian New Zealand Clinical Trials Registry (ANZCTR) - ACTRN12609000854235 PMID:21114862

The Impact of Social Referencing on Social Acceptance of Children with Disabilities and Migrant Background: An Experimental Study in Primary School Settings

ERIC Educational Resources Information Center

Huber, Christian; Gerullis, Anita; Gebhardt, Markus; Schwab, Susanne

2018-01-01

This computer-based study evaluates whether teacher feedback can have an effect on the acceptance of children with and without disabilities in inclusive, special and regular schools. The social acceptance of four children shown in photo vignettes (child with Down Syndrome, child in a wheelchair, child with migrant background and child with no…

The Prevalence and Correlates of Compassion Fatigue, Compassion Satisfaction, and Burnout among Teachers Working in High-Poverty Urban Public Schools

ERIC Educational Resources Information Center

Abraham-Cook, Shannon

2012-01-01

Although public school educators employed in high-poverty urban districts are likely to encounter traumatized children on a regular basis, there is a scarcity of research exploring the psychological effects of secondary traumatic stress exposure in this population. As such, a primary goal of the study was to explore the prevalence and correlates…

Attitudes of a group of primary school teachers towards the educational inclusion of hearing-impaired learners in regular classrooms.

PubMed

Keith, K; Ross, E

1998-01-01

Research has clearly demonstrated a link between the attitudes of regular education teachers and the success of inclusion of learners with special educational needs. Therefore, the present study aimed to investigate the attitudes of a group of junior primary school teachers from the Gauteng area towards the inclusion of hearing-impaired children into regular classes. A survey research design was employed which utilized a questionnaire as the research tool. Analysis of results indicated that the teachers surveyed were relatively positive in their attitudes towards inclusion. Greater exposure to disability in terms of training and experience was related to more positive attitudes. Similarly, more positive attitudes were related to greater perceived competence in teaching hearing-impaired pupils. All of the teachers surveyed felt that speech-language pathologists and audiologists (SLPs & As) should be involved in facilitating inclusion of hearing-impaired children. Many of the respondents expressed concern regarding their lack of training, knowledge and skills. The findings from the research project highlight the need for an adequate training and support system for teachers prior to the implementation of an inclusive educational policy, and the potential role of SLPs & As in this regard.

A quantitative assessment of educational integration of students with Down syndrome in the Netherlands.

PubMed

De Graaf, G; Van Hove, G; Haveman, M

2014-07-01

In the Netherlands, as in many other countries, there are indications of an inclusive school policy for children with Down syndrome. However, there is a lack of studies that evaluate to what extent this policy has actually succeeded in supporting the mainstreaming of these students. For the period 1984-2011, the number of children with Down syndrome entering regular education and the percentage of children still in regular education after 1-7 years were estimated on basis of samples from the database of the Dutch Down Syndrome Foundation. These estimations were combined with historical demographic data on the total number of children with Down syndrome in primary school age. Validity of the model was examined by comparison of the model-based estimations of numbers and percentages in regular education with relevant available empirical data from the Dutch Ministry of Education and from Dutch special schools. The percentage of all children with Down syndrome in the age range 4-13 in regular primary education has risen from 1% or 2% (at the very most about 20 children) in 1986-1987, to 10% (about 140 children) in 1991-1992, to 25% (about 400) in 1996-1997, to 35% (about 650) in 2001-2002 and to 37% (about 800) since 2005-2006. The proportional increase stopped in recent years. During the 1980s and 1990s, clearly more and more children with Down syndrome were in regular education, being supported by the then existing ad hoc regulations aimed at providing extra support in regular education. In the Netherlands, in 2003, these temporary regulations were transformed into structural legislation for children with disabilities. With regard to the mainstreaming of students with Down syndrome, the 2003 legislation has consolidated the situation. However, as percentages in regular education stayed fairly constant after 2000, it has failed to boost the mainstreaming of children with Down syndrome. The results of this study are discussed in the context of national and international legislation and educational policy. © 2013 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Effects of induced social roles on the High School Personality Questionnaire.

PubMed

Merydith, S P; Wallbrown, F H

1995-08-01

A one-way multivariate analysis of variance design with a control group (regular directions) and three treatment groups using induced social roles (Faking Good, Teacher, and Ideal Teacher) as independent variables and the High School Personality Questionnaire primary scores as dependent variables was used. Subjects were 384 male high school students from Grades 9 through 12. Within each classroom, students were randomly assigned to the four groups noted above. A broad pattern of differences in scores on primary and secondary personality dimensions were obtained. Significant differences between the control (standard directions) and the Faking Good, Teacher, and Ideal Teacher roles were obtained on three secondary and most of the primary personality dimensions. In several cases the ideal social role and neutral social role showed distinct differences from the more pervasive favorable impression role.

Effect of supervised brushing with fluoride gel during primary school, taking into account the group prevention schedule in kindergarten.

PubMed

Winter, Julia; Jablonski-Momeni, Anahita; Ladda, Annett; Pieper, Klaus

2017-07-01

In one region of Germany, a group of children took part in regular fluoride gel applications during primary school following intensified prevention in kindergarten. This observational study aimed to ascertain whether the dental health of primary school children can be improved by introducing a group prevention program based on applications of fluoride gel. The subjects were distributed among six groups with varying preventive measures in kindergarten and at school. The basis for determining caries experience and calculating the caries increment consisted of dental findings gathered in the second and fourth grade. While second graders without professionally supported daily toothbrushing in kindergarten exhibited an average d 3 -6 mft of 2.17, in those who had enjoyed intensive dental prevention, the corresponding value was 19% lower (d 3-6 mft = 1.74). The caries increment was significantly lower mainly among children who had received the maximum of group prevention (intensive prevention in kindergarten and gel program at school). The results show that intensified preventive programs in kindergartens and schools, based mainly on supervised toothbrushing, have a positive effect on the dental health of primary school children. Such programs are efficient in reducing caries experience especially in socially deprived areas.

A reassessment of the indicators of primary education quality in developing countries: Emerging evidence from Tanzania

NASA Astrophysics Data System (ADS)

Mosha, Herme Joseph

1988-03-01

This article seeks to identify factors affecting the quality of primary education in five regions of Tanzania by extensively reviewing relevant literature and empirical data. Some of the shortcomings emphasised by the author are: frequent staff turnover, declining financial support for primary education, ineffective curricula, shortage of teachers' guides and textbooks, and unfavourable working conditions for teachers in rural areas. Beyond this, the need for freely available material, efficient school management and regular inspections is stressed by the author.

Mindfulness Training in Primary Schools Decreases Negative Affect and Increases Meta-Cognition in Children

PubMed Central

Vickery, Charlotte E.; Dorjee, Dusana

2016-01-01

Studies investigating the feasibility and impact of mindfulness programs on emotional well-being when delivered by school teachers in pre-adolescence are scarce. This study reports the findings of a controlled feasibility pilot which assessed acceptability and emotional well-being outcomes of an 8-week mindfulness program (Paws b) for children aged 7–9 years. The program was delivered by school teachers within a regular school curriculum. Emotional well-being was measured using self-report questionnaires at baseline, post-training and 3 months follow-up, and informant reports were collected at baseline and follow-up. Seventy one participants aged 7–9 years were recruited from three primary schools in the UK (training group n = 33; control group n = 38). Acceptability of the program was high with 76% of children in the training group reporting ‘liking’ practicing mindfulness at school, with a strong link to wanting to continue practicing mindfulness at school (p < 0.001). Self-report comparisons revealed that relative to controls, the training group showed significant decreases in negative affect at follow-up, with a large effect size (p = 0.010, d = 0.84). Teacher reports (but not parental ratings) of meta-cognition also showed significant improvements at follow-up with a large effect size (p = 0.002, d = 1.08). Additionally, significant negative correlations were found between changes in mindfulness and emotion regulation scores from baseline to post-training (p = 0.038) and baseline to follow-up (p = 0.033). Findings from this study provide initial evidence that the Paws b program in children aged 7–9 years (a) can be feasibly delivered by primary school teachers as part of the regular curriculum, (b) is acceptable to the majority of children, and (c) may significantly decrease negative affect and improve meta-cognition. PMID:26793145

Evaluation of the Effectiveness of a Primary Preventive Dental Health Education Programme Implemented Through School Teachers for Primary School Children in Mysore City

PubMed Central

Naidu, Jaya; Nandlal, B.

2017-01-01

Aims and Objectives: The present study was conducted with the aim of evaluating the effectiveness of a Primary Preventive Dental Health Education Programme conducted for 6–12-year-old primary school children in Mysore City. Materials and Methods: A total of 12 schools, one each in the category of Government, Aided, and Unaided, were randomly selected per zone viz., North, South, East, and West. These 12 schools constituted the study group where the Primary Preventive School Dental Health Education Programme (PPSDHEP) was implemented. Two additional schools were selected at random from the four zones to serve as the control. A total of 926 children participated in the study. The PPSDHEP involved the second-level transfer of preventive package wherein the oral health education was imparted to the school children by schoolteachers trained by the investigator. Among the parameters for evaluating the outcome of the programme were the pre and post-programme assessment (at the baseline and at follow-up, i.e., after 6 months) of knowledge, attitude, and practice (KAP), dental caries status, oral hygiene, and gingival health status. Results: The results suggest that the PPSDHEP resulted in bringing about an enhancement in the KAP towards oral health and also an improvement in dental caries, oral hygiene, and gingival health status of the school children in the study group. Conclusion: The present study supports the implementation of similar programmes in schools and the contention that schoolteachers are suitable personnel for imparting dental health education to school children on a regular basis. PMID:28462175

Long-term effectiveness of a combined student-parent and a student-only smoking prevention intervention among 7th grade school children in Berlin, Germany.

PubMed

Krist, Lilian; Lotz, Fabian; Bürger, Christin; Ströbele-Benschop, Nanette; Roll, Stephanie; Rieckmann, Nina; Müller-Nordhorn, Jacqueline; Willich, Stefan N; Müller-Riemenschneider, Falk

2016-12-01

In Germany, the smoking prevalence among adolescents is among the highest in Europe. Our aim was to evaluate the long-term effectiveness of a combined student-parent and a student-only smoking prevention programme to reduce the smoking prevalence among 7th grade students in Berlin. Three-armed cluster-randomized controlled trial (RCT). Schools as cluster units were randomized into (i) student intervention, (ii) combined student-parent intervention or (iii) control group, with follow-up after 12 and 24 months. High schools and integrated secondary schools in Berlin, Germany. Seventh grade students aged 11-16 years. We included 47 schools, 161 classes and 2801 students [50.1% girls, mean age ± standard deviation (SD) = 13.0 ± 0.6 years]. The primary outcome was self-reported regular smoking (at least one cigarette per day) after 24 months (point prevalence). Further self-reported outcomes were other smoking behaviours as well as parental rules and attitudes towards smoking. Comparisons were calculated as odds ratios (OR) with 95% confidence intervals (CI). At baseline, 2.3% of the students reported that they smoked regularly. After 24 months, 7.8% and 7.0% were regular smokers in the student-only intervention and the student-parent intervention, respectively, compared with 10.1% in the control group. The OR for being a regular smoker was 0.81 (0.34-1.92) for the student-parent intervention versus control, 0.95 (CI = 0.41-2.22) for the student-only intervention versus control and 0.85 (0.38-1.89) for student-parent intervention versus student-only intervention. A combined student-parent smoking prevention intervention delivered via secondary schools in Berlin, Germany did not result in a statistically significant reduction in regular smoking compared with a control group or a student-only intervention. The student-only intervention did not result in a significant reduction in regular smoking compared with the control group. © 2016 Society for the Study of Addiction.

All We Need Is a Little Class.

ERIC Educational Resources Information Center

Krieger, Jean D.

This study was designed to discover the nature of interactions between effective teachers in regular-sized classes with 25 or more students and small-size classes with fewer than 18 students. Eleven public school primary classrooms were observed, and the interactions between the teacher and students were studied. Verbal and nonverbal interactions…

The "Generacion Diez" after-school program and Latino parent involvement with schools.

PubMed

Riggs, Nathaniel R; Medina, Carmen

2005-11-01

The current study examines associations between participation in after-school programs and change in Latino parent involvement with schools. Hierarchical linear regression analyses demonstrated that parents of children who had higher after-school program attendance rates were significantly more likely to report increases in the quality of relationships with their children's teachers, frequency of parent-teacher contact, and engagement with their children's schooling over a two-year period. However, greater home educator contacts were related to decreases in quality and quantity of parent-school involvement. A primary implication is that attendance in school-based after-school programs may draw parents into children's regular-day school context. Editors' Strategic Implications The authors illustrate the promising practice of using after-school programs to promote parent involvement and to help integrate the often disparate family and school contexts for Latino children.

Assessing Social Participation of Students with Special Needs in Inclusive Education: Validation of the Social Participation Questionnaire

ERIC Educational Resources Information Center

Koster, Marloes; Minnaert, Alexander E. M. G.; Nakken, Han; Pijl, Sip Jan; van Houten, Els J.

2011-01-01

This study addresses the convergent validity of a new teacher questionnaire to assess the social participation of students with special needs in regular primary schools. The Social Participation Questionnaire (SPQ) consists of four subscales representing four key themes of social participation: friendships/relationships, contacts/interactions,…

Teachers' Attitudes toward the Integration of Pupils with Intellectual Disabilities.

ERIC Educational Resources Information Center

Kis-Glavas, Lelia; And Others

This study examined the attitudes of 194 teachers in 17 regular primary schools in the city of Zagreb (Croatia) and the surrounding area about the integration of children with intellectual or other developmental disabilities. In addition to providing demographic data, the teachers completed a 21-item questionnaire with questions that addressed:…

Elementary Teachers' Practices and Self-Efficacy Related to Technology Integration for Teaching Nutrition

ERIC Educational Resources Information Center

Hovland, Jana A.

2016-01-01

Stakeholders are interested in using technology to integrate nutrition education into the regular school curriculum as one strategy, among many, to combat the childhood obesity epidemic. The primary purposes of this study were to: (a) gain a better understanding of elementary teachers' perceptions concerning technology integration in nutrition…

Depictions of Human Bodies in the Illustrations of Early Childhood Textbooks

ERIC Educational Resources Information Center

Martínez-Bello, Vladimir E.; Martínez-Bello, Daniel A.

2016-01-01

In many Ibero-American countries children in the early childhood education (ECE) system have the opportunity to interact with textbooks on a regular basis. The powerful social function of textbooks in socializing children in primary and secondary school, and in legitimizing what counts as cultural norms and officially sanctioned values and…

A Gifted Child Education Model that Seems to Be Working in South Africa.

ERIC Educational Resources Information Center

Mentz, Hendrik Jeremy

1989-01-01

The coordinator of gifted child education in 200 preprimary, primary, and high schools in South Africa describes parameters of giftedness and the four area enrichment model which offers a continuum of services from enrichment in the regular class to team development of special programing for the potential genius. (DB)

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots

ERIC Educational Resources Information Center

Majoko, Tawanda

2016-01-01

The current significantly high prevalence rates of autism spectrum disorder (ASD) coupled with the paradigm shift from exclusive to inclusive education warrants research on inclusion of children with ASD in mainstream classrooms in Zimbabwe. A qualitative methodology was used to interview 21 regular primary school teachers regarding social…

Students with Disabilities, Learning Difficulties and Disadvantages: Policies, Statistics and Indicators--2007

ERIC Educational Resources Information Center

OECD Publishing (NJ3), 2008

2008-01-01

This book provides an internationally comparable set of indicators on educational provision for students with disabilities, learning difficulties and disadvantages (DDD). It highlights the number of students involved, where they are educated--special schools, special classes or regular classes--and in what phases of education--pre-primary,…

Findings From the EASY Minds Cluster Randomized Controlled Trial: Evaluation of a Physical Activity Integration Program for Mathematics in Primary Schools.

PubMed

Riley, Nicholas; Lubans, David R; Holmes, Kathryn; Morgan, Philip J

2016-02-01

To evaluate the impact of a primary school-based physical activity (PA) integration program delivered by teachers on objectively measured PA and key educational outcomes. Ten classes from 8 Australian public schools were randomly allocated to treatment conditions. Teachers from the intervention group were taught to embed movement-based learning in their students' (n = 142) daily mathematics program in 3 lessons per week for 6 weeks. The control group (n = 98) continued its regular mathematics program. The primary outcome was accelerometer-determined PA across the school day. Linear mixed models were used to analyze treatment effects. Significant intervention effects were found for PA across the school day (adjusted mean difference 103 counts per minute [CPM], 95% confidence interval [CI], 36.5-169.7, P = .008). Intervention effects were also found for PA (168 CPM, 95% CI, 90.1-247.4, P = .008) and moderate-to-vigorous PA (2.6%, 95% CI, 0.9-4.4, P = .009) in mathematics lessons, sedentary time across the school day (-3.5%, 95% CI, -7.0 to -0.13, P = .044) and during mathematics (-8.2%, CI, -13.0 to -2.0, P = .010) and on-task behavior (13.8%, 95% CI, 4.0-23.6, P = .011)-but not for mathematics performance or attitude. Integrating movement across the primary mathematics syllabus is feasible and efficacious.

Visibly Learning: Teachers' Assessment Practices for Students with High and Very High Needs

ERIC Educational Resources Information Center

Bourke, Roseanna; Mentis, Mandia; Todd, Liz

2011-01-01

This paper examines the assessment practices of teachers working with students with special educational needs in New Zealand primary and secondary regular and special schools. A national survey was used to identify current assessment practices used by teachers working with students designated, through a resourcing policy, as having high and very…

Inclusion of Children with Special Needs in Early Childhood Education: What Teacher Characteristics Matter

ERIC Educational Resources Information Center

Lee, Frances Lai Mui; Yeung, Alexander Seeshing; Tracey, Danielle; Barker, Katrina

2015-01-01

Whereas the inclusion of children with special needs in regular classrooms has gained increasing advocacy, teachers' attitudes vary. Previous studies examining teacher attitudes have focused on primary and secondary schools in the Western world, and little is known about early childhood settings in Eastern countries. This study used MANOVA to…

Agriculture for Little People. Publication No. 0004.

ERIC Educational Resources Information Center

Gasior, Albert G.

The document is a collection of teacher guides to sample units introducing agriculture at the primary level; part or all of the units can be used along with the regular curriculum during the school year. Intended to acquaint K-3 students with agriculture's important role, the purpose of the course is to impart basic knowledge of materials, tools,…

Class Size Reduction: Implementation and Solutions.

ERIC Educational Resources Information Center

Krieger, Jean

This is a report of a study designed to discover the nature of interactions between teachers and students in regular-size classes (25 or more students) and small-size classes (fewer than 18 students). It also describes the efforts of one public school to maintain smaller classes. A review of the literature and observations of 11 primary classrooms…

Evaluating the Effect of a Teacher Training Programme on the Primary Teachers' Attitudes, Knowledge and Teaching Strategies Regarding Special Educational Needs

ERIC Educational Resources Information Center

Kurniawati, F.; de Boer, A. A.; Minnaert, A. E. M. G.; Mangunsong, F.

2017-01-01

Research has consistently stressed that regular school teachers are important in determining the success of implementing inclusive education. It was also found that teachers' attitudes, their knowledge about special educational needs (SEN) and teaching strategies are prerequisites for implementing inclusive education successfully. This study…

Content-Based Instruction in Primary and Secondary School Settings. Case Studies in TESOL Practice Series

ERIC Educational Resources Information Center

Kaufman, Dorit, Ed.; Crandall, JoAnn, Ed.

2005-01-01

Content-based instruction (CBI) challenges English language educators to teach English using materials that learners encounter in their regular subject-area classes. This volume helps ESL and EFL teachers meet that challenge by providing them with creative ways to integrate English language learning with the content that students study at primary…

Foods offered in Quebec school cafeterias: do they promote healthy eating habits? Results of a provincial survey.

PubMed

Morin, Pascale; Demers, Karine; Gray-Donald, Katherine; Mongeau, Lyne

2012-06-05

A school environment that encourages students to opt for food with sound nutritional value is both essential and formative in ensuring that young people adopt healthy eating habits. The aim of this paper is to describe the food offered for lunch in the cafeteria service lines in Quebec schools on regular school days. A cross-sectional survey was conducted between November 2008 and June 2009 with a representative sample of 207 French-speaking schools in the province of Quebec. The response rate was 71%. The cafeteria food available from the service line was observed directly and systematically by research assistants trained in observational procedures. Bivariate and descriptive analyses were performed. While most schools offered a vegetable side dish, only 71% of primary schools, 71% of public secondary schools, and 54% of private secondary schools did not offer cold-cut dishes, stuffed pastry, or a fried food on their daily menus. The sandwiches available were rarely made with whole-grain bread. Public secondary schools had more cookies, biscuits, muffins, and chewing gum than private primary and secondary schools. Milk was available in 85% of the primary schools. Most of the schools had eliminated sodas but were still offering fruit cocktails instead of 100% fruit juice. The school eating environment changed significantly from 2002 to 2009, presumably as a result of the government action plan and the Framework Policy. Improvements must be made with respect to reducing added sugar in beverages and desserts and promoting baked rather than fried snacks. Vigilance is required since many new products are making their way into the market.

Effects of an intervention aimed at reducing the intake of sugar-sweetened beverages in primary school children: a controlled trial.

PubMed

van de Gaar, Vivian M; Jansen, Wilma; van Grieken, Amy; Borsboom, Gerard J J M; Kremers, Stef; Raat, Hein

2014-07-25

Since sugar-sweetened beverages (SSB) may contribute to the development of overweight in children, effective interventions to reduce their consumption are needed. Here we evaluated the effect of a combined school- and community-based intervention aimed at reducing children's SSB consumption by promoting the intake of water. Favourable intervention effects on children's SSB consumption were hypothesized. In 2011-2012, a controlled trial was conducted among four primary schools, comprising 1288 children aged 6-12 years who lived in multi-ethnic, socially deprived neighbourhoods in Rotterdam, the Netherlands. Intervention schools adopted the 'water campaign', an intervention developed using social marketing. Control schools continued with their regular health promotion programme. Primary outcome was children's SSB consumption, measured using parent and child questionnaires and through observations at school, both at baseline and after one year of intervention. Significant positive intervention effects were found for average SSB consumption (B -0.19 litres, 95% CI -0.28;-0.10; parent report), average SSB servings (B -0.54 servings, 95% CI -0.82;-0.26; parent report) and bringing SSB to school (OR 0.51, 95% CI 0.36;0.72; observation report). This study supports the effectiveness of the water campaign intervention in reducing children's SSB consumption. Further studies are needed to replicate our findings. Current Controlled Trials: NTR3400.

34 CFR 300.102 - Limitation-exception to FAPE for certain ages.

Code of Federal Regulations, 2014 CFR

2014-07-01

... from high school with a regular high school diploma. (ii) The exception in paragraph (a)(3)(i) of this section does not apply to children who have graduated from high school but have not been awarded a regular high school diploma. (iii) Graduation from high school with a regular high school diploma constitutes a...

34 CFR 300.102 - Limitation-exception to FAPE for certain ages.

Code of Federal Regulations, 2012 CFR

2012-07-01

... from high school with a regular high school diploma. (ii) The exception in paragraph (a)(3)(i) of this section does not apply to children who have graduated from high school but have not been awarded a regular high school diploma. (iii) Graduation from high school with a regular high school diploma constitutes a...

34 CFR 300.102 - Limitation-exception to FAPE for certain ages.

Code of Federal Regulations, 2011 CFR

2011-07-01

... from high school with a regular high school diploma. (ii) The exception in paragraph (a)(3)(i) of this section does not apply to children who have graduated from high school but have not been awarded a regular high school diploma. (iii) Graduation from high school with a regular high school diploma constitutes a...

34 CFR 300.102 - Limitation-exception to FAPE for certain ages.

Code of Federal Regulations, 2013 CFR

2013-07-01

... from high school with a regular high school diploma. (ii) The exception in paragraph (a)(3)(i) of this section does not apply to children who have graduated from high school but have not been awarded a regular high school diploma. (iii) Graduation from high school with a regular high school diploma constitutes a...

An Examination of Three Intervention Strategies with Primary Children. Research Report.

ERIC Educational Resources Information Center

Math, Hannah; Virgin, Albert E.

The purpose of this study was to examine the academic and social growth of first grade pupils whose teachers received one of the following sources of assistance: (1) information regarding pupil performance on academic and social measures early in the school year, (2) student volunteers who assisted the teacher on a regular basis, and (3) both test…

"I Will Count My Sheep": Creativity and the "Everyday Life Project"

ERIC Educational Resources Information Center

Torres, Cecilia A.; Souza, Jusamara

2005-01-01

This article reports on a project called, "Everyday life as a perspective on music education in the classroom." Part of this project involved the construction of texts and lyrics by a group of students from year 5, in weekly music lessons at a regular primary school from Porto Alegre, Rio Grande do Sul State, Brazil. The article…

English Teaching and Learning in Brazilian Regular Schools and Language Schools: A Study on Teachers' Beliefs

ERIC Educational Resources Information Center

Fragozo, Carina Silva; Monawar, Mônica Deitos Stedile

2012-01-01

This paper aims to diagnose, through a qualitative comparative study, the main differences concerning the teaching of English in Brazilian regular schools when compared to language schools. There has been a growing tendency of students to attend language schools while still having English classes at their regular schools, and this has led to a lot…

A survey of the prevalence of refractive errors among children in lower primary schools in Kampala district.

PubMed

Kawuma, Medi; Mayeku, Robert

2002-08-01

Refractive errors are a known cause of visual impairment and may cause blindness worldwide. In children, refractive errors may prevent those afflicted from progressing with their studies. In Uganda, like in many developing countries, there is no established vision-screening programme for children on commencement of school, such that those with early onset of such errors will have many years of poor vision. Over all, there is limited information on refractive errors among children in Africa. To determine the prevalence of refractive errors among school children attending lower primary in Kampala district; the frequency of the various types of refractive errors, and their relationship to sexuality and ethnicity. A cross-sectional descriptive study. Kampala district, Uganda A total of 623 children aged between 6 and 9 years had a visual acuity testing done at school using the same protocol; of these 301 (48.3%) were boys and 322 (51.7%) girls. Seventy-three children had a significant refractive error of +/-0.50 or worse in one or both eyes, giving a prevalence of 11.6% and the commonest single refractive error was astigmatism, which accounted for 52% of all errors. This was followed by hypermetropia, and myopia was the least common. Significant refractive errors occur among primary school children aged 6 to 9 years at a prevalence of approximately 12%. Therefore, there is a need to have regular and simple vision testing in primary school children at least at the commencement of school so as to defect those who may suffer from these disabilities.

The effects of a sportsmanship curriculum intervention on generalized positive social behavior of urban elementary school students

PubMed Central

Sharpe, Tom; Brown, Marty; Crider, Kim

1995-01-01

This study evaluated the effects of an elementary physical education curriculum in which development of positive social skills, including leadership and conflict-resolution behaviors, was the primary focus. A second goal was to determine possible generalization effects beyond the primary intervention setting. Students in two urban elementary physical education classes served as subjects, with a third class used as a comparison. The effects of the curriculum intervention were evaluated in the training setting and in the students' regular education classrooms using a multiple baseline across classrooms design. Results showed (a) an immediate increase in student leadership and independent conflict-resolution behaviors, (b) an increase in percentage of class time devoted to activity participation, and (c) decreases in the frequency of student off-task behavior and percentage of class time that students devoted to organizational tasks. Similar changes in student behavior were also observed in the regular classroom settings. PMID:16795872

Nutritional quality and acceptability of a weekly vegetarian lunch in primary-school canteens in Ghent, Belgium: 'Thursday Veggie Day'.

PubMed

De Keyzer, Willem; Van Caneghem, Sven; Heath, Anne-Louise M; Vanaelst, Barbara; Verschraegen, Mia; De Henauw, Stefaan; Huybrechts, Inge

2012-12-01

To determine the nutritional adequacy and acceptability to children of vegetarian lunches served on 'Thursday Veggie Day' - a public health initiative in Ghent (Belgium) primary schools. A comparison of food leftovers from main courses on regular days and Thursdays was made using a visual plate waste method. The nutritional value of the vegetarian meat analogue and meat components of main courses served on five 'Thursday Veggie Days' and five comparable conventional main courses was evaluated using three criteria (maximum 30 % of energy from fat, maximum of one-third of fat as saturated fat and minimum 1.5 g of dietary fibre per 420 kJ). Two canteens from primary schools in Ghent, Belgium, participating in the 'Thursday Veggie Day' campaign. Primary-school children aged between 6 and 12 years. In total, 1242 and 472 main course plate waste observations of conventional and vegetarian menus, respectively, were evaluated. There was no significant difference in plate waste between vegetarian (16.7 %) and conventional (17.3 %) main courses. Overall, the five vegetarian components were found to be nutritionally adequate with a mean score of 2.2 out of 3, compared with 0.4 for the meat component. However, three of the vegetarian components provided >30 % of energy from fat and, in one, the amount of saturated fat exceeded one-third of total fat. Vegetarian canteen meals offered as part of 'Thursday Veggie Day' appear to be nutritionally appropriate and as acceptable as conventional main courses to children in primary schools in Ghent.

Sugar Sweetened Beverage Consumption among Primary School Students: Influence of the Schools' Vicinity.

PubMed

Lebel, Alexandre; Morin, Pascale; Robitaille, Éric; Lalonde, Benoit; Florina Fratu, Ramona; Bisset, Sherri

2016-01-01

The purpose of the research was to explore the associations between the characteristics of schools' vicinity and the risk of sugar sweetened beverage (SSB) consumption in elementary students. Findings exposed an important variation in student's SSB consumption between schools. Schools with a lower socioeconomic status or in a densely built environment tend to have higher proportion of regular SSB drinkers. These characteristics of the school's vicinity partly explained the variation observed between them. We estimated that a student moving to a school with a higher proportion of SSB drinkers may increase his/her chances by 52% of becoming a daily consumer. Important changes in dietary preferences can occur when children are in contact with a new social environment. Findings also support the idea that dietary behaviors among children result from the complex interactions between biological, social, and environmental factors.

Learning to Read: The Reading Performance of Hong Kong Primary Students Compared with that in Developed Countries Around the World in PIRLS 2001 and 2006

ERIC Educational Resources Information Center

Lam, Joseph W. I.; Cheung, Wai Ming; Lam, Raymond Y. H.

2009-01-01

Being literate is fundamental for learning most school subjects. The International Association for the Evaluation of Educational Achievement (IEA) conducts a regular cycle of studies of children's reading literacy and the factors associated with literacy acquisition in countries around the world. The Progress in International Reading Literacy…

Differentiation in Key Learning Areas for Gifted Students in Regular Classes: A Project for Primary School Teachers in Hong Kong

ERIC Educational Resources Information Center

Yuen, Mantak; Chan, Serene; Chan, Cheri; Fung, Dennis C. L.; Cheung, Wai Ming; Kwan, Tammy; Leung, Frederick K. S.

2018-01-01

Gifted students usually require much less time spent in practising and revising basic skills; instead, they benefit greatly from opportunities to work through the curriculum at a faster pace (acceleration). Teachers currently working with mixed-ability classes do not always find it easy to differentiate their teaching approach in this way, so…

The Role of Executive Function in Arithmetic Problem-Solving Processes: A Study of Third Graders

ERIC Educational Resources Information Center

Viterbori, Paola; Traverso, Laura; Usai, M. Carmen

2017-01-01

This study investigated the roles of different executive function (EF) components (inhibition, shifting, and working memory) in 2-step arithmetic word problem solving. A sample of 139 children aged 8 years old and regularly attending the 3rd grade of primary school were tested on 6 EF tasks measuring different EF components, a reading task and a…

Assessing Social Participation of Pupils with Special Needs in Inclusive Education: The Construction of a Teacher Questionnaire

ERIC Educational Resources Information Center

Koster, Marloes; Nakken, Han; Pijl, Sip Jan; van Houten, Els J.; Lutje Spelberg, Henk C.

2008-01-01

This study addresses the development of a teacher questionnaire to assess the social participation of pupils with special needs in regular primary schools and is divided into 2 parts. In the 1st part, the construction of the questionnaire is described. The questionnaire consists of 30 statements related to 4 key themes of social participation: …

[School absenteeism: Preliminary developments and maintaining persisting challenges].

PubMed

Lenzen, Christoph; Brunner, Romuald; Resch, Franz

2016-01-01

A first step when considering school absenteeism is to understand the meaning and definition of the term. School absenteeism encompasses several terms such as school refusal, truancy and school phobia, all of which have been used inconsistently and confusingly in the past. Furthermore, the question of how many days of absence can be seen as problematic remains unclear. Due to these definitional problems, available data is inconsistent. Therefore, the prevalence rates of school absenteeism can only be estimated (about 5 % of all students). School absenteeism affects not only individual students, but also family, school and society structures. In order to establish appropriate support and intervention programs, a multimodal as well as an individual approach should be considered to address this interdependency. The primary goal, however, should be the students’ resumption of a regular school attendance, which requires a strong cooperation between parents, schools, youth welfare services and psychotherapeutic offers. If therapeutic interventions are required, it is highly recommended to start with outpatient treatment. If school attendance still remains irregular an inpatient treatment should follow.

Effects of an intervention aimed at reducing the intake of sugar-sweetened beverages in primary school children: a controlled trial

PubMed Central

2014-01-01

Background Since sugar-sweetened beverages (SSB) may contribute to the development of overweight in children, effective interventions to reduce their consumption are needed. Here we evaluated the effect of a combined school- and community-based intervention aimed at reducing children’s SSB consumption by promoting the intake of water. Favourable intervention effects on children’s SSB consumption were hypothesized. Methods In 2011-2012, a controlled trial was conducted among four primary schools, comprising 1288 children aged 6-12 years who lived in multi-ethnic, socially deprived neighbourhoods in Rotterdam, the Netherlands. Intervention schools adopted the ‘water campaign’, an intervention developed using social marketing. Control schools continued with their regular health promotion programme. Primary outcome was children’s SSB consumption, measured using parent and child questionnaires and through observations at school, both at baseline and after one year of intervention. Results Significant positive intervention effects were found for average SSB consumption (B -0.19 litres, 95% CI -0.28;-0.10; parent report), average SSB servings (B -0.54 servings, 95% CI -0.82;-0.26; parent report) and bringing SSB to school (OR 0.51, 95% CI 0.36;0.72; observation report). Conclusions This study supports the effectiveness of the water campaign intervention in reducing children’s SSB consumption. Further studies are needed to replicate our findings. Trial registration Current Controlled Trials: NTR3400 PMID:25060113

Clinical abnormalities, early intervention program of Down syndrome children: Queen Sirikit National Institute of Child Health experience.

PubMed

Fuengfoo, Adidsuda; Sakulnoom, Kim

2014-06-01

Queen Sirikit National Institute of Child Health is a tertiary institute of children in Thailand, where early intervention programs have been provided since 1990 by multidisciplinary approach especially in Down syndrome children. This aim of the present study is to follow the impact of early intervention on the outcome of Down syndrome children. The school attendance number of Down syndrome children was compared between regular early intervention and non-regular early intervention. The present study group consists of 210 Down syndrome children who attended early intervention programs at Queen Sirikit National Institute of Child Health between June 2008 and January 2012. Data include clinical features, school attendance developmental quotient (DQ) at 3 years of age using Capute Scales Cognitive Adaptive Test/Scale (CAT/CLAMS). Developmental milestones have been recorded as to the time of appearance of gross motor, fine motor, language, personal-social development compared to those non-regular intervention patients. Of 210 Down syndrome children, 117 were boys and 93 were girls. About 87% received regular intervention, 68% attended speech training. Mean DQ at 3 years of age was 65. Of the 184 children who still did follow-up at developmental department, 124 children (59%) attended school: mainstream school children 78 (63%) and special school children 46 (37%). The mean age at entrance to school was 5.8 ± 1.4 years. The school attendance was correlated with maternal education and regular early intervention attendance. Regular early intervention starts have proven to have a positive effect on development. The school attendance number of Down syndrome children receiving regular early intervention was statistically and significantly higher than the number of Down syndrome children receiving non-regular early intervention was. School attendance correlated with maternal education and attended regularly early intervention. Regular early intervention together with maternal education are contributing factors influencing school attendance in Down syndrome children in the present study

Role Perceptions and Job Stress among Special Education School Principals: Do They Differ from Principals of Regular Schools?

ERIC Educational Resources Information Center

Gaziel, Haim Henry; Cohen-Azaria, Yael; Ermenc, Klara Skubic

2012-01-01

The objective of the present study was to compare principals' perceptions of their leadership roles in regular (Dovno, 1999) versus special education (Zaretzky, Faircloth & Moreau, 2005) schools, and how these perceptions affect feelings of job stress (Friedman, 2001; Margalit, 1999). We predicted that regular school principals would differ in…

Regular breakfast consumption is associated with increased IQ in kindergarten children

PubMed Central

Liu, Jianghong; Hwang, Wei-Ting; Dickerman, Barbra; Compher, Charlene

2013-01-01

Background Studies have documented a positive relationship between regular breakfast consumption and cognitive outcomes in youth. However, most of these studies have emphasized specific measures of cognition rather than cognitive performance as a broad construct (e.g., IQ test scores) and been limited to Western samples of school-age children and adolescents. This study aims to extend the literature on breakfast consumption and cognition by examining these constructs in a sample of Chinese kindergarten-age children. Methods This cross-sectional study consisted of a sample of 1,269 children (697 boys and 572 girls) aged 6 from the Chinese city of Jintan. Cognition was assessed with the Chinese version of the Wechsler Preschool and Primary Scale of Intelligence – Revised. Breakfast habits were assessed through parental questionnaire. Analyses of variance and linear regression models were used to analyze the association between breakfast habits and IQ. Socioeconomic and parental psychosocial variables related to intelligence were controlled for. Results Findings showed that children who regularly have breakfast on a near-daily basis had significantly higher full scale, verbal, and performance IQ test scores (all p <0.001) compared to children who “sometimes” have breakfast. This relationship persisted for VIQ (verbal IQ) and FIQ (full IQ) even after adjusting for gender, current living location, parental education, parental occupation, and primary child caregiver. Conclusion Findings may reflect nutritional as well as social benefits of regular breakfast consumption on cognition, and regular breakfast consumption should be encouraged among young children. PMID:23395328

Determinants and Outcomes of Teachers' Professional Identity and Organizational Identification: A Comparative Analysis in Charter and Regular Public Schools

ERIC Educational Resources Information Center

Bogrek, Muhammed Fatih

2017-01-01

This empirical study compared the organizational identification and professional identity of teachers in charter and regular public schools. The purpose of study was three-fold; the first was to investigate whether charter school teachers differ from their regular public school peers in the study variables (i.e. self-efficacy, perceived…

A school-based comprehensive lifestyle intervention among chinese kids against obesity (CLICK-Obesity): rationale, design and methodology of a randomized controlled trial in Nanjing city, China.

PubMed

Xu, Fei; Ware, Robert S; Tse, Lap Ah; Wang, Zhiyong; Hong, Xin; Song, Aiju; Li, Jiequan; Wang, Youfa

2012-06-15

The prevalence of childhood obesity among adolescents has been rapidly rising in Mainland China in recent decades, especially in urban and rich areas. There is an urgent need to develop effective interventions to prevent childhood obesity. Limited data regarding adolescent overweight prevention in China are available. Thus, we developed a school-based intervention with the aim of reducing excess body weight in children. This report described the study design. We designed a cluster randomized controlled trial in 8 randomly selected urban primary schools between May 2010 and December 2013. Each school was randomly assigned to either the intervention or control group (four schools in each group). Participants were the 4th graders in each participating school. The multi-component program was implemented within the intervention group, while students in the control group followed their usual health and physical education curriculum with no additional intervention program. The intervention consisted of four components: a) classroom curriculum, (including physical education and healthy diet education), b) school environment support, c) family involvement, and d) fun programs/events. The primary study outcome was body composition, and secondary outcomes were behaviour and behavioural determinants. The intervention was designed with due consideration of Chinese cultural and familial tradition, social convention, and current primary education and exam system in Mainland China. We did our best to gain good support from educational authorities, school administrators, teachers and parents, and to integrate intervention components into schools' regular academic programs. The results of and lesson learned from this study will help guide future school-based childhood obesity prevention programs in Mainland China. ChiCTR-ERC-11001819.

Teaching with Technology: Step Back and Hand over the Cameras! Using Digital Cameras to Facilitate Mathematics Learning with Young Children in K-2 Classrooms

ERIC Educational Resources Information Center

Northcote, Maria

2011-01-01

Digital cameras are now commonplace in many classrooms and in the lives of many children in early childhood centres and primary schools. They are regularly used by adults and teachers for "saving special moments and documenting experiences." The use of previously expensive photographic and recording equipment has often remained in the domain of…

[Dr. Michiharu Matsuoka, founder of the Department of Orthopaedic Surgery, Kyoto University, and his achievements. (Part 7: The academic carrier of Dr. Michiharu Matsuoka--from elementary school to the graduate school, Imperial University of Tokyo)].

PubMed

Hirotani, Hayato

2011-12-01

The background of the higher education of Dr. Michiharu Matsuoka shown on the official resume was disclosed by Dr. Kazuo Naito in 1986, but the courses of the elementary and secondary schools were not described in it. In regard to his lower educational courses, the author referred to the laws and regulations issued by the Ministry of Education of the Japan Government and the Yamaguchi Prefectural Office. Those were often revised with times. The author presumed the elementary school (Murozumi Primary School [the first established primary school at the birthplace; Murozumi, Hikari-City, Yamaguchi Prefecture]) and middle schools (Prefectural Yamaguchi Middle School and Yamaguchi High School) to which he had been admitted. These presumptions were made to explain his whole educational course without unreasonableness. After finishing the first school year of the Yamaguchi High School, he was transferred to the Preparatory Course of the Yamaguchi Higher School (Yamaguchi Kotô Chugakkô, Yoka), because of the amendment of the educational system. Then he was transferred to the Preparatory Course of the Daisan Higher School (Daisan Kotô Chugakkô, Yoka), and to the Preparatory Course of Daiichi Higher School (Daiichi Kotô Chugakkô, Yoka). After his graduation from the Regular Course of the Daiichi Higher School (Daiichi Kotô Chugakkô, Honka), he was admitted to the Medical College of the Imperial University from which he graduated in 1897. In addition, he was a medical student of the Graduate School of the Imperial University of Tokyo just before he left Japan for studying abroad. The whole academic carrier of Dr. Matsuoka is not only clearly clarified, but it is also indicated that he was one of the successful examples of the educational system proposed by Yamaguchi Prefecture in Meiji era which articulated the local primary and middle schools with the Imperial University of Tokyo.

Student perceptions of drill-and-practice mathematics software in primary education

NASA Astrophysics Data System (ADS)

Kuiper, Els; de Pater-Sneep, Martie

2014-06-01

Drill-and-practice mathematics software offers teachers a relatively simple way to use technology in the classroom. One of the reasons to use the software may be that it motivates children, working on the computer being more "fun" than doing regular school work. However, students' own perceptions of such software are seldom studied. This article reports on a study on the opinions of Grade 5 and 6 students regarding two mathematics drill-and-practice software packages. In total, 329 students from ten Dutch primary schools took part in the study. The results show that a majority of the students preferred to work in their exercise book, for various reasons. Especially the rigid structure of the software is mentioned as a negative aspect by students. The elaborate arguments students used illustrate the importance of taking their opinions into account already at the primary level. Students' perceptions also show that the idea of ICT as naturally motivating for students may need modification.

Teachers' Training and Involvement in School Health Programme in Oyo State, Southwest Nigeria.

PubMed

Adebayo, A M; Makinde, G I; Omode, P K

2018-02-01

School Health Programme (SHP) currently lacks effective implementation in Nigeria. Lack of training/orientation of teachers in the programme may have contributed to this. Developing an appropriate training intervention may require prior situation analysis to know teachers' current level of training and involvement in the programme, as there is paucity of information on such study in Oyo State. Thus, this study was carried out to assess primary school teachers' training and involvement in the SHP in Oyo state, Nigeria. A descriptive cross-sectional study was conducted using a 2-stage cluster sampling method to select 2 out of the 33 Local Government Areas (LGAs) in Oyo State. A semi-structured self-administered questionnaire was used to obtain information on respondents' characteristics and previous training and involvement in the SHP. The major variable for assessing teachers' involvement in the SHP was "ever been involved in health inspection of pupils". Level of involvement was categorized into "never, "once", "occasionally", "frequently", and "very regularly". These options were further re-categorized into "never", "infrequently" (once and occasionally) and "frequently" (frequently and very regularly) for the purpose of inferential statistics. Data were analyzed using descriptive statistics and Chi-square test at p=0.05. A total of 811 respondents participated in the study. Twenty-eight percent of the respondents reported previous training in the SHP out of whom 44.7% received the training on-the-job. Forty-seven percent were regularly involved in health inspection of pupils. Teachers who taught health education (92.3%) were involved in health inspection of pupils compared with counterparts who did not (74.4%) (p<0.001). Similarly, 85.3% of teachers trained on-the-job were frequently involved in the SHP compared with 73.6% of those trained during undergraduate years (p=0.026). Training and involvement of public primary school teachers in the SHP in Oyo State were suboptimal. Efforts at building the capacity of teachers through on-the-job training in SHP may be necessary to improving the current level of implementation in the State.

Access to water and sanitation facilities in primary schools: A neglected educational crisis in Ngamiland district in Botswana

NASA Astrophysics Data System (ADS)

Ngwenya, B. N.; Thakadu, O. T.; Phaladze, N. A.; Bolaane, B.

2018-06-01

In developing countries, the sanitation and hygiene provision often receives limited resources compared to the water supply. However, water supply benefits tend to diminish if improved sanitation and hygiene are neglected. This paper presents findings of a situational analysis of water supply, sanitation and hygiene infrastructure and their utilization in three primary schools in north-western Botswana. The overall objective of the paper is to determine access and functionality of water supply, sanitation and hygiene infrastructure in three primary schools. The specific objectives are: a) Learners' perspective of their water and sanitation facilities and b) gendered utilization of sanitation and hygiene facilities. Data were collected through a face-to-face administered social survey tool to 286 learners selected through proportionate stratified random sampling from three purposively selected villages in the middle and lower Okavango Delta. Findings indicate that standpipes provide 96% of potable water supply. However, the majority (65% of leaners) indicated that they 'sometimes' experienced water shortage due to dry/nonfunctioning taps/pumps and leaks/wastage. Overall, schools have relatively sufficient sanitation facilities consisting of both water borne toilets and VIP latrines. The major sanitation gap identified was that 80% flush toilets hardly work, while 77% of VIP toilets were in disrepair. Furthermore, poor water supply compromised hand washing with 65.7% learners "always" washing their hands if school standpipes had water, while the majority did not wash hands if standpipes were dry. The study concluded that availability of sanitation infrastructure does not necessarily translate into utilization in the study area due to multiple problems, such as lack of personal hygiene supplies (regular toilet paper and hand washing detergents), privacy issues and recurring water problems. The chronicity of inadequate water, sanitation and hygiene infrastructure in primary schools is critical and there is urgent need to address these challenges in order to create a conducive learning environment in primary schools in the district.

Prevalence and causes of blindness and visual impairment among school children in south-western Nigeria.

PubMed

Ajaiyeoba, A I; Isawumi, M A; Adeoye, A O; Oluleye, T S

2005-01-01

The aim of the study was to assess the prevalence and identify the causes of blindness and visual impairment in school children of Ilesa-East Local Government Area of Osun State, Nigeria. A total of 1144 school children in primary and secondary schools were selected using a 2-stage random sampling method and examined to determine the prevalence and causes of blindness and visual impairment. A total of 17 (1.48%) children were blind or visually impaired. These comprised of 11 (0.96%) children who were visually impaired and 4 (0.3%) who were severely visually impaired. Only 2 (0.15%) school children were blind. The causes of visual impairment were refractive error 10 (0.87%) and immature cataract 1 (0.08%), causes of severe visual impairment included corneal opacities 2 (0.2%), amblyopia leading to squint 1 (0.08%) and 1 cataract 1 (0.08%). The causes of blindness in school children were corneal scars presumed to be due to vitamin A deficiency 1 (0.08%) and keratoconus 1 (0.08%). Causes of blindness and visual impairment in children attending regular schools in Nigeria were treatable. Prevention, early recognition and prompt treatment of these diseases by regular screening of school children would definitely reduce unnecessary visual handicap in Nigerian school children so that they can attain their full potential in the course of their education. Also, information from this study is relevant for the purpose of planning eye care programmes for the prevention of blindness in Nigerian school children. This will go a long way in the prevention of unnecessary blindness and visual impairment in school children.

Effectiveness evaluation of a health promotion programme in primary schools: a cluster randomised controlled trial.

PubMed

Grillich, Ludwig; Kien, Christina; Takuya, Yanagida; Weber, Michael; Gartlehner, Gerald

2016-07-30

Programmes based on the World Health Organization's Health Promoting Schools framework (HPS) have been implemented in several countries but for evidence-based policy-making more research is required to determine the effectiveness of the HPS approach. We conducted a cluster randomised controlled trial. The units of randomisation were primary school classes recruited in May 2010. Eligible participants were Year 3 primary school classes in Lower Austria that had not participated in a similar programme during the last two years. After baseline assessment in September 2010, 53 classes from 45 primary schools in Lower Austria were randomly assigned to an intervention (n = 26 classes, 432 children) or waiting control arm (n = 27 classes, 493 children aged 8.7 years +/- 4 months). Over the course of 1.5 academic years, participating teachers received on-the-job training (20 h) and two workshops (8 h) to promote health related behaviour in students such as physical activity during the school day and to improve the quality of regular physical education classes. We assessed 15 outcomes grouped into five categories: Emotional and Social Experience in School, Physical Activity, Well-being, and Attention Performance measured by validated and standardised questionnaire and Motor Skills measured by validated and standardised motoric and coordination tests in the school gym. The primary outcome was Classroom Climate and part of the outcomecategory Emotional and Social Experience in School. The final assessment took place in April 2012. All assessors were blinded to the allocation of classes. Multilevel growth modelling was used to investigate programme effectiveness. We could not detect any statistically significant differences between groups for the outcomecategories Emotional and Social Experience in school (p = 0.22 to 0.78), Physical Activity, Well-being, and Attention Performance. Significant differences between groups were limited to the outcomecategory Motor Skills (Complex Reaction Ability, Spatial Orientation Skills, Coordination with Precision) which were higher in the intervention group (P < .05). Despite small statistically significant differences in Motor Skills, our study could not detect any clinically relevant improvements in the Emotional and Social Experience at School (including the primary outcome ClassroomClimate), Physical Activity, Well-being, Motor Skills and Attention Performance of students. German register of clinical studies: DRKS00000622 . Retrospectively registered: 03.12.2010. Approved by the Ethics Committee of Lower Austria (GS4-EK-4/107-2010).

Learning to teach upper primary school algebra: changes to teachers' mathematical knowledge for teaching functional thinking

NASA Astrophysics Data System (ADS)

Wilkie, Karina J.

2016-06-01

A key aspect of learning algebra in the middle years of schooling is exploring the functional relationship between two variables: noticing and generalising the relationship, and expressing it mathematically. This article describes research on the professional learning of upper primary school teachers for developing their students' functional thinking through pattern generalisation. This aspect of algebra learning has been explicitly brought to the attention of upper primary teachers in the recently introduced Australian curriculum. Ten practising teachers participated over 1 year in a design-based research project involving a sequence of geometric pattern generalisation lessons with their classes. Initial and final survey responses and teachers' interactions in regular meetings and lessons were analysed from cognitive and situated perspectives on professional learning, using a theoretical model for the different types of knowledge needed for teaching mathematics. The teachers demonstrated an increase in certain aspects of their mathematical knowledge for teaching algebra as well as some residual issues. Implications for the professional learning of practising and pre-service teachers to develop their mathematics knowledge for teaching functional thinking, and challenges with operationalising knowledge categories for field-based research are presented.

The Treatment of School Avoidance in Children and Adolescents With Psychiatric Illness.

PubMed

Reissner, Volker; Jost, Diana; Krahn, Ulrike; Knollmann, Martin; Weschenfelder, Ann-Kathrin; Neumann, Anja; Wasem, Jürgen; Hebebrand, Johannes

2015-09-25

5-10% of schoolchildren in Germany are absent from school without an excuse more than five times per year. We investigate the effectiveness of manual-based, multimodal cognitive behavioral therapy focusing on school-avoidant behavior and on the underlying mental disorders. 112 school avoiders were recruited from an outpatient child and adolescent psychiatric clinic and adaptively randomized into two treatment groups. The first group received manual-based multimodal treatment (MT), the second group treatment as usual (TAU) in the child and adolescent mental health care system. The primary outcome of the study was the percentage of classes attended in the five days prior to first measurement (before the intervention), as well as 6 and 12 months afterward. In each of these periods, school attendance was characterized as regular, partial, or none. Secondary outcomes were the severity of anxiety and depressive symptoms, self-efficacy, and quality of family life. In both treatment arms, the percentage of regular school attenders rose to about 60% in 6 months, regardless of the intervention (MT 60.6%, TAU 58.3%; odds ratio [OR] for changes over baseline 6.94, 95% confidence interval [CI] 3.98-12.12, p< 0.001; OR for MT versus TAU 1.05, 95% CI 0.58-1.90, p = 0.875). The improvement persisted 12 months after inclusion. In accordance with earlier studies, we found that manual-based multimodal treatment did not improve school avoidance to any greater extent than treatment as usual. Future studies should focus on the conditions for successful reintegration in school and on the differential indicators for outpatient versus inpatient treatment.

School-based mass distributions of mebendazole to control soil-transmitted helminthiasis in the Munshiganj and Lakshmipur districts of Bangladesh: an evaluation of the treatment monitoring process and knowledge, attitudes, and practices of the population.

PubMed

Hafiz, Israt; Berhan, Meklit; Keller, Angela; Haq, Rouseli; Chesnaye, Nicholas; Koporc, Kim; Rahman, Mujibur; Rahman, Shamsur; Mathieu, Els

2015-01-01

Bangladesh's national deworming program targets school-age children (SAC) through bi-annual school-based distributions of mebendazole. Qualitative and quantitative methods were applied to identify challenges related to treatment monitoring within the Munshiganj and Lakshmipur Districts of Bangladesh. Key stakeholder interviews identified several obstacles for successful treatment monitoring within these districts; ambiguity in defining the target population, variances in the methods used for compiling and reporting treatment data, and a general lack of financial and human resources. A treatment coverage cluster survey revealed that bi-annual primary school-based distributions proved to be an effective strategy in reaching school-attending SAC, with rates between 63.0% and 73.3%. However, the WHO target of regular treatment of at least 75% of SAC has yet to be reached. Particularly low coverage was seen amongst non-school attending children (11.4-14.3%), most likely due to the lack of national policy to effectively target this vulnerable group. Survey findings on water and sanitation coverage were impressive with the majority of households and schools having access to latrines (98.6-99.3%) and safe drinking water (98.2-100%). The challenge now for the Bangladesh control program is to achieve the WHO target of regular treatment of at least 75% of SAC at risk, irrespective of school-enrollment status. Copyright © 2013 The Authors. Published by Elsevier B.V. All rights reserved.

Primary care characteristics and their association with health screening in a low-socioeconomic status public rental-flat population in Singapore- a mixed methods study.

PubMed

Wee, Liang En; Cher, Wen Qi; Sin, David; Li, Zong Chen; Koh, Gerald Choon-Huat

2016-02-06

In Singapore, subsidized primary care is provided by centralized polyclinics; since 2000, policies have allowed lower-income Singaporeans to utilize subsidies at private general-practitioner (GP) clinics. We sought to determine whether proximity to primary care, subsidised primary care, or having regular primary care associated with health screening participation in a low socioeconomic-status public rental-flat community in Singapore. From 2009-2014, residents in five public rental-flat enclaves (N = 936) and neighboring owner-occupied precincts (N = 1060) were assessed for participation in cardiovascular and cancer screening. We then evaluated whether proximity to primary care, subsidised primary care, or having regular primary care associated with improved adherence to health screening. We also investigated attitudes to health screening using qualitative methodology. In the rental flat population, for cardiovascular screening, regular primary care was independently associated with regular diabetes screening (adjusted odds ratio, aOR = 1.59, CI = 1.12-2.26, p = 0.009) and hyperlipidemia screening (aOR = 1.82, CI = 1.10-3.04, p = 0.023). In the owner-occupied flats, regular primary care was independently associated with regular hypertension screening (aOR = 9.34 (1.82-47.85, p = 0.007), while subsidized primary care was associated with regular diabetes screening (aOR = 2.94, CI = 1.04-8.31, p = 0.042). For cancer screening, in the rental flat population, proximity to primary care was associated with less participation in regular colorectal cancer screening (aOR = 0.42, CI = 0.17-0.99, p = 0.049) and breast cancer screening (aOR = 0.29, CI = 0.10-0.84, p = 0.023). In the owner-occupied flat population, for gynecological cancer screening, usage of subsidized primary care and proximity to primary care was associated with higher rates of breast cancer and cervical cancer screening; however, being on regular primary care followup was associated with lower rates of mammography (aOR = 0.10, CI = 0.01-0.75, p = 0.025). On qualitative analysis, patients were discouraged from screening by distrust in the doctor-patient relationship; for cancer screening in particular, patients were discouraged by potential embarrassment. Regular primary care was independently associated with regular participation in cardiovascular screening in both low-SES and higher-SES communities. However, for cancer screening, in the low-SES community, proximity to primary care was associated with less participation in regular screening, while in the higher-SES community, regular primary care was associated with lower screening participation; possibly due to embarrassment regarding screening modalities.

[The CHILT I project (Children's Health Interventional Trial). A multicomponent intervention to prevent physical inactivity and overweight in primary schools].

PubMed

Graf, C; Dordel, S

2011-03-01

Child and juvenile obesity is increasing worldwide; therefore, effective preventive strategies are warranted. The stepwise project CHILT (Children's Health Interventional Trial) was initiated in 2000 and combines in its multicomponent school-based arm CHILT I health education and physical activity for primary school children to prevent physical inactivity and overweight. The effect on obesity and physical performance was studied in 12 primary schools (intervention schools, IS) compared with 5 control schools (CS). Anthropometric data were recorded. Physical performance was measured by a coordination test for children (the "Körperkoordinationstest für Kinder", KTK) and the 6-minute run. Anthropometric and motoric data of 436 children in IS (55.0% of the population) and 179 children in CS (62.8%) were available at baseline and at follow-up. No difference in the incidence of overweight was found between the IS and CS after 4 years of intervention. Remission of overweight was higher in IS (23.2% versus 19.2%), but not significant. The increase in BMI was significantly lower in IS, in which the program was regularly performed. There was an improvement in selected items of the KTK in IS. In particular, endurance performance tended to be higher at final examination. School-based preventive intervention seems to have a positive influence on physical motor skills and the remission of overweight. To optimize the effects, a consistent and quality assured implementation and the integration of the children's whole environment are warranted.

Qualitative study of eating habits in Bruneian primary school children.

PubMed

Talip, Tajidah; Serudin, Rajiah; Noor, Salmah; Tuah, Nik

2017-01-01

Childhood obesity is a serious public health issue globally and poor eating habits are an important contributing factor. This study aimed to explore the perceptions, practices and attitudes towards healthy eating in Bruneian primary school children. A qualitative study was conducted among 40 subjects involving 18 children (aged 9-10 years old), 12 parents and 10 teachers, who were recruited from two primary schools using convenience sampling. Five focus group discussion sessions were conducted, and recorded discussions were translated. The transcripts were entered into NVivo10 and thematic analysis was conducted. All participants had differing perceptions of the term 'healthy eating'. Children reported 'healthy eating' by identifying foods or food groups they perceived as healthy and unhealthy. Only a few mentioned fruits and vegetables as essential to a healthy diet. Parents mainly perceived 'healthy eating' as consuming 'any quality food' that contains 'vitamins and minerals'. Teachers described a healthy diet as including balanced and varied dietary practices, having breakfast and eating regularly at the right, set times. They also associated eating healthily with traditional, home-grown and home-cooked food. All participants had positive attitudes towards healthy eating, however most children demonstrated unhealthy eating habits and frequently consumed unhealthy foods. The Bruneian primary school children reported favourable knowledge despite having poor healthy eating habits. The factors influencing participants eating behavior included food preferences, familial factors (parental style and parenting knowledge), food accessibility and availability, time constraints, as well as convenience. These factors hindered them from adopting healthy eating practices.

Positive influence of school meals on food consumption in Brazil.

PubMed

Locatelli, Nathália Tarossi; Canella, Daniela Silva; Bandoni, Daniel Henrique

2018-03-23

To analyze the contribution of school meals to healthy food consumption among public school students in Brazil. The data from the National Adolescent School-Based Health Survey (PeNSE), containing 86,660 ninth-grade students, were used. The students were asked about their consumption of school meals and of food in general over the preceeding seven days and on the day before the interview. A multinomial regression was performed to assess the relationship between the students' food consumption over the previous seven days and regular consumption of school meals (≥3 days/week), which were adjusted for sociodemographic factors. Poisson regression models were used for the relationship between food consumed on the day before the interview and regular consumption of school meals. Nearly one in five students (22.8%) stated that they consume school meals regularly. The adjusted analyses revealed that the consumption of school meals was associated positively with moderate (3-4 days/week) and regular (≥5 days/week) consumption of beans, raw or cooked vegetables, cooked vegetables, and fruits, and with moderate consumption of raw vegetables. In addition, school meal consumption was associated negatively with moderate or regular consumption of fried salty snacks and processed meat, and with regular consumption of packaged salty snacks, crackers, sweet biscuits, and sweets. Based on food consumption on the day preceding the interview, the consumption of school meals significantly affect the consumption of raw and cooked vegetables, and fruits. School meal consumption affects positively the consumption of healthy foods among students. Copyright © 2018 Elsevier Inc. All rights reserved.

Self-Regulated Learning (SRL) and the Gifted Learner in Primary School: The Theoretical Basis and Empirical Findings on a Research Program Dedicated to Ensuring That All Students Learn to Regulate Their Own Learning

ERIC Educational Resources Information Center

Stoeger, Heidrun; Fleischmann, Sandra; Obergriesser, Stefanie

2015-01-01

After defining self-regulated learning (SRL), explaining its importance for all ability groups, and summarizing findings on gifted learners' scarcer use of and lower preference for SRL, we describe two instructional modules designed for teaching SRL during regular classroom instruction and homework. We then explain how the modules are…

Can Health Promoting Schools contribute to the better health and wellbeing of young people? The Hong Kong experience

PubMed Central

Lee, Albert; Cheng, Frances F K; Fung, Yanas

2006-01-01

Background The Health Promoting School (HPS) is a WHO sponsored framework, compiled to enable education and health sectors to be more effective in school based initiatives. Aims This study attempted to test the hypothesis that students from schools that had comprehensively embraced the HPS concept as indicated by the Healthy School Award, were better, in terms of health risk behaviour, self reported health status, and academic results, than students from schools that did not reach the standard of the award. Methods and Results The results presented came from nine schools (four primary and five secondary) applying for accreditation of the Healthy Schools Award after adopting the HPS framework for two years. Regular consultancy support and training were available to all schools. Students had completed before and after surveys to assess their health behaviours, self reported health status, and academic standing before the two year intervention, and at its end. Data from the before and after surveys of the students attending schools that reached certain level of HPS standard as indicated by the award, were compared with students whose schools did not receive the award, and the results showed differences. Some differences were found to be more significant among the primary school students than secondary schools students. This illustrated early intervention for lifestyle changes to be more effective. Students' satisfaction with life also improved if their schools adopted the concept of HPS comprehensively. Conclusions The results suggest that comprehensive implementation of HPS would contribute to differences in certain behaviours and self reported health and academic status. PMID:16698986

Can Health Promoting Schools contribute to the better health and wellbeing of young people? The Hong Kong experience.

PubMed

Lee, Albert; Cheng, Frances F K; Fung, Yanas; St Leger, Lawrence

2006-06-01

The Health Promoting School (HPS) is a WHO sponsored framework, compiled to enable education and health sectors to be more effective in school based initiatives. This study attempted to test the hypothesis that students from schools that had comprehensively embraced the HPS concept as indicated by the Healthy School Award, were better, in terms of health risk behaviour, self reported health status, and academic results, than students from schools that did not reach the standard of the award. The results presented came from nine schools (four primary and five secondary) applying for accreditation of the Healthy Schools Award after adopting the HPS framework for two years. Regular consultancy support and training were available to all schools. Students had completed before and after surveys to assess their health behaviours, self reported health status, and academic standing before the two year intervention, and at its end. Data from the before and after surveys of the students attending schools that reached certain level of HPS standard as indicated by the award, were compared with students whose schools did not receive the award, and the results showed differences. Some differences were found to be more significant among the primary school students than secondary schools students. This illustrated early intervention for lifestyle changes to be more effective. Students' satisfaction with life also improved if their schools adopted the concept of HPS comprehensively. The results suggest that comprehensive implementation of HPS would contribute to differences in certain behaviours and self reported health and academic status.

Implications of the Regular Education Initiative Debate for School Psychologists.

ERIC Educational Resources Information Center

Davis, William E.

The paper examines critical issues involved in the debate over the Regular Education Initiative (REI) to merge special and regular education, with emphasis on implications for school psychologists. The arguments of proponents and opponents of the REI are summarized and the lack of involvement by school psychologists is noted. The REI is seen to…

HealthKick: a nutrition and physical activity intervention for primary schools in low-income settings

PubMed Central

2010-01-01

Background The burden of non-communicable diseases, including type 2 diabetes, is growing in South Africa. This country has a complex mix of over- and under-nutrition, especially in low-income communities, and concerning levels of physical inactivity in children and youth. This paper describes HealthKick, a school-based nutrition and physical activity intervention in primary schools in these settings aimed at reducing diabetes risk factors. Methods/Design This study includes schools within historically disadvantaged, low-income communities from an urban area close to the city of Cape Town and from two rural areas outside of Cape Town, South Africa. The three Educational Districts involved are Metropole North, Cape Winelands and the Overberg. The study has three phases: intervention mapping and formative assessment, intervention development, and outcome and process evaluation. Sixteen schools were purposively selected to participate in the study and randomly allocated as intervention (eight schools) and control (eight schools). The primary aims of HealthKick are to promote healthful eating habits and increase regular participation in health-enhancing physical activity in children, parents and teachers, to prevent overweight, and reduce risk of chronic diseases (particularly type 2 diabetes); as well as to promote the development of an environment within the school and community that facilitates the adoption of healthy lifestyles. The components of HealthKick are: action planning, toolkit (resource guide, a resource box and physical activity resource bin), and an Educators' Manual, which includes a curriculum component. Discussion This study continues to highlight the key role that educators play in implementing a school-based intervention, but that developing capacity within school staff and stakeholders is not a simple or easy task. In spite of the challenges experienced thus far, valuable findings are being produced from this study, especially from Phase 1. Materials developed could be disseminated to other schools in low-income settings both within and outside of South Africa. Owing to the novelty of the HealthKick intervention in low-income South African primary schools, the findings of the evaluation phase have the potential to impact on policy and practice within these settings. PMID:20604914

Improving health-related fitness in children: the Fit-4-Fun randomized controlled trial study protocol.

PubMed

Eather, Narelle; Morgan, Philip J; Lubans, David R

2011-12-05

Declining levels of physical fitness in children are linked to an increased risk of developing poor physical and mental health. Physical activity programs for children that involve regular high intensity physical activity, along with muscle and bone strengthening activities, have been identified by the World Health Organisation as a key strategy to reduce the escalating burden of ill health caused by non-communicable diseases. This paper reports the rationale and methods for a school-based intervention designed to improve physical fitness and physical activity levels of Grades 5 and 6 primary school children. Fit-4-Fun is an 8-week multi-component school-based health-related fitness education intervention and will be evaluated using a group randomized controlled trial. Primary schools from the Hunter Region in NSW, Australia, will be invited to participate in the program in 2011 with a target sample size of 128 primary schools children (age 10-13). The Fit-4-Fun program is theoretically grounded and will be implemented applying the Health Promoting Schools framework. Students will participate in weekly curriculum-based health and physical education lessons, daily break-time physical activities during recess and lunch, and will complete an 8-week (3 × per week) home activity program with their parents and/or family members. A battery of six health-related fitness assessments, four days of pedometery-assessed physical activity and a questionnaire, will be administered at baseline, immediate post-intervention (2-months) and at 6-months (from baseline) to determine intervention effects. Details of the methodological aspects of recruitment, inclusion criteria, randomization, intervention program, assessments, process evaluation and statistical analyses are described. The Fit-4-Fun program is an innovative school-based intervention targeting fitness improvements in primary school children. The program will involve a range of evidence-based behaviour change strategies to promote and support physical activity of adequate intensity, duration and type, needed to improve health-related fitness. Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12611000976987.

School Disrepair and Substance Use among Regular and Alternative High School Students

ERIC Educational Resources Information Center

Grana, Rachel A.; Black, David; Sun, Ping; Rohrbach, Louise A.; Gunning, Melissa; Sussman, Steven

2010-01-01

Background: The physical environment influences adolescent health behavior and personal development. This article examines the relationship between level of school disrepair and substance use among students attending regular high school (RHS) and alternative high school (AHS). Methods: Data were collected from students (N = 7058) participating in…

Effect of increased exercise in school children on physical fitness and endothelial progenitor cells: a prospective randomized trial.

PubMed

Walther, Claudia; Gaede, Luise; Adams, Volker; Gelbrich, Götz; Leichtle, Alexander; Erbs, Sandra; Sonnabend, Melanie; Fikenzer, Kati; Körner, Antje; Kiess, Wieland; Bruegel, Mathias; Thiery, Joachim; Schuler, Gerhard

2009-12-01

The aim of this prospective, randomized study was to examine whether additional school exercise lessons would result in improved peak oxygen uptake (primary end point) and body mass index-standard deviation score, motor and coordinative abilities, circulating progenitor cells, and high-density lipoprotein cholesterol (major secondary end points). Seven sixth-grade classes (182 children, aged 11.1+/-0.7 years) were randomized to an intervention group (4 classes with 109 students) with daily school exercise lessons for 1 year and a control group (3 classes with 73 students) with regular school sports twice weekly. The significant effects of intervention estimated from ANCOVA adjusted for intraclass correlation were the following: increase of peak o(2) (3.7 mL/kg per minute; 95% confidence interval, 0.3 to 7.2) and increase of circulating progenitor cells evaluated by flow cytometry (97 cells per 1 x 10(6) leukocytes; 95% confidence interval, 13 to 181). No significant difference was seen for body mass index-standard deviation score (-0.08; 95% confidence interval, -0.28 to 0.13); however, there was a trend to reduction of the prevalence of overweight and obese children in the intervention group (from 12.8% to 7.3%). No treatment effect was seen for motor and coordinative abilities (4; 95% confidence interval, -1 to 8) and high-density lipoprotein cholesterol (0.03 mmol/L; 95% confidence interval, -0.08 to 0.14). Regular physical activity by means of daily school exercise lessons has a significant positive effect on physical fitness (o(2)max). Furthermore, the number of circulating progenitor cells can be increased, and there is a positive trend in body mass index-standard deviation score reduction and motor ability improvement. Therefore, we conclude that primary prevention by means of increasing physical activity should start in childhood. URL: http://www.clinicaltrials.gov. Identifier: NCT00176371.

Sun protective behaviour and sunburn prevalence in primary and secondary schoolchildren in western Switzerland.

PubMed

Ackermann, Simone; Vuadens, Anne; Levi, Fabio; Bulliard, Jean-Luc

2016-01-01

Although solar overexposure during childhood and adolescence increases the risk of melanoma, determinants of sunburn and sun protective behaviours of Swiss children have scarcely been explored. We investigated sunburn occurrence and sun protective behaviours of schoolchildren in western Switzerland, the region with the highest incidence of melanoma in Europe. Self-reported questionnaires were administered during regular classes to pupils in 5th (primary school, n = 431), 8th and 11th grades (secondary school, n = 837) in the 18 public schools of La Chaux-de-Fonds. Descriptive statistics and multivariate logistic regression analyses were performed to assess predictors of sunburns and of three sun protective behaviours (sunscreen, shade, wear of covering clothes). Response rate was 91%. Sunburn prevalence over the preceding year was high (60% at least one sunburn, 30% at least two, 43% at least one severe sunburn). Younger age, fair skin, regular sunscreen use, higher sun-related knowledge and preference for a tanned skin were predictors of sunburn. Sunscreen was the most used protective measure (69%), followed by seeking shade (33%) and wearing long-sleeved shirts (32%). Decline in all protective measures was observed in older pupils and those with pro-tan attitudes. The wear of covering clothes was significantly associated with sunscreen use and seeking shade. Parental encouragement favoured sunscreen use and wearing of protective clothes. Sunscreen use as a last protective barrier against ultraviolet radiation should be better emphasised in prevention campaigns targeting children and adolescents. Multi-faceted interventions, including role models, parents and peers should help to improve children's sun protective behaviours.

[Status of the medical management of convulsive seizures at regular schools].

PubMed

Maruyama, Yuki; Takada, Satoshi

2010-09-01

The nurse-teachers have important roles in health care of the students in Japanese schools. Usually one nurse-teacher works in each regular primary and junior high school in order to manage health care of the students. We surveyed the medical care of the students who had a history of convulsions by the questionnaires to 319 nurse-teachers. One hundred thirty nine nurse-teachers (93%) of 150 responders replied that they were taking care of at least one student with a history of convulsion. In 26 (17.4%) of the schools surveyed, more than one convulsion occurred between the first of April 2006 and the 31st of March 2007. More than 65% of nurse-teachers had witnessed convulsions at school. Results of the present study show 59 nurse-teachers were asked by parents to keep the rectal diazepam to administer to their children in the event of a convulsion. However, only 16 nurse-teachers received the instructions from a doctor on the indication of rectal diazepam. Sixty eight per cent of nurse-teachers felt that they had no or little support from doctors. Although most of the nurse-teachers felt reluctant to administer rectal diazepam at school, they considered the administration was unavoidable for student's safety and comfort. Clear instructions and detailed consultation by the doctors and prompt response in case of emergency were desired by the nurse-teachers. The establishment of the support system for the students with a history of convulsions is required to maintain safe and comfortable school life.

Introducing Vi polysaccharide typhoid fever vaccine to primary school children in North Jakarta, Indonesia, via an existent school-based vaccination platform.

PubMed

Agtini, M D; Ochiai, R L; Soeharno, R; Lee, H J; Sundoro, J; Hadinegoro, S R; Han, O P; Tana, L; Halim, F X S; Ghani, L; Delima; Lestari, W; Sintawati, F X; Kusumawardani, N; Malik, R; Santoso, T S; Nadjib, M; Soeroso, S; Wangsasaputra, F; Ali, M; Ivanoff, B; Galindo, C M; Pang, T; Clemens, J D; Suwandono, A; Acosta, C J

2006-11-01

To report results on coverage, safety and logistics of a large-scale, school-based Vi polysaccharide immunization campaign in North Jakarta. Of 443 primary schools in North Jakarta, Indonesia, 18 public schools were randomly selected for this study. Exclusion criteria were fever 37.5 degrees C or higher at the time of vaccination or a known history of hypersensitivity to any vaccine. Adverse events were monitored and recorded for 1 month after immunization. Because this was a pilot programme, resource use was tracked in detail. During the February 2004 vaccination campaign, 4828 students were immunized (91% of the target population); another 394 students (7%) were vaccinated during mop-up programmes. Informed consent was obtained for 98% of the target population. In all, 34 adverse events were reported, corresponding to seven events per 1000 doses injected; none was serious. The manufacturer recommended cold chain was maintained throughout the programme. This demonstration project in two sub-districts of North Jakarta shows that a large-scale, school-based typhoid fever Vi polysaccharide vaccination campaign is logistically feasible, safe and minimally disruptive to regular school activities, when used in the context of an existing successful immunization platform. The project had high parental acceptance. Nonetheless, policy-relevant questions still need to be answered before implementing a widespread Vi polysaccharide vaccine programme in Indonesia.

Body weight, exercise and menstrual status among ballet dancers in training.

PubMed

Abraham, S F; Beumont, P J; Fraser, I S; Llewellyn-Jones, D

1982-07-01

A prospective study of the menstrual pattern and weight changes was made in the first year of training of 29 new female entrants to a professional ballet school. Seventy-nine per cent of the student girls had menstrual disturbances at entry: primary amenorrhoea, four; secondary amenorrhoea, 11; irregular menses, eight. The incidence of secondary amenorrhoea increase substantially by the end of the year (20), but was not associated with any significant change in body weight. Only three students menstruated regularly during the year. Menstrual regularity improved during periods of injury and long vacation and it appears that deterioration of the menstrual pattern during dancing periods was related to strenuous physical exercise rather than to any change in body weight.

Dance for health: improving fitness in African American and Hispanic adolescents.

PubMed

Flores, R

1995-01-01

Cardiovascular disease begins early in life but might be prevented or delayed by primary prevention programs designed for children and adolescents. Regular physical activity is an important part of primary prevention programs, and school physical education programs have potential for the promotion of regular physical activity. Cardiovascular disease is the major cause of death among Hispanics and African Americans in the United States. Low levels of fitness and increased body mass index are common in African American and Hispanic adolescents. Increased physical activity and the adoption of healthy eating habits would increase fitness and reduce body mass index among these adolescents. The purpose of the study was to undertake a small-scale controlled trial to determine if Dance for Health, an intervention program designed to provide an enjoyable aerobic program for African American and Hispanic adolescents, has a significant effect on improving aerobic capacity, helping students maintain or decrease weight, and on improving attitudes toward physical activity and physical fitness. In the first year of the program (1990-91), approximately 110 boys and girls ages 10-13 years participated in an aerobic dance pilot program three times per week for 12 weeks. Dance for Health was revised and continued in the 1992-93 school year with seventh grade students and an added culturally sensitive health curriculum. Forty-three students were randomized to Dance for Health and 38 to usual physical activity. Those in the intervention class received a health education curriculum twice a week and a dance oriented physical education class three times a week. The usual physical activity consisted mostly of playground activities. Students in the intervention had a significantly greater lowering in body mass index and resting heart rate than students in regular physical activity.

Snacks, beverages, vending machines, and school stores: a comparison of alternative and regular schools in Minnesota, 2002 to 2008.

PubMed

Kubik, Martha Y; Davey, Cynthia; MacLehose, Richard F; Coombes, Brandon; Nanney, Marilyn S

2015-01-01

In US secondary schools, vending machines and school stores are a common source of low-nutrient, energy-dense snacks and beverages, including sugar-sweetened beverages, high-fat salty snacks, and candy. However, little is known about the prevalence of these food practices in alternative schools, which are educational settings for students at risk of academic failure due to truancy, school expulsion, and behavior problems. Nationwide, more than 5,000 alternative schools enroll about one-half million students who are disproportionately minority and low-income youth. Principal survey data from a cross-sectional sample of alternative (n=104) and regular (n=339) schools collected biennially from 2002-2008 as part of the Centers for Disease Control and Prevention Minnesota School Health Profiles were used to assess and compare food practice prevalence over time. Generalized estimating equation models were used to estimate prevalence, adjusting for school demographics. Over time, food practice prevalence decreased significantly for both alternative and regular schools, although declines were mostly modest. However, the decrease in high-fat, salty snacks was significantly less for alternative than regular schools (-22.9% vs -42.2%; P<0.0001). Efforts to improve access to healthy food choices at school should reach all schools, including alternative schools. Study findings suggest high-fat salty snacks are more common in vending machines and school stores in alternative schools than regular schools, which may contribute to increased snacking behavior among students and extra consumption of salt, fat, and sugar. Study findings support the need to include alternative schools in future efforts that aim to reform the school food environment. Copyright © 2015 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Snacks, beverages, vending machines and school stores: A comparison of alternative and regular schools in Minnesota, 2002 to 2008

PubMed Central

Davey, Cynthia; MacLehose, Richard F.; Coombes, Brandon; Nanney, Marilyn S.

2014-01-01

In US secondary schools, vending machines and school stores are a common source of low-nutrient, energy-dense snacks and beverages, including sugar-sweetened beverages, high fat salty snacks and candy. However, little is known about the prevalence of these food practices in alternative schools, educational settings for students at risk of academic failure due to truancy, school expulsion and behavioral problems. Nationwide, over 5000 alternative schools enroll about one-half million students, who are disproportionately minority and low-income youth. Principal survey data from a cross-sectional sample of alternative (n=104) and regular (n=339) schools collected biennially from 2002–2008 as part of the Centers for Disease Control and Prevention Minnesota School Health Profiles were used to assess and compare food practice prevalence over time. Generalized estimating equation models were used to estimate prevalence, adjusting for school demographics. Over time, food practice prevalence decreased significantly for both alternative and regular schools, although declines were mostly modest. However, the decrease in high fat, salty snacks was significantly less for alternative than regular schools (−22.9% versus −42.2%; p<0.0001). Efforts to improve access to healthy food choice at school should reach all schools, including alternative schools. Study findings suggest high fat salty snacks are more common in vending machines and school stores in alternative schools than regular schools, which may contribute to increased snacking behavior among students and extra consumption of salt, fat and sugar. Study findings support the need to include alternative schools in future efforts that aim to reform the school food environment. PMID:25132120

Remediation for Students With Mathematics Difficulties: An Intervention Study in Middle Schools.

PubMed

Moser Opitz, Elisabeth; Freesemann, Okka; Prediger, Susanne; Grob, Urs; Matull, Ina; Hußmann, Stephan

As empirical studies have consistently shown, low achievement in mathematics at the secondary level can often be traced to deficits in the understanding of certain basic arithmetic concepts taught in primary school. The present intervention study in middle schools evaluated whether such learning deficits can be reduced effectively and whether the type of instruction influences students' progress. The sample consisted of 123 students in 34 classes, split among one control group and two intervention groups: (a) small group instruction and (b) independent work partially integrated into regular classrooms. Over a period of 14 weeks, students were taught basic concepts, such as place value and basic operations. In addition, they practiced fact retrieval and counting (in groups). Multilevel regression analyses demonstrated that the interventions can be used to reduce given deficits.

[Teenager counselling in primary care].

PubMed

Millán, Teresa; Morera, Iván; Vargas, Nelson A

2007-04-01

Teenager counseling to recognize risks and reinforce strengths is carried out in a primary care outpatient clinic since 2003. To describe the epidemiology and causes for consultation in this teenage counseling program. Retrospective review of the records of 116 teenagers (median age 13 years, 67% females) that received teenager counseling. Seventy percent of women and 50% of men came from nuclear families. More than two thirds were primogenital. Most adolescents were accompanied by their mother, that were the main adult raw model. Fifty percent had dysfunctional families. All were attending school regularly and 21% of women and 29% of men had repeated a school level. Sixty eight percent of women and 62% of men declared to have a life project. Twenty percent were worried about their physical appearance. Seventy seven percent of women and 62% of men considered themselves as happy. Thirty six percent of women and 14% of men smoked. The figures for alcohol consumption were 21% and 14%, respectively. The causes for consultation were obesity, overweight, unspecific symptoms, behavioral problems, bad school achievement, communication problems or pregnancy. Reasons for counseling were family dysfunction, low self esteem, bad school achievement and information about sexuality. The information obtained could help to improve the interdisciplinary work and to coordinate counseling with the family and schools.

School achievement of children with intellectual disability: the role of socioeconomic status, placement, and parents' engagement.

PubMed

Szumski, Grzegorz; Karwowski, Maciej

2012-01-01

The objective of this study was to describe the selected conditions for school achievement of students with mild intellectual disabilities from Polish elementary schools. Participants were 605 students with mild disabilities from integrative, regular, and special schools, and their parents (N=429). It was found that socioeconomic status (SES) was positively associated with child placement in integrative and regular schools rather than special schools, as well as with higher parental engagement in their children's studies. Parental engagement mediated the positive effects of SES and placement in regular and integrative schools on school achievement. The results are discussed in the context of inclusive education theory. Copyright © 2012 Elsevier Ltd. All rights reserved.

Regular source of primary care and emergency department use of children in Victoria.

PubMed

Turbitt, Erin; Freed, Gary Lee

2016-03-01

The aim of this paper was to study the prevalence of a regular source of primary care for Victorian children attending one of four emergency departments (EDs) and to determine associated characteristics, including ED use. Responses were collected via an electronic survey from parents attending EDs with their child (≤9 years of age) for a lower-urgency condition. Single, multiple choice, and Likert scale responses were analysed using bivariate and logistic regression tests. Of the 1146 parents who provided responses, 80% stated their child has a regular source of primary care. Of these, care is mostly received by a general practitioner (GP) (95%) in GP group practices (71%). Approximately 20% have changed where their child receives primary care in the last year. No associations were observed between having a regular source of primary care and frequency of ED attendance in the past 12 months, although parents whose child did not have a regular source of primary care were more likely to view the ED as a more convenient place to receive care than the primary care provider (39% without regular source vs. 18% with regular source; P < 0.0001). Children were less likely to have a regular source of primary care if their parents were younger, had a lower household income, lower education, and were visiting a hospital in a lower socio-economic indexes for areas rank. Policy options to improve continuity of care for children may require investigation. Increasing the prevalence of regular source of primary care for children may in turn reduce ED visits. © 2015 The Authors. Journal of Paediatrics and Child Health © 2015 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

Assessment of social and economic influences on blood pressure of adolescents in public and private schools: an epidemiological study.

PubMed

de Almeida, Fernando Antonio; Konigsfeld, Henrique Pinheiro; Machado, Lígia Maria de Oliveira; Canadas, Andréa Farias; Issa, Evelyn Yuri Okumura; Giordano, Roberto Hernandes; Cadaval, Ricardo Augusto de Miranda

2011-01-01

The high prevalence of hypertension in high school students in Sorocaba, São Paulo, Brazil, has already been described. In this study, within a new sample of high school students from public and private schools, we evaluated if socioeconomic and lifestyle influence on blood pressure values. This is an epidemiological study, which is part of the activities of a community-based work conducted by medical students. They give speeches to high school students aiming at stimulating a healthy lifestyle and primary prevention of hypertension. In a random sample of 410 students in junior high school (209 from public schools and 201 from private schools), we determined the weight, height, and blood pressure, furthermore, a questionnaire identifying epidemiological and socioeconomic status was applied. No statistical differences were found among students from public and private schools regarding the distribution of gender, body mass index (BMI), systolic and diastolic blood pressure, prevalence of hypertension (16.3%), percentage of smokers (5.9%), regular physical activity, and family history of hypertension. In public schools, there is a higher percentage of African descendents students and a higher percentage of students who also work due to low family income. Men from public and private schools have higher prevalence of hypertension, and their mean blood pressure is higher than in women. BMI has a positive correlation with systolic and diastolic blood pressure. Hypertension and other cardiovascular risk factors have an early beginning and require educational interventions for primary prevention. Socioeconomic factors do not affect blood pressure in adolescence.

Corporal punishment and children's externalizing problems: a cross-sectional study of Tanzanian primary school aged children.

PubMed

Hecker, Tobias; Hermenau, Katharin; Isele, Dorothea; Elbert, Thomas

2014-05-01

The adverse effect of harsh corporal punishment on mental health and psychosocial functioning in children has been repeatedly suggested by studies in industrialized countries. Nevertheless, corporal punishment has remained common practice not only in many homes, but is also regularly practiced in schools, particularly in low-income countries, as a measure to maintain discipline. Proponents of corporal punishment have argued that the differences in culture and industrial development might also be reflected in a positive relationship between the use of corporal punishment and improving behavioral problems in low-income nations. In the present study we assessed the occurrence of corporal punishment at home and in school in Tanzanian primary school students. We also examined the association between corporal punishment and externalizing problems. The 409 children (52% boys) from grade 2 to 7 had a mean age of 10.49 (SD=1.89) years. Nearly all children had experienced corporal punishment at some point during their lifetime both in family and school contexts. Half of the respondents reported having experienced corporal punishment within the last year from a family member. A multiple sequential regression analysis revealed that corporal punishment by parents or by caregivers was positively related to children's externalizing problems. The present study provides evidence that Tanzanian children of primary school age are frequently exposed to extreme levels of corporal punishment, with detrimental consequences for externalizing behavior. Our findings emphasize the need to inform parents, teachers and governmental organizations, especially in low-income countries, about the adverse consequences of using corporal punishment be it at home or at school. Copyright © 2013 Elsevier Ltd. All rights reserved.

Making Physics Matter in Primary Schools

NASA Astrophysics Data System (ADS)

Flaherty, Jackie; Cox, Wendy; Poole, Amanda; Watson, Jenny; Greygoose, Kirstin

2016-04-01

"Efforts to broaden students' aspirations, particularly in relation to STEM, need to begin in primary school." Kings College London "Aspires" Research Project 2013 From my outreach activity I have learnt that primary teachers could feel under pressure when faced with delivering the science curriculum. The teachers could be lacking confidence in their subject knowledge, lacking the equipment needed to deliver practical science or lacking enthusiasm for the subject. In addition, English and Mathematics were the subjects that were externally tested and reported to the authorities and so some teachers felt that time for science was being marginalised to ensure the best results in the externally assessed subjects. In my work with The Ogden Trust Primary Science team I have been involved in developing a range of strategies to address some of the issues outlined above. • CPD (Teacher Training) Programme We have provided free training to improve teachers knowledge and understanding of key physics concepts to GCSE standard and a practical workshop consisting of ten investigations, extension and challenge tasks. The teachers each receive a book of lesson plans and a resource box containing a class set of the equipment required. The four year programme covers Forces Light and Sound Electricity Earth & Space • "Phiz Labs" Funding from The Ogden Trust has allowed us to set up science laboratories within primary schools. The pupils have lab coats, goggles and access to a range of equipment that allows them to participate in more practical science activity and open-ended investigative work. My Phiz Lab is in the secondary school where I teach physics and practical workshops for primary pupils and teachers are held there on a regular basis. • Enrichment In order to enthuse and challenge the primary pupils a variety of enrichment activities take place. These include "Physics of Go-Karts" and "Particle Physics for Primary" workshops, competitions and regional Science Fairs held at Universities. Stargazing evenings and Family Learning Nights where parents join their children to learn about science together are very popular. • Sixth Form Science Ambassadors A-level Physics students (age17-18) are trained as STEM Ambassadors to run after school science clubs for primary schools. I have worked with the British Science Association to develop this scheme and my students have received Gold CREST Awards for their science communication skills. This year, in conjunction with the Royal Institution, we have introduced "Maths for Physics Masterclasses" for gifted and talented primary pupils. Sixth form Space Ambassadors also train their younger peers to use the Bradford University Robotic Space Telescope to take images of planets and stars and to analyse the images. These schemes benefit the primary pupils, the sixth form students who gain invaluable teamwork and science communication skills and the primary teachers who attend these sessions. Initial evaluations have shown a greatly increased engagement in science in primary schools. Many of the schools involved have received the Primary Science Quality Mark.

Improving physics teaching materials on sound for visually impaired students in high school

NASA Astrophysics Data System (ADS)

Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

2017-09-01

When visually impaired students attend regular high school, additional materials are necessary to help them understand physics concepts. The time for teachers to develop teaching materials for such students is scarce. Visually impaired students in regular high school physics classes often use a braille version of the physics textbook. Previously, we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. In this research we evaluate the use of a revised braille textbook, relief drawings and 3D models. The research focussed on the topic of sound in grade 10.

Long-term effect of intensive prevention on dental health of primary school children by socioeconomic status.

PubMed

Winter, Julia; Jablonski-Momeni, Anahita; Ladda, Annett; Pieper, Klaus

2017-12-29

Children in a German region took part in regular toothbrushing with fluoride gel during their time in primary school after having received a preventive program in kindergarten. The study aimed at determining the dental health of the students as a function of prevention in kindergarten and at school while taking into account their socioeconomic status and other confounders. The subjects were in six groups: groups 1 and 2, intensive prevention in kindergarten with and without fluoride gel at school; groups 3 and 4, basic prevention in kindergarten with and without fluoride gel at school; groups 5 and 6, no organized prevention in kindergarten with and without fluoride gel at school. Two dental examinations were performed for assessing caries experience and calculating caries increment from second grade (7-year-olds) to fourth grade (9-year-olds). A standardized questionnaire was used to record independent variables. To compare caries scores and preventive measures of various subgroups, non-parametric tests and a binary logistic regression analysis were performed. A significant difference was found in the mean decayed, missing, and filled tooth/teeth (DMFT) depending on socioeconomic status (no prevention in kindergarten, fluoride gel at school in children with low SES: DMFT = 0.47 vs. DMFT = 0.18 in children with high SES; p = 0.023). Class-specific differences were no longer visible among children who had taken part in an intensive preventive program combining daily supervised toothbrushing in kindergarten and application of fluoride gel in school. Early prevention, focusing on professionally supported training of toothbrushing in kindergarten and at school, has a positive effect on dental health and is able to reduce class-specific differences in caries distribution. Early training of toothbrushing and fissure sealing of first permanent molars are the most important factors for the dental health of primary school children.

Investigating children's spiritual experiences through the Health and Physical Education (HPE) learning area in Australian schools.

PubMed

Lynch, Timothy

2015-02-01

The purpose of this study is to explore spirituality within the Health and Physical Education (HPE) learning area, through investigating children's experiences within three Brisbane Catholic Education primary schools (Queensland, Australia). There are seven dimensions of wellness: physical, intellectual, emotional, social, spiritual, environmental, and occupational, which are all strongly connected (Robbins et al. in A wellness way of life, 9th edition, McGraw Hill, USA, 2011). It is logical that HPE, which promotes students to adopt lifelong health and well-being, offers opportunities for spirituality to be experienced and warrants investigation. Data gathered in this qualitative research suggest that regular quality inclusive HPE lessons increased students' potential for spiritual experiences.

An Analysis of State Policies Connected with Alternative School Programs

ERIC Educational Resources Information Center

Bielefeld, William C.; Stubblefield, Anna; Templeton, Zach

2009-01-01

Many school districts offer alternative education programs for their students who do not succeed in the regular classroom. At the high school level, many of these programs are separated from the regular schools. It seemed that many districts were establishing alternative education programs, but there were differences in the types of programs that…

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots.

PubMed

Majoko, Tawanda

2016-04-01

The current significantly high prevalence rates of autism spectrum disorder (ASD) coupled with the paradigm shift from exclusive to inclusive education warrants research on inclusion of children with ASD in mainstream classrooms in Zimbabwe. A qualitative methodology was used to interview 21 regular primary school teachers regarding social barriers and enablers of inclusion of 6-12 year old children with ASD in mainstream classrooms in Harare educational province of Zimbabwe. Data analysis comprised pattern coding and cross-case analysis. Social rejection, communication impairments and behavioural challenges of children with ASD interfered with inclusion in mainstream classrooms. Regular teachers' training, stakeholder collaboration and institutionalization of social support services and programmes would facilitate the inclusion of children with ASD in mainstream classrooms.

Reduction in the Incidence of Influenza A but Not Influenza B Associated with Use of Hand Sanitizer and Cough Hygiene in Schools: A Randomized Controlled Trial

PubMed Central

STEBBINS, SAMUEL; CUMMINGS, DEREK A.T.; STARK, JAMES H.; VUKOTICH, CHUCK; MITRUKA, KIREN; THOMPSON, WILLIAM; RINALDO, CHARLES; ROTH, LOREN; WAGNER, MICHAEL; WISNIEWSKI, STEPHEN R.; DATO, VIRGINIA; ENG, HEATHER; BURKE, DONALD S.

2012-01-01

Background Laboratory-based evidence is lacking regarding the efficacy of non-pharmaceutical interventions such as alcohol-based hand sanitizer and respiratory hygiene to reduce the spread of influenza. Methods The Pittsburgh Influenza Prevention Project was a cluster-randomized trial conducted in ten Pittsburgh, PA elementary schools during the 2007-2008 influenza season. Children in five intervention schools received training in hand and respiratory hygiene, and were provided and encouraged to use hand sanitizer regularly. Children in five schools acted as controls. Children with influenza-like illness were tested for influenza A and B by RT-PCR. Results 3360 children participated. Using RT-PCR, 54 cases of influenza A and 50 cases of influenza B were detected. We found no significant effect of the intervention on the primary study outcome of all laboratory confirmed influenza cases (IRR 0.81 95% CI 0.54, 1.23). However, we did find statistically significant differences in protocol-specified ancillary outcomes. Children in intervention schools had significantly fewer laboratory-confirmed influenza A infections than children in control schools, with an adjusted IRR of 0.48 (95% CI 0.26, 0.87). Total absent episodes were also significantly lower among the intervention group than among the control group; adjusted IRR 0.74 (95% CI 0.56, 0.97). Conclusions Non-pharmaceutical interventions (respiratory hygiene education and the regular use of hand sanitizer) did not reduce total laboratory confirmed influenza. However the interventions did reduce school total absence episodes by 26% and laboratory-confirmed influenza A infections by 52%. Our results suggest that NPIs can be an important adjunct to influenza vaccination programs to reduce the number of influenza A infections among children. PMID:21691245

Prevalence and socio-demographic correlates of the compliance with the physical activity guidelines in children and adolescents in Germany.

PubMed

Jekauc, Darko; Reimers, Anne K; Wagner, Matthias O; Woll, Alexander

2012-08-30

Regular physical activity (PA) is a prerequisite for normal growth and maturation, health, and fitness of children and adolescents. Because of the growing evidence of the health benefits of regular PA, several national and international public health organisations have established PA guidelines. The purpose of this study was to assess the percentage of children and adolescents in Germany who meet the PA guideline of 60 minutes of moderate-to-vigorous PA each day and to evaluate socio-demographic correlates of compliance with the PA guideline. The sample consists of 4,529 children and adolescents aged between 4 and 17 years who lived and were registered in the Federal Republic of Germany between 2003 and 2006. The compliance with the PA guideline was assessed using a widely accepted screening measure. Socioeconomic status, immigration background and residential area were assessed using a parent questionnaire. Overall, 13.1% of girls and 17.4% of boys complied with the national guideline of 60 minutes of moderate-to-vigorous PA daily. While compliance was significantly lower in older participants of both gender groups, the steepest decrease in compliance was observed for age groups around the transition time from primary to secondary school. Logistic regression revealed that socioeconomic status and a migration background were significant predictors for compliance in girls and residential area for compliance in boys. Programs and policy action addressing the problem of decreasing compliance with PA guideline with increasing age are warranted. The transition from primary school to secondary school seems to be a critical stage in life with respect to PA behaviour. Therefore, specific interventions should aim at restructuring and reorganising their daily and physical activities during this transition.

Competency in ECG Interpretation Among Medical Students

PubMed Central

Kopeć, Grzegorz; Magoń, Wojciech; Hołda, Mateusz; Podolec, Piotr

2015-01-01

Background Electrocardiogram (ECG) is commonly used in diagnosis of heart diseases, including many life-threatening disorders. We aimed to assess skills in ECG interpretation among Polish medical students and to analyze the determinants of these skills. Material/Methods Undergraduates from all Polish medical schools were asked to complete a web-based survey containing 18 ECG strips. Questions concerned primary ECG parameters (rate, rhythm, and axis), emergencies, and common ECG abnormalities. Analysis was restricted to students in their clinical years (4th–6th), and students in their preclinical years (1st–3rd) were used as controls. Results We enrolled 536 medical students (females: n=299; 55.8%), aged 19 to 31 (23±1.6) years from all Polish medical schools. Most (72%) were in their clinical years. The overall rate of good response was better in students in years 4th–5th than those in years 1st–3rd (66% vs. 56%; p<0.0001). Competency in ECG interpretation was higher in students who reported ECG self-learning (69% vs. 62%; p<0.0001) but no difference was found between students who attended or did not attend regular ECG classes (66% vs. 66%; p=0.99). On multivariable analysis (p<0.0001), being in clinical years (OR: 2.45 [1.35–4.46] and self-learning (OR: 2.44 [1.46–4.08]) determined competency in ECG interpretation. Conclusions Polish medical students in their clinical years have a good level of competency in interpreting the primary ECG parameters, but their ability to recognize ECG signs of emergencies and common heart abnormalities is low. ECG interpretation skills are determined by self-education but not by attendance at regular ECG classes. Our results indicate qualitative and quantitative deficiencies in teaching ECG interpretation at medical schools. PMID:26541993

The Healthy Primary School of the Future: study protocol of a quasi-experimental study.

PubMed

Willeboordse, M; Jansen, M W; van den Heijkant, S N; Simons, A; Winkens, B; de Groot, R H M; Bartelink, N; Kremers, S P; van Assema, P; Savelberg, H H; de Neubourg, E; Borghans, L; Schils, T; Coppens, K M; Dietvorst, R; Ten Hoopen, R; Coomans, F; Klosse, S; Conjaerts, M H J; Oosterhoff, M; Joore, M A; Ferreira, I; Muris, P; Bosma, H; Toppenberg, H L; van Schayck, C P

2016-07-26

Unhealthy lifestyles in early childhood are a major global health challenge. These lifestyles often persist from generation to generation and contribute to a vicious cycle of health-related and social problems. This design article presents a study evaluating the effects of two novel healthy school interventions. The main outcome measure will be changes in children's body mass index (BMI). In addition, lifestyle behaviours, academic achievement, child well-being, socio-economic differences, and societal costs will be examined. In close collaboration with various stakeholders, a quasi-experimental study was developed, for which children of four intervention schools (n = 1200) in the southern part of the Netherlands are compared with children of four control schools (n = 1200) in the same region. The interventions started in November 2015. In two of the four intervention schools, a whole-school approach named 'The Healthy Primary School of the Future', is implemented with the aim of improving physical activity and dietary behaviour. For this intervention, pupils are offered an extended curriculum, including a healthy lunch, more physical exercises, and social and educational activities, next to the regular school curriculum. In the two other intervention schools, a physical-activity school approach called 'The Physical Activity School', is implemented, which is essentially similar to the other intervention, except that no lunch is provided. The interventions proceed during a period of 4 years. Apart from the effectiveness of both interventions, the process, the cost-effectiveness, and the expected legal implications are studied. Data collection is conducted within the school system. The baseline measurements started in September 2015 and yearly follow-up measurements are taking place until 2019. A whole-school approach is a new concept in the Netherlands. Due to its innovative, multifaceted nature and sound scientific foundation, these integrated programmes have the potential to form a template for primary schools worldwide. The effects of this approach may extend further than the outcomes associated with well-being and academic achievement, potentially impacting legal and cultural aspects in our society. The study protocol was registered in the database ClinicalTrials.gov on 14-06-2016 with the reference number NCT02800616 .

A randomised controlled trial of an intervention to increase the implementation of a healthy canteen policy in Australian primary schools: study protocol.

PubMed

Wolfenden, Luke; Nathan, Nicole; Williams, Christopher M; Delaney, Tessa; Reilly, Kathryn L; Freund, Megan; Gillham, Karen; Sutherland, Rachel; Bell, Andrew C; Campbell, Libby; Yoong, Serene; Wyse, Rebecca; Janssen, Lisa M; Preece, Sarah; Asmar, Melanie; Wiggers, John

2014-10-11

The implementation of healthy school canteen policies has been recommended as a strategy to help prevent unhealthy eating and excessive weight gain. Internationally, research suggests that schools often fail to implement practices consistent with healthy school canteen policies. Without a population wide implementation, the potential benefits of these policies will not be realised. The aim of this trial is to assess the effectiveness of an implementation intervention in increasing school canteen practices consistent with a healthy canteen policy of the New South Wales (NSW), Australia, government known as the 'Fresh Tastes @ School NSW Healthy School Canteen Strategy'. The parallel randomised trial will be conducted in 70 primary schools located in the Hunter region of New South Wales, Australia. Schools will be eligible to participate if they are not currently meeting key components of the healthy canteen policy. Schools will be randomly allocated after baseline data collection in a 1:1 ratio to either an intervention or control group using a computerised random number function in Microsoft Excel. Thirty-five schools will be selected to receive a multi-component intervention including implementation support from research staff, staff training, resources, recognition and incentives, consensus and leadership strategies, follow-up support and implementation feedback. The 35 schools allocated to the control group will not receive any intervention support as part of the research trial. The primary outcome measures will be i) the proportion of schools with a canteen menu that does not contain foods or beverages restricted from regular sale ('red' and 'banned' items) and ii) the proportion of schools where healthy canteen items ('green' items) represent the majority (>50%) of products listed on the menu. Outcome data will be collected via a comprehensive menu audit, conducted by dietitians blind to group allocation. Intervention effectiveness will be assessed using logistic regression models adjusting for baseline values. The proposed trial will represent a novel contribution to the literature, being the first randomised trial internationally to examine the effectiveness of an intervention to facilitate implementation of a healthy canteen policy. Australian New Zealand Clinical Trials Registry ACTRN12613000311752.

Do Adolescents with Emotional and Behavioral Disturbances Attending Schools for Special Education Have Lower Expectations Regarding the Transition to Adulthood?

ERIC Educational Resources Information Center

Margraf, Hannah; Pinquart, Martin

2016-01-01

Individuals with emotional and behavioral disturbances (EBD) and those attending special schools tend to have poorer adult outcomes than adolescents without EBD and peers from regular schools. Using a four-group comparison (students with or without EBD from special schools and students with or without EBD from regular schools), the present study…

WHO European Childhood Obesity Surveillance Initiative in Serbia: a prevalence of overweight and obesity among 6-9-year-old school children.

PubMed

Djordjic, Visnja; Radisavljevic, Snezana; Milanovic, Ivana; Bozic, Predrag; Grbic, Miljana; Jorga, Jagoda; Ostojic, Sergej M

2016-09-01

The World Health Organization (WHO) European Childhood Obesity Surveillance Initiative (COSI) is a public health program established in order to understand the progress of the obesity epidemic in young populations and gain inter-country comparisons within the European region, yet the data from a number of East European countries, including Serbia, were not available then. Therefore, the main aim of this cross-sectional study was to collect data about the prevalence of overweight and obesity among 6-9-year-old school children in Serbia according to the standardized protocol during the Fourth COSI Implementation Round. From September 2015 to November 2015, 5102 first- and second-grade primary-school children (age 7.7±0.6 years) were assessed for weight, height, and body mass index (BMI) in 14 Serbian school districts. The prevalence rates of obesity, as calculated using the International Obesity Task Force (IOTF) cut-off points, vary across different age groups, with the lowest obesity rates reported in 7-year-old boys (6.2%), while the highest obesity prevalence rates were observed in 6-year-old boys (9.7%). In addition, being overweight was strongly associated with poor local community development and lower level of urbanization. The overall prevalence of overweight (23.1%, including obesity) and obesity (6.9%) in Serbian primary-school children seem to be comparable to rather high rates previously reported in other countries participating in the COSI program, indicating an obesity epidemic in Serbian children. This surveillance system should be regularly implemented throughout Europe, providing comparable data on rates of overweight/obesity in primary schools that might drive prudent actions to reverse the pandemic trend of childhood obesity.

Scaling-up an efficacious school-based physical activity intervention: Study protocol for the 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) cluster randomized controlled trial and scale-up implementation evaluation.

PubMed

Lonsdale, Chris; Sanders, Taren; Cohen, Kristen E; Parker, Philip; Noetel, Michael; Hartwig, Tim; Vasconcellos, Diego; Kirwan, Morwenna; Morgan, Philip; Salmon, Jo; Moodie, Marj; McKay, Heather; Bennie, Andrew; Plotnikoff, Ron; Cinelli, Renata L; Greene, David; Peralta, Louisa R; Cliff, Dylan P; Kolt, Gregory S; Gore, Jennifer M; Gao, Lan; Lubans, David R

2016-08-24

Despite the health benefits of regular physical activity, most children are insufficiently active. Schools are ideally placed to promote physical activity; however, many do not provide children with sufficient in-school activity or ensure they have the skills and motivation to be active beyond the school setting. The aim of this project is to modify, scale up and evaluate the effectiveness of an intervention previously shown to be efficacious in improving children's physical activity, fundamental movement skills and cardiorespiratory fitness. The 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) study will focus largely on online delivery to enhance translational capacity. The intervention will be implemented at school and teacher levels, and will include six components: (i) quality physical education and school sport, (ii) classroom movement breaks, (iii) physically active homework, (iv) active playgrounds, (v) community physical activity links and (vi) parent/caregiver engagement. Experienced physical education teachers will deliver professional learning workshops and follow-up, individualized mentoring to primary teachers (i.e., Kindergarten - Year 6). These activities will be supported by online learning and resources. Teachers will then deliver the iPLAY intervention components in their schools. We will evaluate iPLAY in two complementary studies in primary schools across New South Wales (NSW), Australia. A cluster randomized controlled trial (RCT), involving a representative sample of 20 schools within NSW (1:1 allocation at the school level to intervention and attention control conditions), will assess effectiveness and cost-effectiveness at 12 and 24 months. Students' cardiorespiratory fitness will be the primary outcome in this trial. Key secondary outcomes will include students' moderate-to-vigorous physical activity (via accelerometers), fundamental movement skill proficiency, enjoyment of physical education and sport, cognitive control, performance on standardized tests of numeracy and literacy, and cost-effectiveness. A scale-up implementation study guided by the RE-AIM framework will evaluate the reach, effectiveness, adoption, implementation, and maintenance of the intervention when delivered in 160 primary schools in urban and regional areas of NSW. This project will provide the evidence and a framework for government to guide physical activity promotion throughout NSW primary schools and a potential model for adoption in other states and countries. Australia and New Zealand Clinical Trials Registry ( ACTRN12616000731493 ). Date of registration: June 3, 2016.

25 CFR 39.132 - Can a school integrate Language Development programs into its regular instructional program?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Can a school integrate Language Development programs into... Language Development Programs § 39.132 Can a school integrate Language Development programs into its regular instructional program? A school may offer Language Development programs to students as part of its...

25 CFR 39.132 - Can a school integrate Language Development programs into its regular instructional program?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false Can a school integrate Language Development programs into... Language Development Programs § 39.132 Can a school integrate Language Development programs into its regular instructional program? A school may offer Language Development programs to students as part of its...

Attitudes of Secondary Regular School Teachers toward Inclusive Education in New Delhi, India: A Qualitative Study

ERIC Educational Resources Information Center

Bhatnagar, Nisha; Das, Ajay

2014-01-01

This study aimed to identify the attitudes of regular school teachers in Delhi, India, toward the inclusion of students with disabilities. It also explored their views regarding facilitators of inclusive education. Respondents were secondary school teachers working in schools in Delhi that implement inclusive education for students with…

Knowledge, attitudes, and first-aid measures about epilepsy among primary school teachers in northern Iran.

PubMed

Kolahi, A-A; Ghorbanpur-Valukolaei, M; Abbasi-Kangevari, M; Farsar, A-R

2018-07-01

To assess knowledge, attitudes, and first-aid measures about epilepsy among primary school teachers. This cross-sectional study was conducted with participation of 342 primary school teachers during September 2016 to January 2017 in cities of Babol and Qaem-Shahr in Mazandaran Province in northern Iran. Primary schools were selected using simple random sampling. Data were collected through interviews using a structured questionnaire. The knowledge section included general knowledge, causes, symptoms, seizure triggers, first-aid measures, and recommended treatments. The Likert scale was used for the attitudes section. Answers about first-aid measures were categorized as helpful or harmful. The level of total knowledge score of 25 (7.7%) teachers was very high, 140 (43.3%) high, 141 (43.8%) moderate, and 17 (5.2%) low. The mean score about general knowledge was as follows: 6.1 (1.9), range = 0-9; causes 6.3 (1.9), range = 0-10; symptoms of seizures 8.5 (2.5), range = 0-12; and first-aid measures 6.8 (2.0), range = 0-11. Some 83% knew not taking anticonvulsants regularly could trigger seizures, and all teachers said a person with epilepsy should go see a physician. Attitudes were generally positive except for marriage and having children. The level of first-aid measures score of 8 (7.2) teachers was very high, 79 (70.5) high, 25 (22.3) low. Teachers with teaching experience at special schools took more helpful measures CONCLUSIONS: The knowledge of teachers about epilepsy was insufficient, attitudes toward people with epilepsy were generally positive, and first-aid measures at the last witnessed seizure were fairly helpful. Having teaching experience in special schools had a positive influence over knowledge and taking appropriate first-aid measure at time of the last witnessed seizure. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The Physically Handicapped and Health Impaired Children: Do They Prosper in Regular Toronto Elementary Schools?

ERIC Educational Resources Information Center

Larter, Sylvia E.

The experience of 88 physically handicapped and health impaired (PH/HI) children attending Toronto, Canada, regular elementary schools in either regular classes or "integrated" special education classes was assessed with regard to their academic, social, emotional, medical, and physical needs. The integrated classification meant they…

Students with Chronic Conditions: Experiences and Challenges of Regular Education Teachers

ERIC Educational Resources Information Center

Selekman, Janice

2017-01-01

School nurses have observed the increasing prevalence of children with chronic conditions in the school setting; however, little is known about teacher experiences with these children in their regular classrooms. The purpose of this mixed-method study was to describe the experiences and challenges of regular education teachers when they have…

Inclusion Professional Development Model and Regular Middle School Educators

ERIC Educational Resources Information Center

Royster, Otelia; Reglin, Gary L.; Losike-Sedimo, Nonofo

2014-01-01

The purpose of this study was to determine the impact of a professional development model on regular education middle school teachers' knowledge of best practices for teaching inclusive classes and attitudes toward teaching these classes. There were 19 regular education teachers who taught the core subjects. Findings for Research Question 1…

Improving health-related fitness in children: the fit-4-Fun randomized controlled trial study protocol

PubMed Central

2011-01-01

Background Declining levels of physical fitness in children are linked to an increased risk of developing poor physical and mental health. Physical activity programs for children that involve regular high intensity physical activity, along with muscle and bone strengthening activities, have been identified by the World Health Organisation as a key strategy to reduce the escalating burden of ill health caused by non-communicable diseases. This paper reports the rationale and methods for a school-based intervention designed to improve physical fitness and physical activity levels of Grades 5 and 6 primary school children. Methods/Design Fit-4-Fun is an 8-week multi-component school-based health-related fitness education intervention and will be evaluated using a group randomized controlled trial. Primary schools from the Hunter Region in NSW, Australia, will be invited to participate in the program in 2011 with a target sample size of 128 primary schools children (age 10-13). The Fit-4-Fun program is theoretically grounded and will be implemented applying the Health Promoting Schools framework. Students will participate in weekly curriculum-based health and physical education lessons, daily break-time physical activities during recess and lunch, and will complete an 8-week (3 × per week) home activity program with their parents and/or family members. A battery of six health-related fitness assessments, four days of pedometery-assessed physical activity and a questionnaire, will be administered at baseline, immediate post-intervention (2-months) and at 6-months (from baseline) to determine intervention effects. Details of the methodological aspects of recruitment, inclusion criteria, randomization, intervention program, assessments, process evaluation and statistical analyses are described. Discussion The Fit-4-Fun program is an innovative school-based intervention targeting fitness improvements in primary school children. The program will involve a range of evidence-based behaviour change strategies to promote and support physical activity of adequate intensity, duration and type, needed to improve health-related fitness. Trial Registration No Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12611000976987 PMID:22142435

Persistent frequent attenders in primary care: costs, reasons for attendance, organisation of care and potential for cognitive behavioural therapeutic intervention.

PubMed

Morriss, Richard; Kai, Joe; Atha, Christopher; Avery, Anthony; Bayes, Sara; Franklin, Matthew; George, Tracey; James, Marilyn; Malins, Samuel; McDonald, Ruth; Patel, Shireen; Stubley, Michelle; Yang, Min

2012-07-06

The top 3% of frequent attendance in primary care is associated with 15% of all appointments in primary care, a fivefold increase in hospital expenditure, and more mental disorder and functional somatic symptoms compared to normal attendance. Although often temporary if these rates of attendance last more than two years, they may become persistent (persistent frequent or regular attendance). However, there is no long-term study of the economic impact or clinical characteristics of regular attendance in primary care. Cognitive behaviour formulation and treatment (CBT) for regular attendance as a motivated behaviour may offer an understanding of the development, maintenance and treatment of regular attendance in the context of their health problems, cognitive processes and social context. A case control design will compare the clinical characteristics, patterns of health care use and economic costs over the last 10 years of 100 regular attenders (≥30 appointments with general practitioner [GP] over 2 years) with 100 normal attenders (6-22 appointments with GP over 2 years), from purposefully selected primary care practices with differing organisation of care and patient demographics. Qualitative interviews with regular attending patients and practice staff will explore patient barriers, drivers and experiences of consultation, and organisation of care by practices with its challenges. Cognitive behaviour formulation analysed thematically will explore the development, maintenance and therapeutic opportunities for management in regular attenders. The feasibility, acceptability and utility of CBT for regular attendance will be examined. The health care costs, clinical needs, patient motivation for consultation and organisation of care for persistent frequent or regular attendance in primary care will be explored to develop training and policies for service providers. CBT for regular attendance will be piloted with a view to developing this approach as part of a multifaceted intervention.

Information and communication technology: students' health education in 1st- to 6th-grade South Korea elementary schools.

PubMed

Lee, Eunjoo; Park, Hyejin; Whyte, James; Jeong, Eunhoe

2013-09-01

The purposes of this study were to (1) identify school nurses' awareness of information and communication technology (ICT) use in students' health education and (2) explore the barriers or reasons for the adoption of ICT in school nursing practice, while (3) presenting strategies to speed ICT diffusion and dissemination into practice. For data collection, 209 primary school nurses in K province of Korea were selected and e-mailed the questionnaires. Collected data were analyzed as frequency, percentages, and chi-square tests. The major reasons to adopt ICT were increasing school nurses' confidence in providing health education and improving teaching methods using diverse multimedia. The major barriers to utilization of ICT were lack of time for preparation of educational materials, lack of software availability, and lack of computer skills of school nurses and students. Several strategies were suggested to speed the diffusion of ICT into students' health education, such as integrating a health education course into regular curriculum. It is important to identify barriers and reasons for adoption of ICT in school nursing. In addition, strategies should be emphasized that result in more rapid diffusion of these technologies in school nursing practice. © 2013, American School Health Association.

Headache in school children: prevalence and risk factors.

PubMed

Straube, Andreas; Heinen, Florian; Ebinger, Friedrich; von Kries, Rüdiger

2013-11-29

Recurrent headache is a common problem in school children. Evaluation generally leads to the diagnosis of a primary headache syndrome (migraine or tension-type headache). This review is addressed to the question whether headaches in school children are becoming more common and, if so, what risk factors are associated with the rise in frequency. We selectively searched the PubMed database for pertinent publications that contained the terms "primary headache AND children/adolescent AND risk factors/prevalence." Articles published in either English or German up to April 2013 were considered. Articles on secondary types of headache were excluded. Headaches are becoming more common among school children. At present, 66% to 71% of 12- to 15- year-olds have at least one headache every three months, and 33% to 40% have at least one per week. Headache is often accompanied by other physical and/or emotional manifestations. Studies from Scandinavia reveal increasing prevalence in age groups from 8 years of age and upward. Various studies have identified the following risk factors for headache or for its chronification (up to 5.8-fold elevation of risk): a dysfunctional family situation, the regular consumption of alcohol, caffeine ingestion, smoking, a low level of physical activity, physical or emotional abuse, bullying by peers, unfair treatment in school, and insufficient leisure time. Headaches are becoming more common among children and adolescents. They are often associated with other physical and emotional complaints.

Interactions of Chemistry Teachers with Gifted Students in a Regular High-School Chemistry Classroom

ERIC Educational Resources Information Center

Benny, Naama; Blonder, Ron

2018-01-01

Regular high-school chemistry teachers view gifted students as one of several types of students in a regular (mixed-ability) classroom. Gifted students have a range of unique abilities that characterize their learning process: mostly they differ in three key learning aspects: their faster learning pace, increased depth of understanding, and…

Using functional data analysis to understand daily activity levels and patterns in primary school-aged children: Cross-sectional analysis of a UK-wide study.

PubMed

Sera, Francesco; Griffiths, Lucy J; Dezateux, Carol; Geraci, Marco; Cortina-Borja, Mario

2017-01-01

Temporal characterisation of physical activity in children is required for effective strategies to increase physical activity (PA). Evidence regarding determinants of physical activity in childhood and their time-dependent patterns remain inconclusive. We used functional data analysis (FDA) to model temporal profiles of daily activity, measured objectively using accelerometers, to identify diurnal and seasonal PA patterns in a nationally representative sample of primary school-aged UK children. We hypothesised that PA levels would be lower in girls than boys at play times and after school, higher in children participating in social forms of exercise (such as sport or play), and lower among those not walking to school. Children participating in the UK-wide Millennium Cohort Study wore an Actigraph GT1M accelerometer for seven consecutive days during waking hours. We modelled 6,497 daily PA profiles from singleton children (3,176 boys; mean age: 7.5 years) by means of splines, and used functional analysis of variance to examine the cross-sectional relation of time and place of measurement, demographic and behavioural characteristics to smoothed PA profiles. Diurnal and time-specific patterns of activity showed significant variation by sex, ethnicity, UK country and season of measurement; girls were markedly less active than boys during school break times than boys, and children of Indian ethnicity were significantly less active during school hours (9:30-12:00). Social activities such as sport clubs, playing with friends were associated with higher level of PA in afternoon (15:00-17:30) and early evenings (17:30-19:30). Lower PA levels between 8:30-9:30 and 17:30-19:30 were associated with mode of travel to and from school, and number of cars in regular use in the household. Diminished PA in primary school aged children is temporally patterned and related to modifiable behavioural factors. FDA can be used to inform and evaluate public health policies to promote childhood PA.

Uncorrected refractive error and associated factors among primary school children in Debre Markos District, Northwest Ethiopia

PubMed Central

2014-01-01

Background Uncorrected Refractive Error is one of the leading cause amblyopia that exposes children to poor school performance. It refrain them from productive working lives resulting in severe economic and social loses in their latter adulthood lives. The objective of the study was to assess the prevalence of uncorrected refractive error and its associated factors among school children in Debre Markos District. Method A cross section study design was employed. Four hundred thirty two students were randomly selected using a multistage stratified sampling technique. The data were collected by trained ophthalmic nurses through interview, structured questionnaires and physical examinations. Snellens visual acuity measurement chart was used to identify the visual acuity of students. Students with visual acuity less than 6/12 had undergone further examination using auto refractor and cross-checked using spherical and cylindrical lenses. The data were entered into epi data statistical software version 3.1 and analyzed by SPSS version 20. The statistical significance was set at α ≤ 0.05. Descriptive, bivariate and multivariate analyses were done using odds ratios with 95% confidence interval. Result Out of 432 students selected for the study, 420 (97.2%) were in the age group 7–15 years. The mean age was 12 ± 2.1SD. Overall prevalence of refractive error was 43 (10.2%). Myopia was found among the most dominant 5.47% followed by astigmatism 1.9% and hyperopia 1.4% in both sexes. Female sex (AOR: 3.96, 95% CI: 1.55-10.09), higher grade level (AOR: 4.82, 95% CI: 1.98-11.47) and using computers regularly (AOR: 4.53, 95% CI: 1.58-12.96) were significantly associated with refractive error. Conclusion The burden of uncorrected refractive errors is high among primary schools children. Myopia was common in both sexes. The potential risk factors were sex, regular use of computers and higher grade level of students. Hence, school health programs should work on health information dissemination and eye health care services provision. PMID:25070579

Regular energy drink consumption is associated with the risk of health and behavioural problems in adolescents.

PubMed

Holubcikova, Jana; Kolarcik, Peter; Madarasova Geckova, Andrea; Reijneveld, Sijmen A; van Dijk, Jitse P

2017-05-01

Consumption of energy drinks has become popular and frequent among adolescents across Europe. Previous research showed that regular consumption of these drinks was associated with several health and behavioural problems. The aim of the present study was to determine the socio-demographic groups at risk for regular energy drink consumption and to explore the association of regular energy drinks consumption with health and behavioural problems and negative school experiences in adolescents. Data from the Health Behaviour in School-aged Children Study conducted in 2014 in Slovakia were analysed. We assessed socio-demographic characteristics, energy drink consumption, health and behavioural problems and negative school experiences based on self-reports from 8977 adolescents aged 11-15 years (mean age/standard deviation 13/1.33; 50.0% boys). The prevalence of regular energy drink consumption in the present sample was 20.6% (95%CI: 20%-21%). Regular energy drink consumption was more frequent among boys and older adolescents. Adolescents with a medium-level family affluence were less likely to drink energy drinks regularly. Adolescents who consumed energy drinks regularly had more health and behavioural problems and negative school experiences. Adolescents drinking energy drinks are at risk of a wide range of negative outcomes and should be specifically addressed by preventive interventions. What is Known • Energy drink consumption has become popular and frequent among adolescents across Europe. • There is growing evidence that energy drink consumption is related to negative social, emotional and health outcomes, but only a few studies have explored this relationship in adolescents. What is New • Regular energy drink consumption was more frequent among boys and adolescents reporting low family affluence and increased with age. • Adolescents reporting regular energy drink consumption were in higher risk to suffer from health and behavioural problems and negative school experiences.

Predictors of dental visits among primary school children in the rural Australian community of Lithgow.

PubMed

John, James Rufus; Mannan, Haider; Nargundkar, Subrat; D'Souza, Mario; Do, Loc Giang; Arora, Amit

2017-04-11

Regular dental attendance is significant in maintaining and improving children's oral health and well-being. This study aims to determine the factors that predict and influence dental visits in primary school children residing in the rural community of Lithgow, New South Wales (NSW), Australia. All six primary schools of Lithgow were approached to participate in a cross-sectional survey prior to implementing water fluoridation in 2014. Children aged 6-13 years (n = 667) were clinically examined for their oral health status and parents were requested to complete a questionnaire on fluoride history, diet, last dental visit, and socio-demographic characteristics. Multiple logistic regression analyses were employed to examine the independent predictors of a 6-monthly and a yearly dental visit. Overall, 53% of children visited a dentist within six months and 77% within twelve months. In multiple logistic regression analyses, age of the child and private health insurance coverage were significantly associated with both 6-monthly and twelve-month dental visits. In addition, each serve of chocolate consumption was significantly associated with a 27% higher odds (OR = 1.27, 95% CI: 1.05-1.54) of a 6-monthly dental visit. It is imperative that the socio-demographic and dietary factors that influence child oral health must be effectively addressed when developing the oral health promotion policies to ensure better oral health outcomes.

Implementing the Regular Education Initiative in Secondary Schools: A Different Ball Game.

ERIC Educational Resources Information Center

Schumaker, Jean B.; Deshler, Donald D.

1988-01-01

The article reviews potential barriers to implementing the Regular Education Initiative (REI) in secondary schools and then discusses a set of factors central to developing a workable partnership, one that is compatible with the goals of the REI but that also responds to the unique parameters of secondary schools. (Author/DB)

Assistance to Pupils with Physical Disabilities in Regular Schools: Promoting Inclusion or Creating Dependency?

ERIC Educational Resources Information Center

Egilson, Snaefridur Thora; Traustadottir, Rannveig

2009-01-01

Drawing on the perspectives of pupils with physical disabilities, their parents and teachers, this study explored the adult support provided to pupils with physical disabilities in regular schools. Data were collected through observations at schools and qualitative interviews. In all, 49 individuals participated in this study: 14 pupils with…

Menstruation: symptoms, management and attitude of female nursing students in Ibadan, Nigeria.

PubMed

Moronkola, O A; Uzuegbu, V U

2006-12-01

This study surveyed 120 student nurses from two schools of nursing in Ibadan, Nigeria to assess the symptoms experienced during menstruation, attitude towards and management of menstruation. The student nurses overall mean age at menarche was 14 years, average duration of menstrual period was five days and mean of menstrual cycle was 28 days. Out of the 120 study participants, 93% were having menstruation regularly. More participants experienced symptoms during premenstrual periods than menstrual periods. Majority (70%) used sanitary pad to manage their menstruation, 93% had positive attitude towards menstruation while only 20% consulted medical doctors whenever they experienced menstrual symptoms. Paracetamol was the drug of choice for many of the participants whenever they experienced menstrual symptoms It was recommended that authorities in schools of nursing should not overlook reproductive health needs of students. Also teaching of reproductive health education early in primary and secondary schools should be encouraged.

The impact of HIV on children's education in eastern Zimbabwe.

PubMed

Pufall, Erica L; Nyamukapa, Constance; Eaton, Jeffrey W; Campbell, Catherine; Skovdal, Morten; Munyati, Shungu; Robertson, Laura; Gregson, Simon

2014-01-01

Little is known about how HIV impacts directly and indirectly on receiving, or particularly succeeding in, education in sub-Saharan Africa. To address this gap, we used multivariable logistic regression to determine the correlation between education outcomes in youth (aged 15-24) (being in the correct grade-for-age, primary school completion and having at least five "O" level passes) and being HIV-positive; having an HIV-positive parent; being a young carer; or being a maternal, paternal or double orphan, in five rounds (1998-2011) of a general population survey from eastern Zimbabwe. The fifth survey round (2009-2011) included data on children aged 6-17, which were analysed for the impacts of the above risk factors on regular attendance in primary and secondary schools and being in the correct grade-for-age. For data pooled over all rounds, being HIV-positive had no association with primary school completion, "O" level passes, or being in the correct grade-for-age in adolescents aged 16-17 years. Additionally, HIV status had no significant association with any education outcomes in children aged 6-17 surveyed in 2009-2011. In 2009-2011, being a young carer was associated with lower attendance in secondary school (69% vs. 85%, AOR: 0.44; p=0.02), whilst being a maternal (75% vs. 83%, AOR: 0.67; p<0.01), paternal (76% vs. 83%, AOR: 0.67; p=0.02) or double (75% vs. 83%, AOR: 0.68; p=0.02) orphan was associated with decreased odds of being in the correct grade-for-age. All forms of orphanhood also significantly decreased the odds of primary school completion in youths surveyed from 1998 to 2011 (all p<0.01). We found no evidence that HIV status affects education but further evidence that orphans do experience worse education outcomes than other children. Combination approaches that provide incentives for children to attend school and equip schools with tools to support vulnerable children may be most effective in improving education outcomes and should be developed and evaluated.

The impact of HIV on children's education in eastern Zimbabwe

PubMed Central

Pufall, Erica L.; Nyamukapa, Constance; Eaton, Jeffrey W.; Campbell, Catherine; Skovdal, Morten; Munyati, Shungu; Robertson, Laura; Gregson, Simon

2014-01-01

Little is known about how HIV impacts directly and indirectly on receiving, or particularly succeeding in, education in sub-Saharan Africa. To address this gap, we used multivariable logistic regression to determine the correlation between education outcomes in youth (aged 15–24) (being in the correct grade-for-age, primary school completion and having at least five “O” level passes) and being HIV-positive; having an HIV-positive parent; being a young carer; or being a maternal, paternal or double orphan, in five rounds (1998–2011) of a general population survey from eastern Zimbabwe. The fifth survey round (2009–2011) included data on children aged 6–17, which were analysed for the impacts of the above risk factors on regular attendance in primary and secondary schools and being in the correct grade-for-age. For data pooled over all rounds, being HIV-positive had no association with primary school completion, “O” level passes, or being in the correct grade-for-age in adolescents aged 16–17 years. Additionally, HIV status had no significant association with any education outcomes in children aged 6–17 surveyed in 2009–2011. In 2009–2011, being a young carer was associated with lower attendance in secondary school (69% vs. 85%, AOR: 0.44; p = 0.02), whilst being a maternal (75% vs. 83%, AOR: 0.67; p < 0.01), paternal (76% vs. 83%, AOR: 0.67; p = 0.02) or double (75% vs. 83%, AOR: 0.68; p = 0.02) orphan was associated with decreased odds of being in the correct grade-for-age. All forms of orphanhood also significantly decreased the odds of primary school completion in youths surveyed from 1998 to 2011 (all p < 0.01). We found no evidence that HIV status affects education but further evidence that orphans do experience worse education outcomes than other children. Combination approaches that provide incentives for children to attend school and equip schools with tools to support vulnerable children may be most effective in improving education outcomes and should be developed and evaluated. PMID:24625293

Translating child development research into practice: Can teachers foster children's theory of mind in primary school?

PubMed

Bianco, Federica; Lecce, Serena

2016-12-01

Translating research findings into practice should be one of the objectives of developmental psychology. Recently, research demonstrated the existence of individual differences in theory of mind (ToM) during middle childhood that are crucial for children's academic and social adjustment. This study aims to transfer the results of recent experimental studies on ToM interventions into primary-school teachers' practices. It examines whether a ToM training programme, based on conversations about mental states, can be effective under real-world school conditions and if it can be translated in such a way that it becomes suitable for primary-school teachers. Seventy-two 8- to 9-year-old children took part in the study. A total of four classes were recruited and randomly assigned to the experimental (34 children, 18 boys) or to the control condition (38 children, 18 boys). The ToM group and the control group were matched at pre-test for age, ToM, socio-economic background, verbal ability, working memory, and planning. Teachers were trained in four teacher-training sessions; the classroom-training programme was delivered by teachers in four sessions (each 50 min long). Children were assessed before the intervention, after the end of the programme, and 2 months later. The ToM group improved ToM skills significantly more than the control group both in the short and in the long term. Teachers can successfully promote their pupils' ToM development during their regular teaching hours. Results are discussed in the light of the importance of ToM promotion for children's school adjustment. © 2016 The British Psychological Society.

Views of parents in four European countries about the effect of food on the mental performance of primary school children.

PubMed

Gage, H; Egan, B; Williams, P; Györei, E; Brands, B; López-Robles, J-C; Campoy, C; Koletzko, B; Decsi, T; Raats, M

2014-01-01

Several factors affect the mental performance of children. The importance that parents attribute to food-related determinants, compared with genetic, socio-economic and school environment, was investigated. Parents of school children (aged 4-11) were recruited through state primary schools in four European countries. Interviews were conducted in which participants were asked to sort 18 cards representing possible determinants of four elements of mental performance (attention, learning, mood and behaviour) according to perceived strength of effect. Determinants were identified from the literature and grouped in six categories: food-related, school environment, physical, social, psychological and biological. Effects were scored: 0=none; 1=moderate; and 2=strong. Views were compared between and within countries. Two hundred parents took part (England: 53; Germany: 45; Hungary: 52; Spain: 50). Differences existed between countries in the proportions reporting university education and being in employment. Taking all countries together, parents consider the food category (mean 1.33) to have a lower impact on a child's mental performance than physical (activity and sleep, 1.77), psychological (mood and behaviour, 1.69) and school environment (1.57). Social (1.12) and biological (0.91) determinants were ranked lower than food. Of determinants in the food category, parents thought regularity of meals had more influence on mental performance (1.58) than what a child eats now (1.36), food at school (1.35), nutrition as a baby/infant (1.02). Scope exists to improve parental awareness of the repercussions of their dietary choices for the mental performance of their children.

Perceived competence and school adjustment of hearing impaired children in mainstream primary school settings.

PubMed

Hatamizadeh, N; Ghasemi, M; Saeedi, A; Kazemnejad, A

2008-11-01

Although educational main streaming of children with special needs formally began in Iran since 1992 there is little information whether hearing impaired children feel competent in regular schools. To determine the perceived competence and school adjustment of hearing impaired children in mainstream primary school settings, the self-perception profile was administered to 60 mainstreamed hard of hearing children and 60 classmates with normal hearing matched for gender by a single interviewer. The instrument comprised 28 items, 23 of which were similar to those of 'adapted test Image for children with cochlear implants' asking children about their feelings about their own cognitive, physical, socio-emotional and communication competence and school adjustment. The Cronbach alpha coefficient for the instrument was 0.93. Hard of hearing children rated their competence significantly poorer than their hearing classmates for all domains. Mean differences for the five domains ranged from 0.48 (for physical competence) to 0.90 (for school adjustment) on a scale of 1-4. There were no significant differences between girls' and boys' competence, in either the hearing or the hearing impaired groups. Classifying overall scores for perceived competence into four groups ('poor competence', 'low competence', 'moderate competence' and 'high competence'), 23.4% of hearing impaired children but none of the hearing classmates rated themselves as having low or poor competence. On the other hand 85% of hearing children and only 18.3% of hearing impaired children rated themselves as highly competent. We suggest that periodical assessments of mainstreamed children might help to identify those children who are having difficulty adapting to their environment.

Students With Chronic Conditions: Experiences and Challenges of Regular Education Teachers.

PubMed

Selekman, Janice

2017-08-01

School nurses have observed the increasing prevalence of children with chronic conditions in the school setting; however, little is known about teacher experiences with these children in their regular classrooms. The purpose of this mixed-method study was to describe the experiences and challenges of regular education teachers when they have students with chronic conditions in their classroom and implications for the school nurse. The national sample consisted of regular education teachers. The methodologies consisted of focus groups and an online survey. Seven themes emerged: Teachers want to be informed about their students with chronic conditions, teachers lack information about the conditions, there is a lack of preparation in preteacher education programs about students with chronic conditions, teachers feel frustration and stress in working effectively with these students, teachers shared concerns about their students, teachers are asked to perform health-related tasks for students, and teachers made recommendations of what they need from the school nurse.

Comparison of cursive models for handwriting instruction.

PubMed

Karlsdottir, R

1997-12-01

The efficiency of four different cursive handwriting styles as model alphabets for handwriting instruction of primary school children was compared in a cross-sectional field experiment from Grade 3 to 6 in terms of the average handwriting speed developed by the children and the average rate of convergence of the children's handwriting to the style of their model. It was concluded that styles with regular entry stroke patterns give the steadiest rate of convergence to the model and styles with short ascenders and descenders and strokes with not too high curvatures give the highest handwriting speed.

Graduate engineering research participation in aeronautics

NASA Technical Reports Server (NTRS)

Roberts, A. S., Jr.

1986-01-01

The Aeronautics Graduate Research Program commenced in 1971, with the primary goal of engaging students who qualified for regular admission to the Graduate School of Engineering at Old Dominion University in a graduate engineering research and study program in collaboration with NASA Langley Research Center, Hampton, Virginia. The format and purposes of this program are discussed. Student selection and program statistics are summarized. Abstracts are presented in the folowing areas: aircraft design, aerodynamics, lift/drag characteristics; avionics; fluid mechanics; solid mechanics; instrumentation and measurement techniques; thermophysical properties experiments; large space structures; earth orbital dynamics; and environmental engineering.

The sydney playground project: popping the bubblewrap - unleashing the power of play: a cluster randomized controlled trial of a primary school playground-based intervention aiming to increase children's physical activity and social skills

PubMed Central

2011-01-01

Background In the Westernised world, numerous children are overweight and have problems with bullying and mental health. One of the underlying causes for all three is postulated to be a decrease in outdoor free play. The aim of the Sydney Playground Project is to demonstrate the effectiveness of two simple interventions aimed to increase children's physical activity and social skills. Methods/Design This study protocol describes the design of a 3-year cluster randomised controlled trial (CRCT), in which schools are the clusters. The study consists of a 13-week intervention and 1 week each of pre-and post-testing. We are recruiting 12 schools (6 control; 6 intervention), with 18 randomly chosen participants aged 5 to 7 years in each school. The two intervention strategies are: (1) Child-based intervention: Unstructured materials with no obvious play value introduced to the playground; and (2) Adult-based intervention: Risk reframing sessions held with parents and teachers with the aim of exploring the benefits of allowing children to engage in activities with uncertain outcomes. The primary outcome of the study, physical activity as measured by accelerometer counts, is assessed at baseline and post-intervention. Additional assessments include social skills and interactions, self-concept, after school time use and anthropometric data. Qualitative data (i.e., transcriptions of audio recordings from the risk reframing sessions and of interviews with selected teacher and parent volunteers) are analysed to understand their perceptions of risk in play. The control schools have recess as usual. In addition to outcome evaluation, regular process evaluation sessions are held to monitor fidelity to the treatment. Discussion These simple interventions, which could be adopted in every primary school, have the potential of initiating a self-sustaining cycle of prevention for childhood obesity, bullying and mental ill health. Trial registration Australian and New Zealand Clinical Trials Registration Number ACTRN12611000089932. PMID:21884603

The Sydney playground project: popping the bubblewrap--unleashing the power of play: a cluster randomized controlled trial of a primary school playground-based intervention aiming to increase children's physical activity and social skills.

PubMed

Bundy, Anita C; Naughton, Geraldine; Tranter, Paul; Wyver, Shirley; Baur, Louise; Schiller, Wendy; Bauman, Adrian; Engelen, Lina; Ragen, Jo; Luckett, Tim; Niehues, Anita; Stewart, Gabrielle; Jessup, Glenda; Brentnall, Jennie

2011-09-01

In the Westernised world, numerous children are overweight and have problems with bullying and mental health. One of the underlying causes for all three is postulated to be a decrease in outdoor free play. The aim of the Sydney Playground Project is to demonstrate the effectiveness of two simple interventions aimed to increase children's physical activity and social skills. This study protocol describes the design of a 3-year cluster randomised controlled trial (CRCT), in which schools are the clusters. The study consists of a 13-week intervention and 1 week each of pre-and post-testing. We are recruiting 12 schools (6 control; 6 intervention), with 18 randomly chosen participants aged 5 to 7 years in each school. The two intervention strategies are: (1) Child-based intervention: Unstructured materials with no obvious play value introduced to the playground; and (2) Adult-based intervention: Risk reframing sessions held with parents and teachers with the aim of exploring the benefits of allowing children to engage in activities with uncertain outcomes. The primary outcome of the study, physical activity as measured by accelerometer counts, is assessed at baseline and post-intervention. Additional assessments include social skills and interactions, self-concept, after school time use and anthropometric data. Qualitative data (i.e., transcriptions of audio recordings from the risk reframing sessions and of interviews with selected teacher and parent volunteers) are analysed to understand their perceptions of risk in play. The control schools have recess as usual. In addition to outcome evaluation, regular process evaluation sessions are held to monitor fidelity to the treatment. These simple interventions, which could be adopted in every primary school, have the potential of initiating a self-sustaining cycle of prevention for childhood obesity, bullying and mental ill health. Australian and New Zealand Clinical Trials Registration Number ACTRN12611000089932.

World-Mindedness of Students and Their Geography Education at International (IB-DP) and Regular Schools in the Netherlands

ERIC Educational Resources Information Center

Béneker, Tine; van Dis, Hanneke; van Middelkoop, Daniel

2014-01-01

This article reports the results of a study conducted to gain insight into the world-mindedness of young people living in the Netherlands. Two groups are compared: students attending "regular" Dutch schools and students attending international schools. A questionnaire measured the students' world-mindedness and their evaluation of their…

Monitoring Chronic Absence: Regular Attendance Is Essential to Succeeding in School

ERIC Educational Resources Information Center

Data Quality Campaign, 2014

2014-01-01

Regular attendance is essential to succeeding in school, and chronic absence--missing excessive amounts of school for any reason--can cause students to be off track academically. Developed in partnership with Attendance Works, this fact sheet analyzes data from the "Data for Action 2013" survey to discuss how states use data to monitor…

Improving Physics Teaching Materials on Sound for Visually Impaired Students in High School

ERIC Educational Resources Information Center

Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

2017-01-01

When visually impaired students attend regular high school, additional materials are necessary to help them understand physics concepts. The time for teachers to develop teaching materials for such students is scarce. Visually impaired students in regular high school physics classes often use a braille version of the physics textbook. Previously,…

[Relationship between cyberbullying and the suicide related psychological behavior among middle and high school students in Anhui Province].

PubMed

Wang, Gengfu; Fang, Yu; Jiang, Liu; Zhou, Guiyang; Yuan, Shanshan; Wang, Xiuxiu; Su, Puyu

2015-11-01

To examine the prevalence rate of cyberbullying in middle and high school students in Anhui Province and explore the relationship between cyberbullying and suicide related psychological behavior. A total of 5726 middle and high school students from the 7th to the 12th grades in three regular middle schools and three regular high schools recruited from three cities in the Anhui Province (Tongling, Chuzhou, and Fuyang). Tongling, Chuzhou, and Fuyang are in the south, middle and north of Anhui, respectively. Each city was selected one regular middle school and one regular high school, and 8 classes were selected form each grade from each school. A stratified cluster random sampling method was used to randomly select 5726 participants among the six schools. Self-reports on cyberbullying and suicide related psychological behavior were collected. Among these 5726 adolescents, 46.8% of them involved in cyberbullying. Among them, 3.2% were bullies, 23.8% were victims, and 19.8% were both. Prevalence rates of suicide idea, suicide plan, suicide preparation, suicide implementation were 19.3%, 6.9%, 4.7% and 1.8%, respectively. Cyberbullying involvement, as victims, bullies or bully-victims, increased the risk of four kinds of suicide related psychological behavior (suicide idea, suicide plan, suicide preparation, suicide implementation) (P < 0.05). Cyberbullying has become a common occurrence in middle and high school students. Additionally, cyberbullying is closely related to suicide related psychological behavior among middle and high school students.

Persistent frequent attenders in primary care: costs, reasons for attendance, organisation of care and potential for cognitive behavioural therapeutic intervention

PubMed Central

2012-01-01

Background The top 3% of frequent attendance in primary care is associated with 15% of all appointments in primary care, a fivefold increase in hospital expenditure, and more mental disorder and functional somatic symptoms compared to normal attendance. Although often temporary if these rates of attendance last more than two years, they may become persistent (persistent frequent or regular attendance). However, there is no long-term study of the economic impact or clinical characteristics of regular attendance in primary care. Cognitive behaviour formulation and treatment (CBT) for regular attendance as a motivated behaviour may offer an understanding of the development, maintenance and treatment of regular attendance in the context of their health problems, cognitive processes and social context. Methods/design A case control design will compare the clinical characteristics, patterns of health care use and economic costs over the last 10 years of 100 regular attenders (≥30 appointments with general practitioner [GP] over 2 years) with 100 normal attenders (6–22 appointments with GP over 2 years), from purposefully selected primary care practices with differing organisation of care and patient demographics. Qualitative interviews with regular attending patients and practice staff will explore patient barriers, drivers and experiences of consultation, and organisation of care by practices with its challenges. Cognitive behaviour formulation analysed thematically will explore the development, maintenance and therapeutic opportunities for management in regular attenders. The feasibility, acceptability and utility of CBT for regular attendance will be examined. Discussion The health care costs, clinical needs, patient motivation for consultation and organisation of care for persistent frequent or regular attendance in primary care will be explored to develop training and policies for service providers. CBT for regular attendance will be piloted with a view to developing this approach as part of a multifaceted intervention. PMID:22607525

Family influences on breakfast frequency and quality among primary school pupils in Warsaw and its surrounding areas.

PubMed

Zielińska, Monika; Hamułka, Jadwiga; Gajda, Karolina

2015-01-01

Regular consumption of a well balanced breakfast is a pre-requisite for normal growth and child development, along with the acquisition of proper eating habits. The family environment is crucial place where children learn such patterns of behaviour that form the basis for their development. To determine how family factors affect the regular eating of breakfast and types of foodstuffs consumed in primary school pupils, including food purchases made from vending machines and school tuck shops. Subjects were 836 pupils (435 girls and 401 boys, aged 6 - 13) from Warsaw and the surrounding areas. Appropriate socio-demographic data and relevant eating habits were obtained from direct interviewing of the subjects by means of a custom designed questionnaire. Statistical analyses were performed by the Kohonen type cluster analysis model and Chi-square test (Chi(2)); (p≤0.05). Three clusters of pupils were identified by their differing socio-demographics and eating habits (eg. rates of breakfast consumption, buying from vending machines or school tuck shops). The first and third clusters were mainly pupils from two-parent families with parents proportionally spending similar times at work, where respective breakfast (87% and 91%) and second breakfast (77% and 72%) consumption rates were also similar together with food shopping rates during school time (respectively 69% and 63%). Pupils with single-parents, multi-generation families or if both parents were profession- ally active, predominated in the second cluster. These ate breakfast (73%) and second breakfast (67%) more rarely, but more frequently shopped for food at school (84%). A small number of pupils had a packed second breakfast from home, rarely ate sandwiches, fruit and/or vegetables and dairy products but ate more sweets, sweet rolls and savoury snacks. However, a large number of subjects bought sandwiches, fresh fruit and/or vegetables and fast-food at school. Family factors were found to affect eating habits in children and adolescents regarding how often breakfast was eaten and the type of foodstuffs consumed. High consumptions of unhealthy food items for second breakfast were also observed. Single-parent pupils, those in multi-generation families or if both parents are employed rarely brought second breakfasts from home but frequently bought food from vending machines and school tuck shops. The results of the presented findings are significant towards planning an appropriate educational campaigns and health programmes targeted at children, adolescents and their families.

Meal pattern among Norwegian primary-school children and longitudinal associations between meal skipping and weight status.

PubMed

Stea, Tonje H; Vik, Frøydis N; Bere, Elling; Svendsen, Martin V; Oellingrath, Inger M

2015-02-01

To investigate meal pattern longitudinally and explore whether meal skipping was associated with overweight among Norwegian children and adolescents. Longitudinal study. Children's meal frequencies were reported by their parents using a retrospective FFQ. Weight and height were measured by public health nurses. Descriptive data comparing 4th and 7th grade were analysed by paired-sample t tests for continuous variables and χ 2 tests for categorical variables. Odds ratio estimates, including confidence intervals, with BMI category (normal/overweight) as the dependent variable, were determined through logistic regression analyses. Primary schools, Telemark County, Norway. A cohort of 428 Norwegian boys and girls; 4th graders in 2007, 7th graders in 2010. The number of children eating four main meals per day (regular meal frequency) decreased from 4th grade (47 %) to 7th grade (38 %; P = 0·001). Those who ate regular meals in 4th grade but not in 7th grade had higher odds (OR = 3·1; 95 % CI 1·1, 9·0) of being overweight in 7th grade after adjusting for gender, maternal education and physical activity, but the odds ratio was not statistically significant after adjusting for overweight in 4th grade (OR = 2·8; 95 % CI 0·7, 11·6). The present study showed significant increases in overall meal skipping among children between 4th and 7th grade. The results indicate an association between overweight and meal skipping, but additional prospective and longitudinal analyses and intervention trials are warranted to confirm this relationship.

Reduction in the incidence of influenza A but not influenza B associated with use of hand sanitizer and cough hygiene in schools: a randomized controlled trial.

PubMed

Stebbins, Samuel; Cummings, Derek A T; Stark, James H; Vukotich, Chuck; Mitruka, Kiren; Thompson, William; Rinaldo, Charles; Roth, Loren; Wagner, Michael; Wisniewski, Stephen R; Dato, Virginia; Eng, Heather; Burke, Donald S

2011-11-01

Laboratory-based evidence is lacking regarding the efficacy of nonpharmaceutical interventions (NPIs) such as alcohol-based hand sanitizer and respiratory hygiene to reduce the spread of influenza. The Pittsburgh Influenza Prevention Project was a cluster-randomized trial conducted in 10 elementary schools in Pittsburgh, PA, during the 2007 to 2008 influenza season. Children in 5 intervention schools received training in hand and respiratory hygiene, and were provided and encouraged to use hand sanitizer regularly. Children in 5 schools acted as controls. Children with influenza-like illness were tested for influenza A and B by reverse-transcriptase polymerase chain reaction. A total of 3360 children participated in this study. Using reverse-transcriptase polymerase chain reaction, 54 cases of influenza A and 50 cases of influenza B were detected. We found no significant effect of the intervention on the primary study outcome of all laboratory-confirmed influenza cases (incidence rate ratio [IRR]: 0.81; 95% confidence interval [CI]: 0.54, 1.23). However, we did find statistically significant differences in protocol-specified ancillary outcomes. Children in intervention schools had significantly fewer laboratory-confirmed influenza A infections than children in control schools, with an adjusted IRR of 0.48 (95% CI: 0.26, 0.87). Total absent episodes were also significantly lower among the intervention group than among the control group; adjusted IRR 0.74 (95% CI: 0.56, 0.97). NPIs (respiratory hygiene education and the regular use of hand sanitizer) did not reduce total laboratory-confirmed influenza. However, the interventions did reduce school total absence episodes by 26% and laboratory-confirmed influenza A infections by 52%. Our results suggest that NPIs can be an important adjunct to influenza vaccination programs to reduce the number of influenza A infections among children.

Detailed Content of the Vietnamese Secondary Curriculum. Intermediate/Secondary Education Series, No. 2. Indochinese Refugee Education Guides.

ERIC Educational Resources Information Center

Center for Applied Linguistics, Arlington, VA.

This guide furnishes a detailed account of the basic characteristics of the Vietnamese "regular" high school curriculum and system. The regular high school is one of the three main kinds of high schools in Vietnam. Knowing the exact content of the subjects that students took in Viet-Nam will help teachers and administrators in placing…

Marketized Private Tutoring as a Supplement to Regular Schooling: Liberal Studies and the Shadow Sector in Hong Kong Secondary Education

ERIC Educational Resources Information Center

Chan, Claudia; Bray, Mark

2014-01-01

Around the world, increasing numbers of students receive after-school private supplementary tutoring. Such tutoring may be provided through informal channels or by companies, and it may be received one-to-one, in small groups or in large classes. The tutoring is commonly called shadow education since its content mimics that of regular schooling.…

Factors That Contributed to Gifted Students' Success on STEM Pathways: The Role of Race, Personal Interests, and Aspects of High School Experience

ERIC Educational Resources Information Center

Steenbergen-Hu, Saiying; Olszewski-Kubilius, Paula

2017-01-01

In this study, we conducted binary logistic regression on survey data collected from 244 past participants of a Talent Search program who attended regular high schools but supplemented their regular high school education with enriched or accelerated math and science learning activities. The participants completed an online survey 4 to 6 years…

Collaborative Support for Inclusion

ERIC Educational Resources Information Center

Sanahuja-Gavaldà, Josep M.; Olmos-Rueda, Patricia; Morón-Velasco, Mar

2016-01-01

Nowadays, in Catalonia, students with autism spectrum disorders (ASD) are increasingly in regular schools although their presence, participation, learning and success are unequal. Barriers towards inclusion often depend on how to organise supporting at regular schools and the teachers' collaboration during this process. In this paper, the support…

[Nutritional habits in children and adolescents practicing fencing. Part 1. Meal consumption].

PubMed

Radzimirska-Graczyk, Monika; Chalcarz, Wojciech

2009-01-01

The aim of this study was to assess habits related to eating meals in children and adolescents who attended sports schools. The days with training and the days free of training were analysed separately. The questionnaires on the number and frequency of eating meals were filled in by 141 children and adolescents who practised fencing and attended sports classes in primary and secondary schools. The influence of gender and age on the number and frequency of eating meals was analysed by means of the SPSS 12.0 PL for Windows computer programme. The studied children's and adolescents' habits related to eating meals were highly unfavourable, especially in females from secondary school, mainly due to a very low percentage of students who ate meals regularly, lunch in particular. Boys ate more meals than girls. Especially disconcerting was a very low number of meals eaten by females from secondary school, which may imply a risk of anorexia. Children and adolescents who attend sports schools should be educated on nutrition and the relation between food habits, nutritional status and achieving success in sport. Females from secondary schools should be informed about the danger of anorexia.

Who is where? Characteristics of deaf and hard-of-hearing students in regular and special schools.

PubMed

Shaver, Debra M; Marschark, Marc; Newman, Lynn; Marder, Camille

2014-04-01

To address the needs and abilities of deaf and hard-of-hearing (DHH) students in different educational settings, it is important to understand who is in which setting. A secondary analysis of the National Longitudinal Transition Study 2 database was conducted to examine differences in the characteristics of students who attended special schools, such as schools for the deaf, and those who attended regular schools serving a wide variety of students, such as neighborhood, alternative, and charter schools. The study included a nationally (U.S.) representative sample of about 870 DHH secondary school students. Findings from parent interviews and surveys revealed that students who attended only special secondary schools had greater levels of hearing loss, were more likely to use sign language, had more trouble speaking and conversing with others, and were more likely to have low functional mental scores than students who had attended only regular secondary schools. There were no differences in the presence of additional disabilities or cochlear implants between students in the different settings. In many ways, student characteristics did not vary by school type, suggesting that both types of secondary schools serve students with a wide range of needs and abilities.

Analysing the physics learning environment of visually impaired students in high schools

NASA Astrophysics Data System (ADS)

Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

2017-07-01

Although visually impaired students attend regular high school, their enrolment in advanced science classes is dramatically low. In our research we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. For visually impaired students to grasp physics concepts, time and additional materials to support the learning process are key. Time for teachers to develop teaching methods for such students is scarce. Suggestions for changes to the learning environment and of materials used are given.

The importance of working memory for school achievement in primary school children with intellectual or learning disabilities.

PubMed

Maehler, Claudia; Schuchardt, Kirsten

2016-11-01

Given the well-known relation between intelligence and school achievement we expect children with normal intelligence to perform well at school and those with intelligence deficits to meet learning problems. But, contrary to these expectations, some children do not perform according to these predictions: children with normal intelligence but sub-average school achievement and children with lower intelligence but average success at school. Yet, it is an open question how the unexpected failure or success can be explained. This study examined the role of working memory sensu Baddeley (1986) for school achievement, especially for unexpected failure or success. An extensive working memory battery with a total of 14 tasks for the phonological loop, the visual-spatial sketchpad and central executive skills was presented in individual sessions to four groups of children differing in IQ (normal vs. low) and school success (good vs. poor). Results reveal that children with sub-average school achievement showed deficits in working memory functioning, irrespective of intelligence. By contrast, children with regular school achievement did not show deficits in working memory, again irrespective of intelligence. Therefore working memory should be considered an important predictor of academic success that can lead both to unexpected overachievement and failure at school. Individual working memory competencies should be taken into account with regard to diagnosis and intervention for children with learning problems. Copyright © 2016 Elsevier Ltd. All rights reserved.

School attendance, health-risk behaviors, and self-esteem in adolescents applying for working papers.

PubMed Central

Suss, A. L.; Tinkelman, B. K.; Freeman, K.; Friedman, S. B.

1996-01-01

Since health-risk behaviors are often encountered in clusters among adolescents, it was hypothesized that adolescents with poor school attendance would be associated with more health-risk behaviors (e.g., substance use, violence) than those who attend school regularly. This study assessed the relationship between poor school attendance and health-risk behaviors, and described health-risk behaviors and self-esteem among adolescents seeking employment. In this cross-sectional study, school attendance (poor vs. regular attendance) was related to health-risk behaviors by asking 122 subjects seen at a New York City Working Papers Clinic to complete both a 72-item questionnaire about their health-risk behaviors and the 58-item Coopersmith Self-Esteem School Form Inventory. Chi-square and Fisher's Exact Tests were performed. The poor and regular attenders of school differed significantly in only 5 out of 44 items pertaining to health-risk behaviors. Self-esteem measures for the two groups did not differ from one another or from national norms. In this sample, depression "in general" (global) and "at home," but not "at school," were associated significantly with suicidal thoughts/attempts and serious past life events (e.g. family conflict, sexual abuse). There were no significant associations between depression or self-esteem and illicit substance or alcohol use. We found few associations between poor school attendance and health-risk behaviors in this sample of employment-seeking adolescents. The poor and regular attenders of school were similar in most aspects of their health-risk behaviors and self-esteem. PMID:8982520

Educational participation of children with spinal cord injury.

PubMed

Dudgeon, B J; Massagli, T L; Ross, B W

1997-01-01

The purpose of this study was to examine educational participation and accommodations for children with spinal cord injury (SCI) or disease in primary, secondary, and postsecondary educational settings. Written surveys were developed for students with SCI and their teachers. Fifty-three participants had SCI onset before age 18 years, were at least 4 years old and enrolled in a school program, and had residual motor disability without cognitive-behavioral impairments. Nearly all participants were enrolled full time in regular education classrooms. Seventy-five percent of primary-level participants and 32% of secondary-level participants were qualified for special education and related services, receiving teacher aide assistance as well as occupational and physical therapy services. Most participants were graduating from high school and pursing postsecondary education. Classroom performance and grades were reported as average or above average, but curriculum modifications were commonly made, and many participants required human assistance and assistive technology in functional and classroom tasks. Access barriers were often reported by participants using wheelchairs, and those using augmentative writing aids were not fluent with these devices. Accommodations in schools for students with SCI appear to support completion and advancement to higher levels of education, but these accommodations appear to be geared toward participation rather than levels of performance and productivity that may be realistic for work and other community settings.

Reading Comprehension: A Computerized Intervention with Primary-age Poor Readers.

PubMed

Horne, Joanna Kathryn

2017-05-01

The current study investigates the effectiveness of a computerized reading comprehension programme on the reading accuracy, reading comprehension and reading rate of primary-age poor readers. There is little published literature relating to computerized reading interventions in UK primary schools, and no previous studies have investigated the Comprehension Booster programme. Thirty-eight children (26 boys and 12 girls; aged 6:7 to 11:0) from two schools in East Yorkshire, UK, took part. Half of the participants (the intervention group) undertook the Comprehension Booster programme for a 6-week period, whilst the other half (the control group) continued with their usual teaching. Significant effects of the intervention were found, with increases in reading accuracy and reading comprehension for the intervention group. It is concluded that computerized reading programmes can be effective in improving reading skills, and these are particularly useful for pupils with reading difficulties in disadvantaged areas, where resources are limited and family support in reading is lower. However, such programmes are not a replacement for good teaching, and regular monitoring of children with reading difficulties is required. Further research is necessary to compare the programme used here to other conventional and computerized intervention programmes, using a larger sample. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Efficacy of the Aussie Optimism Program: Promoting Pro-social Behavior and Preventing Suicidality in Primary School Students. A Randomised-Controlled Trial

PubMed Central

Roberts, Clare M.; Kane, Robert T.; Rooney, Rosanna M.; Pintabona, Yolanda; Baughman, Natalie; Hassan, Sharinaz; Cross, Donna; Zubrick, Stephen R.; Silburn, Sven R.

2018-01-01

The efficacy of an enhanced version of the Aussie Optimism Program (AOP) was investigated in a cluster randomized controlled trial. Grade 6 students aged 10–11 years of age (N = 2288) from 63 government primary schools in Perth, Western Australia, participated in the pre, post, and follow-up study. Schools were randomly assigned to one of three conditions: Aussie Optimism with teacher training, Aussie Optimism with teacher training plus coaching, or a usual care condition that received the regular Western Australian Health Education Curriculum. Students in the Aussie Optimism conditions received 20, 1-h lessons relating to social and interpersonal skills and optimistic thinking skills over the last 2 years of primary school. Parents in the active conditions received a parent information booklet each year, plus a self-directed program in Grade 7. Students and parents completed the Extended Strengths and Difficulties Questionnaire. Students who scored in the clinical range on the Emotional Symptoms Scale were given The Diagnostic Interview for Children and Adolescents IV, to assess suicidal ideation and behavior, and depressive and anxiety disorders. Results indicated that Aussie Optimism with teacher training plus coaching was associated with the best outcomes: a significant increase in student-reported pro-social behavior from pre-test to post-test 1 (maintained at post-test 2) and significantly lower incidence rates from suicidal ideation at post-test 2 and follow-up. No significant intervention effects on anxiety and depressive disorders, and total difficulties were reported. These findings suggest that the AOP with teacher training along with coaching may have the potential to positively impact on suicidality and pro-social behavior in the pre-adolescent years. PMID:29599729

Family meals can help children reach their 5 a day: a cross-sectional survey of children's dietary intake from London primary schools.

PubMed

Christian, Meaghan S; Evans, Charlotte E L; Hancock, Neil; Nykjaer, Camilla; Cade, Janet E

2013-04-01

This study aims to explore how the home food environment and parental attitudes and values affect children's fruit and vegetable (F&V) intake. The sample consists of 2383 children with a mean age of 8.3 years (95% CI 8.2 to 8.3) attending 52 primary schools in London. These children are taking part in two randomised controlled trials to evaluate a school gardening programme. Diet was assessed using a validated 24-h food tick list, the Child And Diet Evaluation Tool (CADET). The CADET tool found that children consumed on average 293 g F&V (95% CI 287 to 303) per day. Clustered (by school) multilevel regression models with total F&V as the primary outcome were conducted to explore how the home environment affects children's F&V intake. Children of families who reported 'always' eating a family meal together at a table had 125 g (95% CI 92 to 157; p=<0.001) more F&V than families who never ate a meal together. Daily consumption of F&V by parents was associated with higher F&V (88 g, 95% CI 37 to 138) intake in children compared with rarely/never consumption of F&V by parents. Cutting up fruit and vegetables for children was associated with higher consumption. Families who reported always cutting up F&V for their children had 44 g (95% CI 18 to 71) more F&V than families who never cut up F&V. This study identified that cutting up F&V and family consumption of F&V facilitates children's intake. Eating a family meal together regularly could increase children's F&V intake and help them achieve the recommended intake. ISRCTN11396528.

Making It Work: Practical Ideas for Integrating Exceptional Children into Regular Classes.

ERIC Educational Resources Information Center

Aiello, Barbara, Ed.

Intended for special education and regular teachers, the guide contains brief articles on the nature of mainstreaming handicapped children; mainstreaming models at the preschool, elementary school, and secondary school levels; specific suggestions for setting up mainstreaming programs, and interviews with five persons involved in mainstream…

New Technologies in Portugal: Regular Middle and High School

ERIC Educational Resources Information Center

Florentino, Teresa; Sanchez, Lucas; Joyanes, Luis

2010-01-01

Purpose: The purpose of this paper is to elaborate upon the relation between information and communication technologies (ICT), particularly web-based resources, and their use, programs and learning in Portuguese middle and high regular public schools. Design/methodology/approach: Adding collected documentation on curriculum, laws and other related…

A survey of sexual risk behavior for HIV infection in Nakhonsawan, Thailand, 2001.

PubMed

Lertpiriyasuwat, Cheewanan; Plipat, Tanarak; Jenkins, Richard A

2003-09-05

To determine the prevalence of sexual risk behaviors for HIV in the general population aged 15-44 years in Nakhonsawan province, Thailand. Cross-sectional survey. A two-stage cluster sampling technique was used to select 630 participants aged 15-44 years from the general population. Tape-recorders with earphones provided questions to the respondents, who used self-administered answer sheets to record their responses. Most participants were rural, married and educated at the primary school level. The mean age was 31.5 years. Seventy-eight percent of all participants had ever had sexual intercourse. The prevalence of premarital sex among married participants was 41%. In the previous year, 20% of the participants had had sex with commercial or non-regular partners. Sex with non-regular partners occurred more frequently than sex with commercial partners. Sixty-one percent had used condoms the last time they had sex with a commercial partner and 46% had used condoms the last time they had sex with non-regular partners. Consistent condom use with non-regular partners was lower than with commercial partners. Voluntary HIV testing during the previous year was reported by 24% of the participants who had had sex with commercial or non-regular partners. The results suggest that Nakhonsawan needs to strengthen implementation of the 100% condom programme, address condom use with non-commercial partners, promote awareness of personal risk rather than identification of risk groups and increase voluntary HIV testing among people who engage in risky behaviors.

A matter of interpretation: developing primary pupils' enquiry skills using position-linked datalogging

NASA Astrophysics Data System (ADS)

Davies, Daniel John; Collier, Christopher; Howe, Alan

2012-11-01

Background: This article reports on an evaluation study of a project seeking to develop the use of position-linked datalogging with primary pupils in environmental science contexts. Purpose: The study sought to find out the extent to which the project had developed: (1) participant teachers' confidence in using datalogging as an everyday part of their science teaching; (2) pupils' abilities to collect and interpret relevant environmental monitoring data; and (3) the use of scientific data within environmental education in the project schools. Programme description: The project used software which integrates data from Global Positioning System (GPS) with sensor data collected outdoors to produce Google Earth visualisations of environmental quality in each school's locality. Sample: Phase 1 involved 10 primary schools in the South West of England (2008-9), and phase 2 was implemented in six primary schools in Greater London during 2010. All pupils in the 9-10-year-old age range participated to some extent (N ≈ 450) and each school identified a focus group of between two and four pupils (n = 38) together with two members of staff (n = 32) to be more closely involved in the project. Design and methods: The evaluation adopted a multi-method approach, drawing upon documentary sources (n = 40); observations of continuing professional development (CPD) cluster days (n = 8) and dissemination events (June 2009 and January 2011): baseline pupil assessment tasks (n = 291) and teachers' baseline questionnaire (n = 25) in September 2008 and March 2010; classroom observations; samples of pupil work (n = 31); end-of-project pupil assessment (n = 38) and teachers' and pupils' responses to the project (n ≈ 180) in June 2009 and December 2010; and a longitudinal evaluation in February 2012. Results: Datalogging had become a regular feature of practical science in nearly all project schools up to 30 months after the end of the project, but the use of position-linked logging had not been sustained. While there is evidence of pupils developing a range of scientific enquiry skills through the project, the extent to which their interpretation of data improved is unclear. All participating schools made greater use of scientific data than before the project to develop their environmental education. Conclusions: The project has demonstrated the potential of combining datalogging with GPS technology to support challenging, motivating and relevant scientific enquiry. Primary teachers require targeted technical and pedagogical support to maximise learning benefits for pupils.

Environmental monitoring of pesticide residues from farms at a neighbouring primary and pre-school in the Western Cape in South Africa.

PubMed

Dalvie, M A; Sosan, M B; Africa, A; Cairncross, E; London, L

2014-01-01

Concerns about pesticide drift from neighbouring vineyards affecting children attending school on a farm adjacent to an urban suburb of Cape Town, Western Cape in South Africa were investigated. The study involved a before-after design, measuring levels of environmental exposure before and during pesticide application activities on the neighbouring farms. Samples were collected in air, dust and grass cuttings at the preschool and primary school located on the farms during September-December in 2010 and tested for pesticides using multi-pesticide methods. Eleven different pesticides were detected in the various samples. Six of these chemicals (endosulfan, dimethomorph, penconazole, cyprodinil, boscalid and bromopropylate) were on the spraying schedules of the two farms neighbouring the schools and the timing and location of detection were generally consistent with farm application. Three pesticides detected (chlorpyrifos, cypermethrin, permethrin) are agents commonly used in household applications and one (pyriproxifen) is used in pet treatment agents. Kresoxim-methyl, the other pesticide detected, is likely to come from drift from other farms in the area. The concentration of pesticides was all lower than 0.1 μg/m(3) in air and 0.1 μg/kg in dust and grass apart from permethrin and cypermethrin. The findings confirm the presence of drift onto the school premises and concentrations found in this study were generally low in comparison to that detected in other studies. Regular monitoring to track the effectiveness of containment and mitigation measures that reduce drift is recommended. © 2013.

[Prevalence of dental caries in school milieu in the northwest of Côte d'Ivoire].

PubMed

Yao, K J; N'Da, N A; Koffi, N M

2001-01-01

The purpose of this study was to determine the prevalence of tooth decay and its correlation with dental care habits in northwestern Ivory Coast. Study was carried out in primary schools in the city of Odienne in January 1999. The study cohort comprised 500 students of both genders ranging in age from 4 to 15 years. The prevalence of tooth decay was 77.2% and the mean CAO index was 2.43. Dental care involved use of a chewing stick in 49% and a tooth brush in 50.8%. Only 5.6% of children cleaned their teeth three-times a day on a regular basis. Statistical analysis of study data demonstrated a correlation between the frequency of tooth cleaning and incidence of tooth decay. The incidence of tooth decay was 60.7% in students that cleaned their teeth three times a day versus 78.2% in students who cleaned their teeth less regularly. An educational campaign has been undertaken to inform students of the importance of oral hygiene in maintaining healthy teeth. A dental examination program would be useful to provide routine check-ups. A group study will be needed to monitor oral hygiene in students and evaluate the impact of these measures on tooth decay.

The Regular Education Initiative in the Anchorage Public Schools.

ERIC Educational Resources Information Center

Kennedy, Sylvia

The study examined the number of Anchorage (Alaska) public schools that are using the Regular Education Initiative (REI) concept in their special education programs and the attitudes of building principals concerning both REI and collaborative consultation. Surveys mailed to 65 principals yielded a return of 30 questionnaires (6 secondary and 24…

Teaching Astronomy to K-4 Children via Interactive Play

NASA Astrophysics Data System (ADS)

Strelnitski, V.; Trott, M.; Girvin, M.

1999-12-01

The goal of this project, which won a NASA/IDEAS grant, was the creation, performance and dissemination of the pilot of an interactive show that informally introduces elementary school children to the basics of the Solar System. A professional astronomer and primary school teachers of science and drama combined their efforts to achieve the maximum of esthetic attractiveness, scientific truth, and educational effectiveness of the show. We created a new design of a model of the Solar System for children. The model proved to be extremely attractive to the children, both during the shows and in regular family visits to the Observatory. The show has been tested on the children of Nantucket Elementary School and several other schools in MA and NJ. We used a variety of methods to objectively evaluate the effectiveness of this project --- all with highly positive results. Besides bringing our show to different schools, we disseminate this initiative via our home page (www.mmo.org) and conferences. The original children's model of the Solar System, a video clip with one of our performances, and other materials will be presented together with our poster at this meeting. This project was supported by the NASA grant ED-90169.01-97A.

Social capital and physical activity among Croatian high school students.

PubMed

Novak, D; Doubova, S V; Kawachi, I

2016-06-01

To examine factors associated with regular physical activity in Croatian adolescents. A cross-sectional survey among high school students was carried out in the 2013/14 school year. A survey was conducted among 33 high schools in Zagreb City, Croatia. Participants were students aged 17-18 years. The dependent variables were regular moderate to vigorous physical activity (MVPA) and overall physical activity measured by the short version of International Physical Activity Questionnaire and defined as 60 min or more of daily physical activity. The independent variables included family, neighborhood, and high school social capital. Other study covariates included: socio-economic status, self-rated health, psychological distress and nutritional status. The associations between physical activity and social capital variables were assessed separately for boys and girls through multiple logistic regression and inverse probability weighting in order to correct for missing data bias. A total of 1689 boys and 1739 girls responded to the survey. A higher percentage of boys reported performing regular vigorous and moderate physical activity (59.4%) and overall physical activity (83.4%), comparing with the girls (35.4% and 70%, respectively). For boys, high family social capital and high informal social control were associated with increased odds of regular MVPA (1.49, 95%CI: 1.18 - 1.90 and 1.26, 95%CI: 1.02 - 1.56, respectively), compared to those with low social capital. For girls, high informal social control was associated with regular overall physical activity (OR 1.38, 95% CI: 1.09 - 1.76). High social capital is associated with regular MVPA in boys and regular overall activity in girls. Intervention and policies that leverage community social capital might serve as an avenue for promotion of physical activity in youth. Copyright © 2016 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

Factors associated with regular marijuana use among high school students: a long-term follow-up study.

PubMed

Griffin, Kenneth W; Botvin, Gilbert J; Scheier, Lawrence M; Nichols, Tracy R

2002-01-01

The present study investigated whether several behavioral and psychosocial factors measured during early adolescence predicted regular marijuana use 6 years later in a sample of high school students. As part of a school-based survey. 7th-grade students (N = 1,132) reported levels of alcohol, tobacco, and marijuana use, and were assessed on several domains of psychosocial functioning potentially relevant in the etiology of marijuana use. When students were followed-up in the 12th-grade, 14% smoked marijuana on a regular basis (once or more per month). Findings indicated that early cigarette smoking, alcohol use, and alcohol intoxication predicted later regular marijuana use. For boys, early marijuana use increased the odds for later regular marijuana use. Cigarette smoking by friends and siblings during early adolescence also increased the likelihood of later monthly marijuana use. The findings suggest that early prevention programs for adolescent alcohol, tobacco, and/or other drug use may have important preventive effects in terms of potentially more serious levels of marijuana involvement later in adolescence and early adulthood.

Effectiveness in Regular Practice of Collaborative Care for Depression Among Adolescents: A Retrospective Cohort Study.

PubMed

Shippee, Nathan D; Mattson, Angela; Brennan, RoxAnne; Huxsahl, John; Billings, Marcie L; Williams, Mark D

2018-05-01

Depression is common among adolescents, but many lack ready access to mental health services. Integrated models of care for depression are needed, along with evidence to support their use in regular practice. The authors examined the effectiveness of an ongoing collaborative care program for depressed adolescents embedded in a busy primary care practice. This retrospective cohort study assessed EMERALD (Early Management and Evidence-based Recognition of Adolescents Living with Depression), a collaborative care program. All patients ages 12-17 and age 18 and still in high school with a score of ≥10 on the nine-item Patient Health Questionnaire for Adolescents (PHQ-9A) and without a diagnosis of bipolar disorder were eligible. The sample included 162 EMERALD participants and 499 similarly eligible non-EMERALD patients. Outcomes were six-month remission of depression (score <5) and six-month treatment response (>50% reduction from baseline) as measured by the PHQ-9A. Analyses included logistic regression and propensity score matching to adjust for differences in demographic factors and number of contacts-observations. After propensity score matching, EMERALD patients had better adjusted rates of depression remission (11 percentage points higher, p=.035) and treatment response (14 percentage points higher, p<.001) than comparison patients. Results from primary analyses were as conservative as or more conservative than results from all sensitivity analyses tested. Collaborative care for adolescents in regular practice led to better remission and treatment response than usual care. Future studies could examine which groups might benefit most and flexible payment models to support these services.

School Soft Drink Availability and Consumption Among U.S. Secondary Students

PubMed Central

Terry-McElrath, Yvonne M.; O’Malley, Patrick M.; Johnston, Lloyd D.

2013-01-01

Background Consumption of sugar-sweetened beverages (SSBs) such as soft drinks has been associated with significantly increased energy intake and body weight. One strategy used to reduce soft drink consumption among adolescents has been reducing availability in schools; however, research is limited on associations between availability of soft drinks in school and student consumption. Purpose This study examines associations between regular and diet soft drink availability in schools and student consumption using data from 329 secondary schools and 9284 students. Methods Data were obtained from two sources: (1) nationally representative cross-sectional samples of students in Grades 8, 10, and 12 from U.S. public and private schools in 2010 and 2011 in the Monitoring the Future study; and (2) administrators of the same schools in the Youth, Education, and Society study. Multilevel modeling conducted in 2012 examined associations between school availability and student consumption controlling for student sociodemographics and school characteristics. Results In the total sample of more than 9000 students, regular and diet soft drink availability in school was not related to student consumption of these beverages in multivariate models. Yet, among African-American high school students, school regular and diet soft drink availability was significantly related to higher daily consumption (both before and after controlling for student and school factors). Conclusions Although removal of soft drinks from schools may not result in significantly lower overall student consumption, such actions may result in significant decreases in soft drink consumption for specific student groups. PMID:23683974

Understanding health care communication preferences of veteran primary care users.

PubMed

LaVela, Sherri L; Schectman, Gordon; Gering, Jeffrey; Locatelli, Sara M; Gawron, Andrew; Weaver, Frances M

2012-09-01

To assess veterans' health communication preferences (in-person, telephone, or electronic) for primary care needs and the impact of computer use on preferences. Structured patient interviews (n=448). Bivariate analyses examined preferences for primary care by 'infrequent' vs. 'regular' computer users. Only 54% were regular computer users, nearly all of whom had ever used the internet. 'Telephone' was preferred for 6 of 10 reasons (general medical questions, medication questions and refills, preventive care reminders, scheduling, and test results); although telephone was preferred by markedly fewer regular computer users. 'In-person' was preferred for new/ongoing conditions/symptoms, treatment instructions, and next care steps; these preferences were unaffected by computer use frequency. Among regular computer users, 1/3 preferred 'electronic' for preventive reminders (37%), test results (34%), and refills (32%). For most primary care needs, telephone communication was preferred, although by a greater proportion of infrequent vs. regular computer users. In-person communication was preferred for reasons that may require an exam or visual instructions. About 1/3 of regular computer users prefer electronic communication for routine needs, e.g., preventive reminders, test results, and refills. These findings can be used to plan patient-centered care that is aligned with veterans' preferred health communication methods. Published by Elsevier Ireland Ltd.

Anticipating students' reasoning and planning prompts in structured problem-solving lessons

NASA Astrophysics Data System (ADS)

Vale, Colleen; Widjaja, Wanty; Doig, Brian; Groves, Susie

2018-02-01

Structured problem-solving lessons are used to explore mathematical concepts such as pattern and relationships in early algebra, and regularly used in Japanese Lesson Study research lessons. However, enactment of structured problem-solving lessons which involves detailed planning, anticipation of student solutions and orchestration of whole-class discussion of solutions is an ongoing challenge for many teachers. Moreover, primary teachers have limited experience in teaching early algebra or mathematical reasoning actions such as generalising. In this study, the critical factors of enacting the structured problem-solving lessons used in Japanese Lesson Study to elicit and develop primary students' capacity to generalise are explored. Teachers from three primary schools participated in two Japanese Lesson Study teams for this study. The lesson plans and video recordings of teaching and post-lesson discussion of the two research lessons along with students' responses and learning are compared to identify critical factors. The anticipation of students' reasoning together with preparation of supporting and challenging prompts was critical for scaffolding students' capacity to grasp and communicate generality.

Measuring school health center impact on access to and quality of primary care.

PubMed

Gibson, Erica J; Santelli, John S; Minguez, Mara; Lord, Alyssa; Schuyler, Ashley C

2013-12-01

School health centers (SHC) that provide comprehensive health care may improve access and quality of care for students; however, published impact data are limited. We evaluated access and quality of health services at an urban high school with a SHC compared with a school without a SHC, using a quasiexperimental research design. Data were collected at the beginning of the school year, using a paper and pencil classroom questionnaire (n = 2,076 students). We measured SHC impact in several ways including grade by school interaction terms. Students at the SHC school were more likely to report having a regular healthcare provider, awareness of confidential services, support for health services in their school, and willingness to utilize those services. Students in the SHC school reported higher quality of care as measured by: respect for their health concerns, adequate time with the healthcare provider, understandable provider communications, and greater provider discussion at their last visit on topics such as sexual activity, birth control, emotions, future plans, diet, and exercise. Users of the SHC were also more likely to report higher quality of care, compared with either nonusers or students in the comparison school. Access to comprehensive health services via a SHC led to improved access to health care and improved quality of care. Impact was measureable on a school-wide basis but was greater among SHC users. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Regular School Teachers' Concerns and Perceived Barriers to Implement Inclusive Education in New Delhi, India

ERIC Educational Resources Information Center

Bhatnagar, Nisha; Das, Ajay

2014-01-01

Since the passage of The Persons with Disabilities (PWD) Act in 1995 and subsequent implementation of various policies and programs by the Indian government to enhance the participation of students with disabilities in regular schools, there has been a steady growth of inclusive education. Such initiatives, however, have placed new demands on…

Perceptions of Secondary School Students with Mild Disabilities to the Academic and Social Support Mechanisms Implemented in Regular Classrooms

ERIC Educational Resources Information Center

O'Rourke, John; Houghton, Stephen

2008-01-01

The Student Perceptions of Classroom Support Scale (SPCS), which measures the perceptions of students with mild disabilities of academic and social support mechanisms implemented in regular classrooms, was administered to 60 secondary school-aged students. Data were obtained with reference to curricular, instructional, physical and peer support…

The Integration of Children with Disabilities into Regular Schools. A Naturalistic Study. Stage 2 Report.

ERIC Educational Resources Information Center

Center, Yola; And Others

The study used a multiple case study method to investigate the quality of the educational and social experiences of elementary-level and secondary-level children with disabilities currently integrated within the Australian regular school system. This second stage of the study used for its sample 23 children with intellectual disabilities, 18 with…

And the Survey Says …

NASA Astrophysics Data System (ADS)

White, Susan C.

2017-01-01

Since October, we have been looking at two different numbers that have been used to describe the availability of physics in U.S. high schools: 60% and 95%. The U.S. Department of Education Office of Civil Rights (OCR) uses data from all public schools to calculate the 60%. AIP Statistics uses data from public and private regular and vocational schools to calculate the 95%. Last month we noted that a large part of the difference is explained by differences in the number of schools used in the denominator of the calculation. We also noted that the 95% is the proportion of seniors enrolled in schools that offer physics regularly (that is, at least in alternating years). Smaller schools are more likely to offer physics in alternating years.

Exercise deficit disorder in youth: an emergent health concern for school nurses.

PubMed

Faigenbaum, Avery D; Gipson-Jones, Trina L; Myer, Gregory D

2012-08-01

Although the benefits of regular physical activity are widely acknowledged, recent findings indicate that a growing number of youth are not as active as they should be. The impact of a sedentary lifestyle during childhood on lifelong pathological processes and associated health care costs have created a need for immediate action to manage, if not prevent, unhealthy behaviors during this vulnerable period of life. The concept of identifying children with exercise deficit disorder early in life and prescribing effective interventions to prevent the cascade of adverse health outcomes later in life is needed to raise public awareness, focus on primary prevention, and impact the collective behaviors of health care providers and public health agencies. School nurses are in a unique position to take advantage of well-child visits as an ideal opportunity to assess physical activity habits and encourage daily participation in play, recess, sports, planned exercise, and physical education.

An exploration of factors that influence the regular consumption of water by Irish primary school children.

PubMed

Molloy, C Johnston; Gandy, J; Cunningham, C; Slattery, Glennon

2008-10-01

Inadequate hydration has been linked to many factors that may impact on children's education and health. Teachers play an important role in the education and behaviour of children. Previous research has demonstrated low water intake amongst children and negative teachers' attitudes to water in the classroom. The present study aimed to explore teachers' knowledge about water and the perceived barriers to allowing children access to water during lesson time. In-depth interviews were conducted with 12 teachers from primary schools in the Midlands of Ireland. Interviews were continued until there was saturation of the data. Thematic analysis of the data was conducted. Participants had a poor knowledge of hydration requirements and the associated health benefits and effect on concentration. Low water intake amongst teachers and pupils, and barriers such as disruption to class and increased need to urinate, were reported. Teachers identified the hydration effect on learning as the education message most likely to influence the decision to allow water in the classroom. The issues, opinions and perceived barriers raised by teachers as part of this qualitative research provide a basis for future health promotion around water.

And the Survey Says …

NASA Astrophysics Data System (ADS)

White, Susan C.

2016-11-01

We are continuing our examination of very different physics availability numbers reported by AIP Statistics and the U.S. Department of Education's Office of Civil Rights (OCR). The essential difference appears to be the number of schools included in the denominator. The U.S. Department of Education classifies schools into one of five types based upon the curriculum offered: regular, special education, vocational, alternative, and a fifth classification for schools that do not fit into any of the first four. In AIP Statistics' Quadrennial Survey of High School Physics Teachers, data are collected from a nationally representative sample of all public and private regular and vocational schools that have at least three seniors (students enrolled in 12th grade).

Improvements and Disparities in Types of Foods and Milk Beverages Offered in Elementary School Lunches, 2006–2007 to 2013–2014

PubMed Central

Ohri-Vachaspati, Punam; Powell, Lisa; Chaloupka, Frank J.

2016-01-01

Introduction Children consume much of their daily energy intake at school. School district policies, state laws, and national policies, such as revisions to the US Department of Agriculture’s school meals standards, may affect the types of foods and beverages offered in school lunches over time. Methods This study evaluated changes and disparities in school lunch characteristics from 2006–2007 to 2013–2014. Data were obtained from annual cross-sectional surveys at 4,630 public elementary schools participating in the National School Lunch Program. Multivariate logistic regressions were conducted to examine lunch characteristics. Results The percentage of schools regularly offering healthful items such as vegetables (other than potatoes), fresh fruit, salad bars, whole grains, and more healthful pizzas increased significantly from 2006–2007 to 2013–2014, and the percentage of schools offering less healthful items such as fried potatoes, regular pizza, and high-fat milks decreased significantly. Nevertheless, disparities were evident in 2013–2014. Schools in the West were significantly more likely to offer salad bars than were schools in the Northeast, Midwest, or South (adjusted prevalence: West, 66.3%; Northeast, 22.3%; Midwest, 20.8%; South, 18.3%). Majority-black or majority-Latino schools were significantly less likely to offer fresh fruit than were predominantly white schools (adjusted prevalence: majority black, 61.3%; majority Latino, 73.0%; predominantly white, 87.8%). Schools with low socioeconomic status were significantly less likely to offer salads regularly than were schools with middle or high socioeconomic status (adjusted prevalence: low, 38.5%; middle, 47.4%; high, 59.3%). Conclusion Much progress has been made in improving the quality of school lunches in US public elementary schools, but additional opportunities for improvement remain. PMID:26986542

School Inclusion Policy and Curricular Practices: Teaching Strategies for the Conceptual Preparation of the Target Public of Special Education

ERIC Educational Resources Information Center

Hostins, Regina Célia Linhares; Jordão, Suelen Garay Figueiredo

2015-01-01

In Brazil the inclusive education policy and curriculum practices aimed at disabled students have been the subject of research and debate. These students, despite having guaranteed access to regular education, find their schooling processes restricted due to lack of knowledge of their learning characteristics. In both regular classes and…

School soft drink availability and consumption among U.S. secondary students.

PubMed

Terry-McElrath, Yvonne M; O'Malley, Patrick M; Johnston, Lloyd D

2013-06-01

Consumption of sugar-sweetened beverages (SSBs) such as soft drinks has been associated with significantly increased energy intake and body weight. One strategy used to reduce soft drink consumption among adolescents has been reducing availability in schools; however, research is limited on associations between availability of soft drinks in school and student consumption. This study examines associations between regular and diet soft drink availability in schools and student consumption using data from 329 secondary schools and 9284 students. Data were obtained from two sources: (1) nationally representative cross-sectional samples of students in Grades 8, 10, and 12 from U.S. public and private schools in 2010 and 2011 in the Monitoring the Future study and (2) administrators of the same schools in the Youth, Education, and Society study. Multilevel modeling conducted in 2012 examined associations between school availability and student consumption controlling for student sociodemographics and school characteristics. In the total sample of more than 9000 students, regular and diet soft drink availability in school was not related to student consumption of these beverages in multivariate models. Yet, among African-American high school students, school regular and diet soft drink availability was significantly related to higher daily consumption (both before and after controlling for student and school factors). Although removal of soft drinks from schools may not result in significantly lower overall student consumption, such actions may result in significant decreases in soft drink consumption for specific student groups. Copyright © 2013 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Synthesizing Information From Language Samples and Standardized Tests in School-Age Bilingual Assessment

PubMed Central

Pham, Giang

2017-01-01

Purpose Although language samples and standardized tests are regularly used in assessment, few studies provide clinical guidance on how to synthesize information from these testing tools. This study extends previous work on the relations between tests and language samples to a new population—school-age bilingual speakers with primary language impairment—and considers the clinical implications for bilingual assessment. Method Fifty-one bilingual children with primary language impairment completed narrative language samples and standardized language tests in English and Spanish. Children were separated into younger (ages 5;6 [years;months]–8;11) and older (ages 9;0–11;2) groups. Analysis included correlations with age and partial correlations between language sample measures and test scores in each language. Results Within the younger group, positive correlations with large effect sizes indicated convergence between test scores and microstructural language sample measures in both Spanish and English. There were minimal correlations in the older group for either language. Age related to English but not Spanish measures. Conclusions Tests and language samples complement each other in assessment. Wordless picture-book narratives may be more appropriate for ages 5–8 than for older children. We discuss clinical implications, including a case example of a bilingual child with primary language impairment, to illustrate how to synthesize information from these tools in assessment. PMID:28055056

El Maestro de Sala Regular de Clases Ante el Proceso de Inclusion del Nino Con Impedimento

ERIC Educational Resources Information Center

Rosa Morales, Awilda

2012-01-01

The purpose of this research was to describe the experiences of regular class elementary school teachers with the Puerto Rico Department of Education who have worked with handicapped children who have been integrated to the regular classroom. Five elementary level regular class teachers were selected in the northwest zone of Puerto Rico who during…

Remedial after-school support classes offered in rural Gambia (The SCORE trial): study protocol for a cluster randomized controlled trial.

PubMed

Boone, Peter; Camara, Alpha; Eble, Alex; Elbourne, Diana; Fernandes, Samory; Frost, Chris; Jayanty, Chitra; Lenin, Maitri; Silva, Ana Filipa

2015-12-16

Low education levels are endemic in much of the developing world, particularly in rural areas where traditional government-provided public services often have difficulty reaching beneficiaries. Providing trained para-teachers to teach regular after-school remedial education classes has been shown to improve literacy and numeracy in children of primary school age residing in such areas in India. This trial investigates whether such an intervention can also be effective in a West African setting with similarly low learning levels and difficult geographic access. cluster-randomized controlled trial. Clusters: villages or groups of villages with 15-300 households and at least 15 eligible children in the Lower River and North Bank Regions of The Gambia. children born between 1 September 2007 and 31 August 2009 planning to enter the first grade, for the first time, in the 2015-2016 school year in eligible villages. We anticipate enrolling approximately 150 clusters of villages with approximately 6000 children as participants. a program providing remedial after-school lessons, focusing on literacy and numeracy, 5 to 6 days a week for 3 years to eligible children, based on the intervention evaluated in the Support To Rural India's Public Education System (STRIPES) trial (PLoS ONE 8(7):e65775). both the intervention and control groups will receive small bundles of useful materials during annual data collection as recompense for their time. If the education intervention is shown to be cost-effective at raising learning levels, it is expected that the control group villages will receive the intervention for several years after the trial results are available. the primary outcome of the trial is a composite mathematics and language test score. Secondary outcomes include school attendance, enrollment, performance on nationally administered exams, parents' spending on education, spillover learning to siblings and family members, and school-related time use of parents and children. Subgroup analyses of the primary outcome will also be carried out based on ethnic group, gender, distance from the main highway, parents' education level, and school type. The trial will run by independent research and implementation teams and supervised by a Trial Steering Committee. Along with the overall impact of the intervention, we will conduct a cost-effectiveness analysis. There are no major ethical issues for this study. Current controlled trials ISRCTN12500245 . 1 May 2015.

The Behavior Education Support and Treatment (BEST) school intervention program: pilot project data examining schoolwide, targeted-school, and targeted-home approaches.

PubMed

Waschbusch, Daniel A; Pelham, William E; Massetti, Greta

2005-08-01

As part of a pilot project, four elementary schools were randomly assigned to receive one of four interventions: (a) a schoolwide intervention that incorporated universal and targeted treatment, (b) a targeted-school intervention delivered to individual students in regular and special education classrooms, (c) a targeted-home intervention delivered in home and regular classroom settings, and (d) a control condition that did not receive a designated intervention. Results showed that the behavior of disruptive children in all schools improved during the course of the year, with some evidence that interventions provided complementary effects. These findings support the continued use of behavioral interventions in elementary schools and argue for interventions that combine different methods of delivering interventions.

Measurements of the UVR protection provided by hats used at school.

PubMed

Gies, Peter; Javorniczky, John; Roy, Colin; Henderson, Stuart

2006-01-01

The importance of protection against solar ultraviolet radiation (UVR) in childhood has lead to SunSmart policies at Australian schools, in particular primary schools, where children are encouraged and in many cases required to wear hats at school. Hat styles change regularly and the UVR protection provided by some of the hat types currently used and recommended for sun protection by the various Australian state cancer councils had not been previously evaluated. The UVR protection of the hats was measured using UVR sensitive polysulphone film badges attached to different facial sites on rotating headforms. The sun protection type hats included in this study were broad-brimmed hats, "bucket hats" and legionnaires hats. Baseball caps, which are very popular, were also included. The broad-brimmed hats and bucket hats provided the most UVR protection for the six different sites about the face and head. Legionnaires hats also provided satisfactory UVR protection, but the caps did not provide UVR protection to many of the facial sites. The highest measured UVR protection factors for facial sites other than the forehead were 8 to 10, indicating that, while some hats can be effective, they need to be used in combination with other forms of UVR protection.

Study of Selected Components of Architectural Environment of Primary Schools - Preferences of Adults and Analysis of the Specialist Literature

NASA Astrophysics Data System (ADS)

Halarewicz, Aleksandra

2017-10-01

The school is one of the oldest social institutions designed to prepare a young man for an adult life. It performs a teaching and educational function in child’s life. It is a place where, apart from home, the child spends most of the time in a day, therefore it is one of the most important institutions in the life of a young person. The school environment has a direct impact on the student's personality and ambition, and it shapes an attitude of the young person. Therefore, the design process preceding the establishment of school facilities is extremely responsible and should be conducted in a conscious and thoughtful way. This article is a summary and an attempt to synthesize the data obtained from the survey carried out by the author in the context of the design guidelines contained in the specialist literature. The questionnaire survey was designed to make an attempt to determine adult’s preferences, opinions and perceptions about selected components of the primary school environment, including the factors which determine the choice of school for children, the priorities of architecture components made for early childhood use, also to specify the type and the scale of existing drawbacks and problems in the school construction industry, as well as expectations about the contemporary architecture of primary schools and its future changes. Moreover, in the article, based on the analysis of the available specialist’s literature, the following are broadly discussed: the general division and characterization of school spaces, issues related to the influence of selected components of the architectural environment on the physical, mental and psychological safety of children. Furthermore, the author raises the subject of the influence of the architectural interiors and furniture on the mood, emotions or comfort of children in the early school age, based on the anthropometric characteristics of children and issues related to the perception of space with an extra attention on the subject of perception of colours and the influence of the architectural space components on the frame of mind, fettle or comfort of children in the given age. Although there exists a limited body of literature on the subject and the results of the study show that the aspects of elementary school architecture relevant to adults, including parents of children, are different from those described in the literature, the analysis was necessary to show these differences and to highlight the different values and priorities of users and designers. The paper is also an introduction, which identify qualities and social preferences on educational architecture, to the deeper research aimed at developing the criteria of designing and shaping the architectural environment for primary school children, which takes into account the regularity and developmental needs of children at studied age.

Prevalence of Autism Spectrum Disorders in Ecuador: A Pilot Study in Quito

ERIC Educational Resources Information Center

Dekkers, Laura M.; Groot, Norbert A.; Díaz Mosquera, Elena N.; Andrade Zúñiga, Ivonne P.; Delfos, Martine F.

2015-01-01

This research presents the results of the first phase of the study on the prevalence of pupils with Autism Spectrum Disorder (ASD) in regular education in Quito, Ecuador. One-hundred-and-sixty-one regular schools in Quito were selected with a total of 51,453 pupils. Prevalence of ASD was assessed by an interview with the rector of the school or…

The Level of Satisfaction of Female Learning Disabilities' Parents with Their Kids' Integration in Regular Schools in Riyadh, Saudi Arabia

ERIC Educational Resources Information Center

Abahusain, Wedad A.

2016-01-01

This study aims at finding out the parents' level of satisfaction with the integration of their daughters with learning disabilities in regular schools in Riyadh, Saudi Arabia. The study sample consisted of 283 parents of female students. The instrument of data collection was a questionnaire consisting of 59 items for 10 domains. The study results…

Inclusive Education for Students with Hearing Impairment in the Regular Secondary Schools in the North-West Region of Cameroon: Initiatives and Challenges

ERIC Educational Resources Information Center

Bamu, Beryl Ndongwa; De Schauwer, Elisabeth; Verstraete, Sara; Van Hove, Geert

2017-01-01

Although some initiatives are implemented in the education of students with hearing impairments in the regular school, challenges are still encountered in their education. This article which is part of the results from an ongoing qualitative study in the North-West region of Cameroon addresses the different initiatives and challenges involved with…

Connecting with Families to Improve Students' School Attendance: A Review of the Literature

ERIC Educational Resources Information Center

McConnell, Bethany M.; Kubina, Richard M., Jr.

2014-01-01

School attendance is a rising issue in public schools. Students regularly absent from school can end up involved in destructive behaviors and dropout of school. Family characteristics are strong determining factors in students' school attendance. This presents the question, "Can family involvement improve public school students'…

Electrophysiological evidence for a specific neural correlate of musical violation expectation in primary-school children.

PubMed

James, Clara E; Cereghetti, Donato M; Roullet Tribes, Elodie; Oechslin, Mathias S

2015-01-01

The majority of studies on music processing in children used simple musical stimuli. Here, primary schoolchildren judged the appropriateness of musical closure in expressive polyphone music, while high-density electroencephalography was recorded. Stimuli ended either regularly or contained refined in-key harmonic transgressions at closure. The children discriminated the transgressions well above chance. Regular and transgressed endings evoked opposite scalp voltage configurations peaking around 400ms after stimulus onset with bilateral frontal negativity for regular and centro-posterior negativity (CPN) for transgressed endings. A positive correlation could be established between strength of the CPN response and rater sensitivity (d-prime). We also investigated whether the capacity to discriminate the transgressions was supported by auditory domain specific or general cognitive mechanisms, and found that working memory capacity predicted transgression discrimination. Latency and distribution of the CPN are reminiscent of the N400, typically observed in response to semantic incongruities in language. Therefore our observation is intriguing, as the CPN occurred here within an intra-musical context, without any symbols referring to the external world. Moreover, the harmonic in-key transgressions that we implemented may be considered syntactical as they transgress structural rules. Such structural incongruities in music are typically followed by an early right anterior negativity (ERAN) and an N5, but not so here. Putative contributive sources of the CPN were localized in left pre-motor, mid-posterior cingulate and superior parietal regions of the brain that can be linked to integration processing. These results suggest that, at least in children, processing of syntax and meaning may coincide in complex intra-musical contexts. Copyright © 2014 Elsevier Inc. All rights reserved.

34 CFR 643.22 - How does the Secretary evaluate prior experience?

Code of Federal Regulations, 2012 CFR

2012-07-01

... school enrollment of participants. (3) (3 points) Secondary school graduation (regular secondary school diploma). Whether the applicant met or exceeded its objective regarding the graduation of participants... standard number of years. (4) (1.5 points) Secondary school graduation (rigorous secondary school program...

34 CFR 643.22 - How does the Secretary evaluate prior experience?

Code of Federal Regulations, 2013 CFR

2013-07-01

... school enrollment of participants. (3) (3 points) Secondary school graduation (regular secondary school diploma). Whether the applicant met or exceeded its objective regarding the graduation of participants... standard number of years. (4) (1.5 points) Secondary school graduation (rigorous secondary school program...

34 CFR 643.22 - How does the Secretary evaluate prior experience?

Code of Federal Regulations, 2011 CFR

2011-07-01

... school enrollment of participants. (3) (3 points) Secondary school graduation (regular secondary school diploma). Whether the applicant met or exceeded its objective regarding the graduation of participants... standard number of years. (4) (1.5 points) Secondary school graduation (rigorous secondary school program...

34 CFR 643.22 - How does the Secretary evaluate prior experience?

Code of Federal Regulations, 2014 CFR

2014-07-01

... school enrollment of participants. (3) (3 points) Secondary school graduation (regular secondary school diploma). Whether the applicant met or exceeded its objective regarding the graduation of participants... standard number of years. (4) (1.5 points) Secondary school graduation (rigorous secondary school program...

In-school asthma management and physical activity: children’s perspectives

PubMed Central

Walker, Timothy J.; Reznik, Marina

2014-01-01

OBJECTIVE Regular physical activity (PA) is an important component of pediatric asthma management. No studies have examined how in-school asthma management influences PA from children’s perspectives. The aim of this study was to explore children’s perceptions of the impact of in-school asthma management on PA. METHODS Qualitative interviews with 23 inner-city minority children with asthma (ages 8–10 yrs; 12 girls, 11 boys) were conducted in 10 Bronx, New York elementary schools. Sampling continued until saturation was reached. Interviews were recorded, transcribed and independently coded for common themes. RESULTS Interviews produced five themes representing students’ perceptions about 1) asthma symptoms during in-school PA; 2) methods to control asthma episodes during school PA; 3) methods to prevent asthma episodes during school; 4) limited accessibility of asthma medications; and 5) negative feelings about asthma and medication use. The majority of students experienced asthma symptoms while performing PA during school. Primary methods of managing asthma symptoms were sitting out during activity, drinking water, and visiting the nurse. Students lacked awareness or adherence to action plans to prevent or control asthma. Students reported limited access to medication during school and feelings of embarrassment and/or concerns of teasing when medicating in front of others. CONCLUSIONS Our results indicate inappropriate in-school management of asthma symptoms, poor asthma control, lack of accessible medication, and stigma around publicly using asthma medication. Thus, students often missed or were withheld from PA. Interventions to improve in-school asthma care must consider ways to address these issues. PMID:24796650

[School well-being of students with and without special educational needs--a comparison of students in inclusive and regular classes].

PubMed

Schwab, Susanne; Rossmann, Peter; Tanzer, Norbert; Hagn, Joachim; Oitzinger, Sabrina; Thurner, Verena; Wimberger, Tanja

2015-07-01

The present study examines the academic well-being of students with and without special educational needs (SEN) in inclusive classes compared to students from regular classes in which no child with SEN is taught. In addition, the relationships between the school well-being and emotional problems, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behavior are analyzed. A total of 1115 students from the 4th and 7th grade (37 % 4th graders, 63 % 7th graders) participated in the survey, 126 of whom had been diagnosed as having SEN. The subscale Well-Being at School taken from the FEESS 3–4 (Rauer & Schuck, 2004) and the SDQ (Goodman, 1997) were used for measurement. Results indicate high reliabilities for the subscale Well-Being in School for students both with and without SEN for both grades 4 and 7. Furthermore, it could be shown that the variance explained for school well-being can be connected to elements on the students’ individual level as well as on the class-specific level. Significant predictors of school well-being were sex, behavioral difficulties and strengths as well as the school grade. The SEN status (no SEN vs. SEN) and the class setting (regular vs. inclusive class) did not influence the school well-being significantly.

Sexual behaviour of adolescents before and after the advent of AIDS.

PubMed

Ostergaard, L

1997-12-01

To asses changes in sexual behaviour and use of contraceptive methods in Danish adolescents from the period before the advent of AIDS up to the present. Comparative study comparing data obtained from two identical cross sectional surveys Grenaa Gymnasium, Denmark. 626 high school students in 1982 and 499 high school students in 1996. An anonymous standardised self administered questionnaire handed out to high school students at Grenaa Gymnasium in spring 1982. In spring 1996 an identical questionnaire was handed out to every high school student at the same gymnasium. Age at first sexual intercourse, contraceptive use, and reasons for choice of contraceptive strategy. Today more males had experienced the first sexual intercourse before their 16th birthday (p = 0.047) compared with 1982, the reverse held for females (p = 0.003). From 1982 to 1996 condom use increased in males with no regular partner (p = 0.009). In females with no regular partner, there was during the same period an increase in considering the condom a personal contraceptive method (p = 0.017). In 1982 and 1996 protection from sexually transmitted diseases was given as reason for the choice of contraceptive strategy by 21% and 72% of males with no regular partner (p < 0.001), and by 7% and 32% of males with a regular partner (p < 0.001). The corresponding figures for females in 1982 and 1996 were 10% and 71% (p < 0.001) for those with no regular partner and 4% and 21% (p < 0.001) for those with a regular partner. Condom use has increased among adolescents with no regular partner brought up under the widespread awareness of AIDS, and the reason for this is to be protected from sexually transmitted diseases. A future decline in the incidence of various sexually transmitted diseases may be expected, and information on safe sexual practices should be continued.

Sun-related knowledge and attitudes of primary and secondary schoolchildren in western Switzerland.

PubMed

Vuadens, Anne; Ackermann, Simone; Levi, Fabio; Bulliard, Jean-Luc

2017-09-01

Switzerland, particularly its western region, has the highest incidence of melanoma in Europe. Although the risk of melanoma increases with sun overexposure during childhood, sun-related knowledge and attitudes of Swiss children are scarcely documented. We report the first investigation of the knowledge of the danger of ultraviolet radiation, attitudes towards a suntan and parental influence of schoolchildren in western Switzerland. All fifth, eighth and eleventh graders (average ages of 9, 12 and 15, respectively) in the 18 primary (fifth grade, n=431) and secondary (eighth and eleventh grades, n=837) public schools of La Chaux-de-Fonds were surveyed during regular school classes. The response rate was 91% (1154/1268). Sun-related knowledge was high overall. Eight out of 10 children knew about the risk of skin cancer and recognized the most susceptible phototype. Knowledge increased significantly with age. Girls, older children, fair-skinned participants and those who preferred a tanned skin obtained the highest knowledge score. The main source of information on ultraviolet radiation and sun protection was their parents (76%), followed by the school (11%) and the media (9%). Multivariate logistic regression analyses identified higher sun-related knowledge, lower familial socioprofessional status and skin phototypes III-IV to be associated with a tan-seeking attitude. Parental sensitization (56%) and encouragement (61%) towards sun protection were more common among fair-skinned children and those of higher familial socioprofessional status. The high awareness of the risk of skin cancer among Swiss schoolchildren does not translate into appropriate attitudes. Community-wide intervention programmes involving parents, teachers, peers and primary care clinicians could be considered for Swiss prevention campaigns to improve children's sun behaviour and change their current pro-tan attitude.

Effect of a school-based oral health education programme in Wuhan City, Peoples Republic of China.

PubMed

Petersen, Poul Erik; Peng, Bin; Tai, Baojun; Bian, Zhuan; Fan, Mingwen

2004-02-01

To assess oral health outcomes of a school-based oral health education (OHE) programme on children, mothers and schoolteachers in China, and to evaluate the methods applied and materials used. The WHO Health Promoting Schools Project applied to primary schoolchildren in 3 experimental and 3 control schools in Hongshan District, Wuhan City, Central China, with a 3-year follow-up. Data on dental caries, gingival bleeding and behaviour were collected. 803 children and their mothers, and 369 teachers were included at baseline in 1998. After three years, 666 children and their mothers (response rate 83%), and 347 teachers (response rate 94%) remained. DMFT/DMFS increments were comparable but the f/F components were higher among children in experimental schools than in control schools and the gingival bleeding score was, similarly, significantly lower. More children in experimental schools adopted regular oral health behaviour such as toothbrushing, recent dental visits, use of fluoride toothpaste, with less frequent consumption of cakes/biscuits compared to controls. In experimental schools, mothers showed significant beneficial oral health developments, while teachers showed higher oral health knowledge and more positive attitudes, also being satisfied with training workshops, methods applied, materials used and involvement with children in OHE. The programme had positive effects on gingival bleeding score and oral health behaviour of children, and on oral health knowledge and attitudes of mothers and teachers. No positive effect on dental caries incidence rate was demonstrated by the OHE programme.

School District Policies and Adolescents’ Soda Consumption

PubMed Central

Miller, Gabrielle F.; Sliwa, Sarah; Brener, Nancy D.; Park, Sohyun; Merlo, Caitlin L.

2016-01-01

Purpose Sugar-sweetened beverages (SSBs) are a significant source of calories and added sugars for youth ages 14–18 years in the United States. This study examined the relationship between district-level policies and practices and students’ consumption of regular soda, one type of SSB, in 12 large urban school districts. Methods Data from the 2012 School Health Policies and Practices Study and 2013 Youth Risk Behavior Surveillance System were linked by district. The outcome variable was soda consumption and exposure variables were district policies. We used multivariable logistic regression analyses to calculate adjusted odds ratios (AORs) and 95% confidence intervals (CIs) after controlling for student characteristics and district free/reduced-price meal eligibility. Results About 18% of students reported consuming regular soda at least once per day. Most districts required high schools to have nutrition education, maintain closed campuses, and required/recommended that schools restrict promotional products and sale of beverages. Fewer districts required/recommended that schools offer healthful alternative beverages. Students in districts that restricted promotional products had lower odds of regular soda consumption (AOR = .84, 95% CI = .71–1.00), as did students in districts that restricted access to SSBs and offered healthful beverages when other beverages were available (AOR = .72, 95% CI = .54–.93, AOR = .76, 95% CI = .63–.91). Conclusions This study demonstrates that certain district-level policies are associated with student consumption of regular soda. These findings add to a growing consensus that policies and practices that influence the availability of healthier foods and beverages are needed across multiple settings. PMID:27021401

School District Policies and Adolescents' Soda Consumption.

PubMed

Miller, Gabrielle F; Sliwa, Sarah; Brener, Nancy D; Park, Sohyun; Merlo, Caitlin L

2016-07-01

Sugar-sweetened beverages (SSBs) are a significant source of calories and added sugars for youth ages 14-18 years in the United States. This study examined the relationship between district-level policies and practices and students' consumption of regular soda, one type of SSB, in 12 large urban school districts. Data from the 2012 School Health Policies and Practices Study and 2013 Youth Risk Behavior Surveillance System were linked by district. The outcome variable was soda consumption and exposure variables were district policies. We used multivariable logistic regression analyses to calculate adjusted odds ratios (AORs) and 95% confidence intervals (CIs) after controlling for student characteristics and district free/reduced-price meal eligibility. About 18% of students reported consuming regular soda at least once per day. Most districts required high schools to have nutrition education, maintain closed campuses, and required/recommended that schools restrict promotional products and sale of beverages. Fewer districts required/recommended that schools offer healthful alternative beverages. Students in districts that restricted promotional products had lower odds of regular soda consumption (AOR = .84, 95% CI = .71-1.00), as did students in districts that restricted access to SSBs and offered healthful beverages when other beverages were available (AOR = .72, 95% CI = .54-.93, AOR = .76, 95% CI = .63-.91). This study demonstrates that certain district-level policies are associated with student consumption of regular soda. These findings add to a growing consensus that policies and practices that influence the availability of healthier foods and beverages are needed across multiple settings. Published by Elsevier Inc.

Improving community development by linking agriculture, nutrition and education: design of a randomised trial of "home-grown" school feeding in Mali.

PubMed

Masset, Edoardo; Gelli, Aulo

2013-02-21

Providing food through schools has well documented effects in terms of the education, health and nutrition of school children. However, there is limited evidence in terms of the benefits of providing a reliable market for small-holder farmers through "home-grown" school feeding approaches. This study aims to evaluate the impact of school feeding programmes sourced from small-holder farmers on small-holder food security, as well as on school children's education, health and nutrition in Mali. In addition, this study will examine the links between social accountability and programme performance. This is a field experiment planned around the scale-up of the national school feeding programme, involving 116 primary schools in 58 communities in food insecure areas of Mali. The randomly assigned interventions are: 1) a school feeding programme group, including schools and villages where the standard government programme is implemented; 2) a "home-grown" school feeding and social accountability group, including schools and villages where the programme is implemented in addition to training of community based organisations and local government; and 3) the control group, including schools and household from villages where the intervention will be delayed by at least two years, preferably without informing schools and households. Primary outcomes include small-holder farmer income, school participation and learning, and community involvement in the programme. Other outcomes include nutritional status and diet-diversity. The evaluation will follow a mixed method approach, including household, school and village level surveys as well as focus group discussions with small-holder farmers, school children, parents and community members. The impact evaluation will be incorporated within the national monitoring and evaluation (M&E) system strengthening activities that are currently underway in Mali. Baselines surveys are planned for 2012. A monthly process monitoring visits, spot checks and quarterly reporting will be undertaken as part of the regular programme monitoring activities. Evaluation surveys are planned for 2014. National governments in sub-Saharan Africa have demonstrated strong leadership in the response to the recent food and financial crises by scaling-up school feeding programmes. "Home-grown" school feeding programmes have the potential to link the increased demand for school feeding goods and services to community-based stakeholders, including small-holder farmers and women's groups. Alongside assessing the more traditional benefits to school children, this evaluation will be the first to examine the impact of linking school food service provision to small-holder farmer income, as well as the link between community level engagement and programme performance. ISRCTN76705891.

A Comparative Study of the Persistence and Academic Achievement of "Project 60"& Regularly Enrolled Students at Middlesex Community College.

ERIC Educational Resources Information Center

Lee, Glenda E.

The Project 60 group was an experimental group of 53 disadvantaged students who would not have been admitted to Middlesex Community College through the regular admissions procedures. They had a high school average of 1.7 and were largely below average in reading, math, and composition, both in high school grades and individual testing. Project 60…

Michigan School Privatization Survey 2011

ERIC Educational Resources Information Center

Hohman, James M.; Kollmeyer, Josiah M.

2011-01-01

Michigan school districts face tough choices allocating their resources to provide students with an education. Despite increased spending in Michigan schools, school boards regularly have to find ways to trim expenses, and sometimes that means lowering employment benefits, eliminating positions and other moves that few school board members enjoy.…

The School Choice Hoax: Fixing America's Schools

ERIC Educational Resources Information Center

Corwin, Ronald G.; Schneider, E. Joseph

2007-01-01

The federal government is devoting millions of dollars to charter and voucher programs that currently require parents to abandon regular public schools. The goal of the authors of The School Choice Hoax is to expose the misleading hyperbole that has been driving the school choice movement and to show how charter schools can become more effective…

Teaching handwashing with soap for schoolchildren in a multi-ethnic population in northern rural Vietnam

PubMed Central

Xuan, Le Thi Thanh; Rheinländer, Thilde; Hoat, Luu Ngoc; Dalsgaard, Anders; Konradsen, Flemming

2013-01-01

Background In Vietnam, initiatives have been started aimed at increasing the practice of handwashing with soap (HWWS) among primary schoolchildren. However, compliance remains low. Objective This study aims to investigate responses to a teacher-centred participatory HWWS intervention in a multi-ethnic population of primary schoolchildren in northern rural Vietnam. Design This study was implemented in two phases: a formative research project over 5 months (July–November 2008) and an action research project with a school-based HWWS intervention study in two rural communes during 5 months (May, September–December 2010). Based upon knowledge from the formative research in 2008, schoolteachers from four selected schools in the study communes actively participated in designing and implementing a HWWS intervention. Qualitative data was collected during the intervention to evaluate the responses and reaction to the intervention of teachers, children and parents. This included semi-structured interviews with children (15), and their parents (15), focus group discussions (FGDs) with schoolchildren (32) and school staff (20) and observations during 15 HWWS involving children. Results Observations and interview data from children demonstrated that children were visibly excited and pleased with HWWS sessions where teachers applied active teaching methods including rewards, games and HWWS demonstrations. All children, schoolteachers and parents also viewed the HWWS intervention as positive and feasible, irrespective of ethnicity, gender of schoolchildren and background of schoolteachers. However, some important barriers were indicated for sustaining and transferring the HWWS practice to the home setting including limited emphasis on hygiene in the standard curriculum of schools, low priority and lack of time given to practical teaching methods and lack of guidance and reminding HWWS on a regular basis at home, in particular by highland parents, who spend most of their time working away from home in the fields. Access to soap and water at the household level did not seem a barrier for the uptake of HWWS but continuous access to these might be a challenge at schools. Conclusions This study demonstrated that it is feasible to engage teachers and implement active teaching methods for behaviour change of HWWS in a group of multi-ethnic primary schoolchildren without the need for major investments in water and hygiene infrastructures. However, in those areas there was limited transfer of practice from school promotion to home. Continuous access to soaps at schools needs to be invested. PMID:23618342

Teaching handwashing with soap for schoolchildren in a multi-ethnic population in northern rural Vietnam.

PubMed

Xuan, Le Thi Thanh; Rheinländer, Thilde; Hoat, Luu Ngoc; Dalsgaard, Anders; Konradsen, Flemming

2013-04-24

In Vietnam, initiatives have been started aimed at increasing the practice of handwashing with soap (HWWS) among primary schoolchildren. However, compliance remains low. This study aims to investigate responses to a teacher-centred participatory HWWS intervention in a multi-ethnic population of primary schoolchildren in northern rural Vietnam. This study was implemented in two phases: a formative research project over 5 months (July-November 2008) and an action research project with a school-based HWWS intervention study in two rural communes during 5 months (May, September-December 2010). Based upon knowledge from the formative research in 2008, schoolteachers from four selected schools in the study communes actively participated in designing and implementing a HWWS intervention. Qualitative data was collected during the intervention to evaluate the responses and reaction to the intervention of teachers, children and parents. This included semi-structured interviews with children (15), and their parents (15), focus group discussions (FGDs) with schoolchildren (32) and school staff (20) and observations during 15 HWWS involving children. Observations and interview data from children demonstrated that children were visibly excited and pleased with HWWS sessions where teachers applied active teaching methods including rewards, games and HWWS demonstrations. All children, schoolteachers and parents also viewed the HWWS intervention as positive and feasible, irrespective of ethnicity, gender of schoolchildren and background of schoolteachers. However, some important barriers were indicated for sustaining and transferring the HWWS practice to the home setting including limited emphasis on hygiene in the standard curriculum of schools, low priority and lack of time given to practical teaching methods and lack of guidance and reminding HWWS on a regular basis at home, in particular by highland parents, who spend most of their time working away from home in the fields. Access to soap and water at the household level did not seem a barrier for the uptake of HWWS but continuous access to these might be a challenge at schools. This study demonstrated that it is feasible to engage teachers and implement active teaching methods for behaviour change of HWWS in a group of multi-ethnic primary schoolchildren without the need for major investments in water and hygiene infrastructures. However, in those areas there was limited transfer of practice from school promotion to home. Continuous access to soaps at schools needs to be invested.

Predictors of College Retention and Performance between Regular and Special Admissions

ERIC Educational Resources Information Center

Kim, Johyun

2015-01-01

This predictive correlational research study examined the effect of cognitive, demographic, and socioeconomic variables as predictors of regular and special admission students' first-year GPA and retention among a sample of 7,045 students. Findings indicated high school GPA and ACT scores were the two most effective predictors of regular and…

Willingness of Regular and Special Educators to Teach Students with Handicaps.

ERIC Educational Resources Information Center

Gans, Karen Derk

1987-01-01

Regular educators (N=128) and special educators (N=133) in 21 Ohio school districts responded to a questionnaire regarding handicap integration. Willingness of regular educators to teach handicapped students depended more heavily on demographic variables (e.g., total number of years in teaching); willingness of special educators depended more on…

School Refuser Child Identities

ERIC Educational Resources Information Center

Stroobant, Emma; Jones, Alison

2006-01-01

"School refuser" is an always-already negative child identity. The term is used to categorize children or adolescents who appear to dislike and fear school (or aspects of school) and persistently refuse to attend or attend very unwillingly. Given that school attendance is generally considered a necessary social good, regular and anxious…

Partnerships for Career-Centered High School Reform in an Urban School System.

ERIC Educational Resources Information Center

MacIver, Martha Abele; Legters, Nettie

2001-01-01

A case study of a large urban school district analyzed partnerships that brought together career-centered high school reforms. The initiative regularly convened partners and generated important conversations about educational options. Environmental conditions limited change efforts, including tensions between the school system and employment…

Restructuring the Guidance Delivery System: Implications for High School Counselors.

ERIC Educational Resources Information Center

Greer, Richard M.; Richardson, Michael D.

1992-01-01

Notes that large portion of high school counselor's clientele, working parents, are not available during regular school hours. Suggests model program using flexible scheduling for high school counselors designed to address the issues of a changing clientele, a changing society, and changing expectation of counselors and schools. (NB)

25 CFR 36.11 - Standard II-Administrative requirements.

Code of Federal Regulations, 2011 CFR

2011-04-01

... exceed 150 students (ADM) except in activity type classes such as music and physical education. (4..., meet the following requirements: (1) The overall school ratio of regular program students to regular...

Pupil Selection Segments Urban Comprehensive Schooling in Finland: Composition of School Classes in Pupils' School Performance, Gender, and Ethnicity

ERIC Educational Resources Information Center

Berisha, Anna-Kaisa; Seppänen, Piia

2017-01-01

The Finnish comprehensive school system is regularly referred to as a uniform and "no-tracking". In this article, we show with novel urban case data in Finland that school performance differed significantly between schools, most strikingly between school classes, and was connected to the school's selectiveness in pupil admission. A…

Boston Public Schools: Family Guide to the Pilot, Horace Mann, and Innovation Schools, 2011-2012

ERIC Educational Resources Information Center

Center for Collaborative Education, 2012

2012-01-01

A Pilot School is a public school in the Boston Public School district with teachers who are members of the Boston Teachers Union. A Horace Mann Charter School is a public school under a Massachusetts state charter that operates within a regular school district and serves the students and families enrolled in that district. An Innovation School, a…

The Essential Special Education Guide for the Regular Education Teacher

ERIC Educational Resources Information Center

Burns, Edward

2007-01-01

The Individuals with Disabilities Education Act (IDEA) of 2004 has placed a renewed emphasis on the importance of the regular classroom, the regular classroom teacher and the general curriculum as the primary focus of special education. This book contains over 100 topics that deal with real issues and concerns regarding the regular classroom and…

Consumption of sugar-rich food products among Brazilian students:National School Health Survey (PeNSE 2012).

PubMed

Ferreira, Nathália Luíza; Claro, Rafael Moreira; Lopes, Aline Cristine Souza

2015-12-01

This study aimed to analyze the consumption of high-sugar foods by Brazilian schoolchildren and to identify associated factors, based on data from the National School Health Survey (PeNSE 2012). Consumption of these foods was classified as: do not consume sweets and soft drinks regularly; consume sweets or soft drinks regularly; and consume sweets and soft drinks regularly. Its association with sociodemographic information, eating habits, and family contexts were investigated via multiple ordinal regressions. Regular consumption of sweets and/or soft drinks was reported by 19.2% and 36.1% of adolescents, respectively, and higher prevalence was associated with female gender, age 14-15 years, higher maternal education, not living with the mother and father, not eating meals with the parents, eating while watching TV, and longer TV time. Nearly one-fifth of adolescents regularly consumed sweets and soft drinks, which was associated with socio-demographic and behavioral factors that should be targeted in order to improve their food consumption.

Seizure Disorders: A Review for School Psychologists.

ERIC Educational Resources Information Center

Sachs, Henry T.; Barrett, Rowland P.

1995-01-01

Recognizing possible seizure disorders, medication side-effects, behavioral and cognitive effects of seizures, and their treatments are important skills for school psychologists because they affect 500,000 United States school-aged children attending regular education. A knowledgeable school professional serves a critical role in integrating…

Healthy Schools, Healthy Kids.

ERIC Educational Resources Information Center

Satcher, David; Bradford, Margie Tudor

2003-01-01

Discusses how schools can improve student achievement through the adoption of comprehensive school health programs that include regular exercise and better nutrition. Describes successful student health program at McComb Separate School System in McComb, Mississippi. Provides examples of how districts have obtained state support in developing…

An audit of school oral health education program in a developing country

PubMed Central

Lawal, Folake B.; Taiwo, Juliana O.

2014-01-01

Objective: The increasing prevalence of oral diseases in children in developing countries is a major public health concern and creates the need to review various preventive strategies put in place on oral health promotion. In the absence of formal national programs, tertiary health institutions have adopted low-budget school oral education programs targeted at improving oral health awareness and behavioral changes in school children. The aim of this study was to review the school oral health education programs conducted by the Community Dentistry Unit of a tertiary hospital in a major city in Nigeria. Materials and Methods: An evaluation of the school oral health education programs conducted in the city over a 5-year period was done. Data collected included: venue of the program, the number of students and teachers educated in each school, screening and referrals, adequacy of teaching aids, desire for revisit, and barriers noted in its conduct. Results: A total of 104 oral health education programs were conducted during this period involving 16,248 participants. The majority (80%) of the schools visited were primary schools and 54% were privately owned. Over half of the programs was conducted on assembly grounds, 21% in classrooms, and 13% in school halls. Challenges encountered included: lack of audiovisual aids, transportation problems, inadequacy of screening tools, and insufficient promotional materials. All the schools visited requested for (subsequent) regular visitation. Conclusion: The study showed the feasibility of low-budget oral health education and willingness of schools to benefit from such programs. There are barriers to effective communication, which can be mitigated in order to achieve an optimal school oral health education program in a low resource setting. PMID:25452928

An audit of school oral health education program in a developing country.

PubMed

Lawal, Folake B; Taiwo, Juliana O

2014-11-01

The increasing prevalence of oral diseases in children in developing countries is a major public health concern and creates the need to review various preventive strategies put in place on oral health promotion. In the absence of formal national programs, tertiary health institutions have adopted low-budget school oral education programs targeted at improving oral health awareness and behavioral changes in school children. The aim of this study was to review the school oral health education programs conducted by the Community Dentistry Unit of a tertiary hospital in a major city in Nigeria. An evaluation of the school oral health education programs conducted in the city over a 5-year period was done. Data collected included: venue of the program, the number of students and teachers educated in each school, screening and referrals, adequacy of teaching aids, desire for revisit, and barriers noted in its conduct. A total of 104 oral health education programs were conducted during this period involving 16,248 participants. The majority (80%) of the schools visited were primary schools and 54% were privately owned. Over half of the programs was conducted on assembly grounds, 21% in classrooms, and 13% in school halls. Challenges encountered included: lack of audiovisual aids, transportation problems, inadequacy of screening tools, and insufficient promotional materials. All the schools visited requested for (subsequent) regular visitation. The study showed the feasibility of low-budget oral health education and willingness of schools to benefit from such programs. There are barriers to effective communication, which can be mitigated in order to achieve an optimal school oral health education program in a low resource setting.

Utilization of medical services in the public health system in the Southern Brazil.

PubMed

Bastos, Gisele Alsina Nader; Duca, Giovâni Firpo Del; Hallal, Pedro Curi; Santos, Iná S

2011-06-01

To estimate the prevalence and analyze factors associated with the utilization of medical services in the public health system. Cross-sectional population-based study with 2,706 individuals aged 20-69 years carried out in Pelotas, Southern Brazil, in 2008. A systematic sampling with probability proportional to the number of households in each sector was adopted. The outcome was defined by the combination of the questions related to medical consultation in the previous three months and place. The exposure variables were: sex, age, marital status, level of schooling, family income, self-reported hospital admission in the previous year, having a regular physician, self-perception of health, and the main reason for the last consultation. Descriptive analysis was stratified by sex and the analytical statistics included the use of the Wald test for tendency and heterogeneity in the crude analysis and Poisson regression with robust variance in the adjusted analysis, taking into consideration cluster sampling. The prevalence of utilization of medical services in the three previous months was 60.6%, almost half of these (42.0%, 95%CI: 36.6;47.5) in public services. The most utilized public services were the primary care units (49.5%). In the adjusted analysis stratified by sex, men with advanced age and young women had higher probability of using the medical services in the public system. In both sexes, low level of schooling, low per capita family income, not having a regular physician and hospital admission in the previous year were associated with the outcome. Despite the expressive reduction in the utilization of medical health services in the public system in the last 15 years, the public services are now reaching a previously unassisted portion of the population (individuals with low income and schooling).

Linguistic influence on mathematical development is specific rather than pervasive: revisiting the Chinese Number Advantage in Chinese and English children

PubMed Central

Mark, Winifred; Dowker, Ann

2015-01-01

The relative linguistic transparency of the Asian counting system has been used to explain Asian students’ relative superiority in cross-cultural comparisons of mathematics achievement. To test the validity and extent of linguistic transparency in accounting for mathematical abilities, this study tested Chinese and British primary school children. Children in Hong Kong can learn mathematics using languages with both regular (Chinese) and irregular (English) counting systems, depending on their schools’ medium of instruction. This makes it possible to compare groups with varying levels of exposure to the regular and irregular number systems within the same educational system, curriculum, and cultural environment. The study included three groups of first/second graders and third/fourth graders with varying degrees of experience to the Chinese language and counting systems: no experience (UK; n = 49); spoke Chinese at home and learnt to count in English at school (HK-E; n = 43); spoke Chinese at home and learnt to count in Chinese at school (HK-C; n = 47). They were compared on counting, numerical abilities and place value representation. The present study also measured nonverbal reasoning, attitude toward mathematics, involvement of parents, and extra-curricular mathematics lessons to explore alternative explanations of children’s numeric ability. Results indicated that students in HK-C were better at counting backward and on the numeric skills test than those in HK-E, who were in turn better than the UK students. However, there was no statistical difference in counting forward, place value understanding, and a measure of arithmetic. Our findings add to existent literature suggesting that linguistic transparency does not have an all-pervasive influence on cross-national differences in arithmetic performance. PMID:25767456

The prevalence and risk factors of school absenteeism due to premenstrual disorders in Japanese high school students-a school-based cross-sectional study.

PubMed

Tadakawa, Mari; Takeda, Takashi; Monma, Yasutake; Koga, Shoko; Yaegashi, Nobuo

2016-01-01

Premenstrual disorders such as premenstrual syndrome (PMS) and premenstrual dysphoric disorder (PMDD) interfere with the daily lives of adolescents. The causes of PMS and PMDD are unknown, but lifestyle habits, such as regular exercise and taste preference are known to be associated. This study was conducted to investigate how premenstrual symptoms affect the school life in Japanese high school students and whether there was a risk factor for school absenteeism that is dependent on the types of premenstrual symptoms or lifestyle habits. A school-based survey was conducted in Sendai, an industrial city in Japan. A total of 901 girls aged 15-19 with regular menstrual cycles were assessed using the self-reporting premenstrual symptoms questionnaire (PSQ) and questions regarding school absence, taste preference, and exercise. We classified the girls into 'no/mild PMS', 'moderate-to-severe PMS' and 'PMDD' according to the PSQ. The girls were classified into the 'absent' group if they were absent for more than 1 day per month. We used multivariate logistic analysis to examine the risk factors for school absenteeism. The rates of 'moderate-to-severe PMS' and 'PMDD' were 9.9 and 3.1 %, respectively. A total of 107 girls (11.9 %) were classified into the 'absent' group. Significant differences were observed in the prevalence of all premenstrual symptoms (p < 0.001), 'age' (p < 0.001), 'a preference for salty food' (p = 0.001), and 'lack of regular exercise' (p = 0.03) between the 'absent' and 'non-absent' groups. Multivariate analysis revealed that premenstrual symptoms such as 'insomnia or hypersomnia' (odds ratio [OR] 2.27, 95 % confidence interval [CI]: 1.46-4.17) and 'physical symptoms' (OR 2.24, 95 % CI: 1.37-3.66), 'reduced social life activities' (OR 2.71, 95 % CI 1.31-5.59), and 'a preference for salty food' (OR 1.89, 95 % CI: 1.20-2.98) were risk factors for school absenteeism. One in nine Japanese female high school students were absent from school due to premenstrual symptoms. Physical premenstrual symptoms and lifestyles, such as a preference for salty food and a lack of regular exercise, were identified as risk factors for school absenteeism.

Allowing Idiosyncratic Learners to Thrive: Policy Implications of a Study of School-within-a-School Gifted Programs

ERIC Educational Resources Information Center

Matthews, Dona; Kitchen, Julian

2007-01-01

School-within-a-school programs are an alternative school choice that can provide differentiated learning opportunities for academically gifted students, but they are often politically contentious. In a recent study, we interviewed 530 students and teachers in gifted and regular streams in three publicly funded secondary schools with different…

Preparing Adolescents for Success in School: A School-Based Indicated Prevention Model for Adolescents in the Alternative High School Setting

ERIC Educational Resources Information Center

Watson, Donnie W.; McCuller, William J.; Bisesi, Lorrie; Tanamly, Susie; Sim, Tiffanie; Kavich, Julia-Anna

2004-01-01

Adolescents enrolled in alternative school settings evidence risk behaviors at a higher rate compared to students attending regular high schools. Histories of substance use, juvenile delinquency, high school expulsion, poor school attendance, and HIV-risk behaviors are typical. These youth are particularly vulnerable to HIV-risk behaviors and…

Factors Contributing to the Current Academic Performance of Both Private Primary Schools and Public Primary Schools: A Case of Kitale Municipality, Kenya

ERIC Educational Resources Information Center

Catherine, Ochenje

2015-01-01

There have been current controversial discussions concerning the performance of private primary schools versus public primary schools in the Kenya Certificate of Primary Examination (K.C.P.E.). Lately, the private primary schools appear to be performing better than public primary schools. For example; in the 2003 K.C.P.E. results, more than 31% of…

The Academic Achievement of Second, Third, and Fourth Grade Regular Education Students Involved in Special Education Inclusion Programs.

ERIC Educational Resources Information Center

Liddiard, Hannah J.

This study investigated the differences in academic achievement of regular education students in noninclusion classrooms and of same-grade students in special education inclusion programs, to assess the impact on regular education achievement of inclusion programs in a particular elementary school. All subjects were second, third, or fourth grade…

Development of Spelling Skills in a Shallow Orthography: The Case of Italian Language

ERIC Educational Resources Information Center

Notarnicola, Alessandra; Angelelli, Paola; Judica, Anna; Zoccolotti, Pierluigi

2012-01-01

This study analyzed the spelling skills of Italian children as a function of school experience. We examined the writing performances of 465 first- to eighth-grade normal readers on a spelling test that included regular words, context-sensitive regular words, words with ambiguous transcription, and regular pseudowords. Based on the dual-route model…

Overview of Public Elementary and Secondary Schools and Districts: School Year 1996-97. Statistics in Brief.

ERIC Educational Resources Information Center

National Center for Education Statistics (ED), Washington, DC.

In the 1996-97 school year, 86,058 public schools provided instruction to 45.6 million students in the United States. A statistical overview offers a profile of these schools and students. The majority of public school students, 98.2 percent, were enrolled in regular schools; 0.05 percent were in special education schools; 0.04 percent in…

Virtual Schools. Literature Review

ERIC Educational Resources Information Center

Blazer, Christie

2009-01-01

The majority of school districts in the U.S. are providing some form of online learning for their students. In the past, virtual schools primarily targeted advanced students who didn't have access to certain courses in their regular schools. Recently, however, many virtual schools have shifted their focus to credit recovery as a way to provide…

Assessment and Intervention Practices for Attention Deficit Hyperactivity Disorder (ADHD): A National Survey of School Psychologists

ERIC Educational Resources Information Center

Borick, Timothy J.

2011-01-01

This study examined school psychologists' assessment and intervention practices regarding ADHD. Five hundred school psychologists who practiced in a school setting and were regular members of the National Association of School Psychologists were randomly selected to complete and return a questionnaire titled Assessment and Intervention Practices…

Strategies for School Environmental Management in Nigerian Secondary Schools: A Case of Calabar, Nigeria

ERIC Educational Resources Information Center

Obong, Linus Beba; Okey, Stella-Maris; Aniah, E. J.; Okaba, Lydia A.

2010-01-01

This paper on strategies for school environmental management in Nigerian secondary schools was carried out in Calabar, Nigeria. To guide the study three research questions were formulated. This was achieved through administration of structured questionnaires in three randomly sampled schools. Findings show regular grass clearing, sweeping of the…

34 CFR 643.21 - What selection criteria does the Secretary use?

Code of Federal Regulations, 2011 CFR

2011-07-01

... following— (i) Low-income families residing in the target area; or (ii) Students attending the target... among individuals in the target schools as evidenced by the annual student persistence rates in the... students in the target school or schools who graduate high school with a regular secondary school diploma...

Charter School Quality and Parental Decision Making with School Choice. NBER Working Paper No. 11252

ERIC Educational Resources Information Center

Hanushek, Eric A.; Kain, John F.; Rivkin, Steven G.; Branch, Gregory F.

2005-01-01

Charter schools have become a very popular instrument for reforming public schools, because they expand choices, facilitate local innovation, and provide incentives for the regular public schools while remaining under public control. Despite their conceptual appeal, evaluating their performance has been hindered by the selective nature of their…

Evolution in Freedom? The Meanings of "Free School" in Chile

ERIC Educational Resources Information Center

Leihy, Peodair; Martini, Héctor Arancibia; Armijo, Pablo Castillo; Fernandez, José Saldaña

2017-01-01

This article examines the background in which enterprises called free schools, as well as complementary educational activities, have taken root in Chile. Two kinds of recently burgeoning free schools are identified; one supplementing regular schooling with a social justice focus, and another that is a fully fledged alternative to other schooling.…

Sir Patrick Dun and the Complete School of Physic in eighteenth-century Dublin.

PubMed

Mullaney, S

2015-03-01

2013 is the tercentenary of the death of Sir Patrick Dun. When Dun died in 1713, he left the proceeds of his estate to enhance medical education in Dublin by funding chairs in medicine. He showed remarkable innovation, but it took 95 years, five Acts of Parliament, two House of Commons enquiries and a House of Lords enquiry before Dun's wishes were brought to fruition and systematic clinical education was available for Dublin medical students. The passage of the final School of Physic Act in 1800 insured that a hospital would open in his name and regular clinical education was provided. The physician, Richard Steevens, who died 3 years earlier in 1710, left the proceeds of his estate to found a hospital, which opened, in his name, in 1733. The contemporary primary sources have been analysed and material from relevant secondary sources has been included where appropriate. Dublin was the beneficiary of these bequests and if circumstances had been more favourable, and the proceeds had been used more efficiently at the start of the eighteenth-century, Dublin could well have rivalled Edinburgh as the seat of medical education in the eighteenth century. In the early nineteenth century, it would fulfil that role and equal Edinburgh as one of the primary centres of medical education in Europe.

ERCMExpress, Volume 2, Issue 5

ERIC Educational Resources Information Center

US Department of Education, 2006

2006-01-01

This issue of ERCMExpress presents food safety and food defense for schools. Many schools and school districts across the country have established emergency management plans; however, these plans are often not comprehensive, practiced regularly or written in collaboration with the local community. It is recommended that schools adopt a…

34 CFR 206.5 - What definitions apply to these programs?

Code of Federal Regulations, 2013 CFR

2013-07-01

... ENGAGED IN MIGRANT AND OTHER SEASONAL FARMWORK-HIGH SCHOOL EQUIVALENCY PROGRAM AND COLLEGE ASSISTANCE... Elementary school EDGAR Facilities Minor remodeling Nonprofit Private Project Public Secondary school... secondary school; (iii) Is a public or nonprofit institution; (iv) Admits as a regular student only a person...

34 CFR 206.5 - What definitions apply to these programs?

Code of Federal Regulations, 2011 CFR

2011-07-01

... ENGAGED IN MIGRANT AND OTHER SEASONAL FARMWORK-HIGH SCHOOL EQUIVALENCY PROGRAM AND COLLEGE ASSISTANCE... Elementary school EDGAR Facilities Minor remodeling Nonprofit Private Project Public Secondary school... secondary school; (iii) Is a public or nonprofit institution; (iv) Admits as a regular student only a person...

34 CFR 206.5 - What definitions apply to these programs?

Code of Federal Regulations, 2012 CFR

2012-07-01

... ENGAGED IN MIGRANT AND OTHER SEASONAL FARMWORK-HIGH SCHOOL EQUIVALENCY PROGRAM AND COLLEGE ASSISTANCE... Elementary school EDGAR Facilities Minor remodeling Nonprofit Private Project Public Secondary school... secondary school; (iii) Is a public or nonprofit institution; (iv) Admits as a regular student only a person...

34 CFR 206.5 - What definitions apply to these programs?

Code of Federal Regulations, 2014 CFR

2014-07-01

... ENGAGED IN MIGRANT AND OTHER SEASONAL FARMWORK-HIGH SCHOOL EQUIVALENCY PROGRAM AND COLLEGE ASSISTANCE... Elementary school EDGAR Facilities Minor remodeling Nonprofit Private Project Public Secondary school... secondary school; (iii) Is a public or nonprofit institution; (iv) Admits as a regular student only a person...

Schools as potential vaccination venue for vaccines outside regular EPI schedule: results from a school census in Pakistan.

PubMed

Soofi, Sajid Bashir; Haq, Inam-Ul; Khan, M Imran; Siddiqui, Muhammad Bilal; Mirani, Mushtaq; Tahir, Rehman; Hussain, Imtiaz; Puri, Mahesh K; Suhag, Zamir Hussain; Khowaja, Asif R; Lasi, Abdul Razzaq; Clemens, John D; Favorov, Michael; Ochiai, R Leon; Bhutta, Zulfiqar A

2012-01-06

Vaccines are the most effective public health intervention. Expanded Program on Immunization (EPI) provides routine vaccination in developing countries. However, vaccines that cannot be given in EPI schedule such as typhoid fever vaccine need alternative venues. In areas where school enrolment is high, schools provide a cost effective opportunity for vaccination. Prior to start of a school-based typhoid vaccination program, interviews were conducted with staff of educational institutions in two townships of Karachi, Pakistan to collect baseline information about the school system and to plan a typhoid vaccination program. Data collection teams administered a structured questionnaire to all schools in the two townships. The administrative staff was requested information on school fee, class enrolment, past history of involvement and willingness of parents to participate in a vaccination campaign. A total of 304,836 students were enrolled in 1,096 public, private, and religious schools (Madrasahs) of the two towns. Five percent of schools refused to participate in the school census. Twenty-five percent of schools had a total enrolment of less than 100 students whereas 3% had more than 1,000 students. Health education programs were available in less than 8% of public schools, 17% of private schools, and 14% of Madrasahs. One-quarter of public schools, 41% of private schools, and 43% of Madrasahs had previously participated in a school-based vaccination campaign. The most common vaccination campaign in which schools participated was Polio eradication program. Cost of the vaccine, side effects, and parents' lack of information were highlighted as important limiting factors by school administration for school-based immunization programs. Permission from parents, appropriateness of vaccine-related information, and involvement of teachers were considered as important factors to improve participation. Health education programs are not part of the regular school curriculum in developing countries including Pakistan. Many schools in the targeted townships participated in immunization activities but they were not carried out regularly. In the wake of low immunization coverage in Pakistan, schools can be used as a potential venue not only for non-EPI vaccines, but for a catch up vaccination of routine vaccines.

Child pedestrian safety knowledge, behaviour and road injury in Cape Town, South Africa.

PubMed

Koekemoer, Karin; Van Gesselleen, Megan; Van Niekerk, Ashley; Govender, Rajen; Van As, Arjan Bastiaan

2017-02-01

Pedestrian injuries are a leading cause of death among South African children, and young children residing in low-income communities are more at risk, due to various factors such as inadequate road infrastructure, exposure to traffic due to reliance on walking as a means of transport, and lack of supervision. This study used a cross-sectional, non-randomized self-report survey to assess pedestrian safety knowledge, road-crossing behaviour and pedestrian injuries of primary school children in selected low-income settings in Cape Town. The survey focused on three primary schools that had joined the Safe Kids Worldwide Model School Zone Project and was administered to 536 children aged 6-15 years, in their home language of isiXhosa. Descriptive and bivariate analyses as well as multivariate regression analyses were conducted to investigate potential predictor variables for pedestrian collision severity and unsafe road-crossing behaviour. Walking was the sole form of travel for 81% of the children, with a large proportion regularly walking unsupervised. Children who walk to or from school alone were younger and reported riskier road-crossing behaviour, although children who walk accompanied tended to have higher pedestrian collision severity. "Negligent Behaviour" related to road-crossing was significantly associated with higher pedestrian collision severity, with predictors of "Negligent Behaviour" including the lack of pedestrian safety knowledge and greater exposure to traffic in terms of time spent walking. More than half of the reported pedestrian collisions involved a bicycle, and older boys (10-15 years) were most at risk of experiencing a severe pedestrian injury. The findings substantiate emerging evidence that children in low-income settings are at greater risk for child pedestrian injury, and emphasise the need for evidence-based safety promotion and injury prevention interventions in these settings. Copyright © 2016. Published by Elsevier Ltd.

Network design analysis for special needs student services.

DOT National Transportation Integrated Search

2010-06-01

Population growth can lead to public school capacity issues, as well as increased school bus utilization. This increased utilization, in turn, can result in longer school bus transport times for both regular and special needs/medically fragile studen...

Satisfaction with School among Gifted Israeli Students Studying in Various Frameworks

ERIC Educational Resources Information Center

Vidergor, Hava; Reiter, Shunit

2008-01-01

The study was aimed at assessing gifted students' satisfaction with school. The research sample comprised 229 Israeli elementary and junior high school gifted students, studying in separate classrooms, pullout programmes and pullout programme dropouts, and 140 regular students studying at the same schools. Satisfaction was measured using a…

The Community Schools Advisory Panel: A Texas Approach.

ERIC Educational Resources Information Center

Defoe, Bettye Haller

In 1977 the Texas Education Agency (TEA) organized the Community Schools Advisory Panel (CSAP) because administrators of smaller school districts wanted regular opportunities to express their schools' views to TEA decision makers, especially the Commissioner of Education. CSAP consists of 14 representatives of Texas' 1,009 community schools…

Exploring Classroom Walkthroughs: A Case Study of School Leaders' Learning and Professional Growth

ERIC Educational Resources Information Center

Rodrigue, Lorrie

2013-01-01

Connecticut's System for Educator Evaluation and Development (SEED) has required the practice of classroom observations to ensure school leaders regularly monitor instruction in their schools and districts. However, literature suggests the use of non-evaluative, less formal classroom observations may also provide school leaders' with opportunities…

Exploring the Contribution of a Content-Infused Interactive Whiteboard for School Readiness

ERIC Educational Resources Information Center

McManis, Lilla D.; Gunnewig, Susan B.; McManis, Mark H.

2010-01-01

This exploratory study examined the relationship between use of an interactive (touchscreen) whiteboard and development of school readiness skills. Over one school year, public school regular education prekindergarten classrooms used an interactive whiteboard with preloaded literacy and math activities. The children were low-income and English…

Through Another's Eyes: Engaging Students in Interdisciplinary Curricula

ERIC Educational Resources Information Center

Witte, Mary

2004-01-01

Curricula, whether presented in public schools, private schools, home schools, enrichment programs, after-school programs, classes for the gifted, or the regular classroom, must withstand the scrutiny of the community, parents, teachers, and the students. Curricula that are not interesting have the potential to consume precious learning time and…

The Mathematics Teacher Development with Peer Tutoring Program.

ERIC Educational Resources Information Center

Duffie, William B.; Guida, Frank V.

This project addresses the problem of inadequate mathematics high school teacher staffing and the shortage of mathematics specialists in the elementary school. Regular elementary school teachers interested in becoming certified as high school mathematics teachers, and who had taken at least three college-level mathematics courses, were invited to…

School Organizational Effectiveness and Chronic Absenteeism: Implications for Accountability

ERIC Educational Resources Information Center

Lenhoff, Sarah Winchell; Pogodzinski, Ben

2018-01-01

Chronic absenteeism in K-12 schools is strongly associated with critical educational outcomes such as student achievement and graduation. Yet, the causes of chronic absenteeism are complex, with environmental, family/individual, and school factors all affecting the likelihood of a student attending school regularly. This exploratory study examines…

Scale Development: Perceived Barriers to Public Use of School Recreational Facilities

ERIC Educational Resources Information Center

Spengler, John O.; Ko, Yong Jae; Connaughton, Daniel P.

2012-01-01

Objectives: To test an original scale assessing perceived barriers among school administrators to allowing community use of school recreational facilities outside of regular school hours. Methods: Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Results: Using EFA and CFA, we found that a model including factors of…

Elementary School Nurse Interventions: Attendance and Health Outcomes

ERIC Educational Resources Information Center

Weismuller, Penny C.; Grasska, Merry A.; Alexander, Marilyn; White, Catherine G.; Kramer, Pat

2007-01-01

Regular school attendance is a necessary part of the learning process; student absenteeism has a direct association with poor academic performance. School nurses can influence student attendance. This study describes the impact of school nurse interventions on student absenteeism and student health. A retrospective review of 240 randomly selected…

Missing School Matters

ERIC Educational Resources Information Center

Balfanz, Robert

2016-01-01

Results of a survey conducted by the Office for Civil Rights show that 6 million public school students (13%) are not attending school regularly. Chronic absenteeism--defined as missing more than 10% of school for any reason--has been negatively linked to many key academic outcomes. Evidence shows that students who exit chronic absentee status can…

Comprehensive School Physical Activity Programs. Position Statement

ERIC Educational Resources Information Center

National Association for Sport and Physical Education, 2008

2008-01-01

The National Association for Sport and Physical Education (NASPE) recommends that all PK-12 schools implement a Comprehensive School Physical Activity Program. Schools play an important role in public health, and the physical, mental, and social benefits of regular physical activity for youth are well documented. Leading public health, medical,…

School Characteristics that Influence Student Attendance: Experiences of Students in a School Avoidance Program

ERIC Educational Resources Information Center

Wilkins, Julia

2008-01-01

This study examined the reasons that four high school students who had previously refused to attend school willingly attended an alternative K-12 school for students with special needs. The two research questions that framed this study were (a) why do students who refused to attend their regular schools willingly attend Brookfield Park? and (b) in…

Speech-language pathology teletherapy in rural and remote educational settings: Decreasing service inequities.

PubMed

Fairweather, Glenn Craig; Lincoln, Michelle Ann; Ramsden, Robyn

2016-12-01

The objectives of this study were to investigate the efficacy of a speech-language pathology teletherapy program for children attending schools and early childcare settings in rural New South Wales, Australia, and their parents' views on the program's feasibility and acceptability. Nineteen children received speech-language pathology sessions delivered via Adobe Connect®, Facetime © or Skype © web-conferencing software. During semi-structured interviews, parents (n = 5) described factors that promoted or threatened the program's feasibility and acceptability. Participation in a speech-language pathology teletherapy program using low-bandwidth videoconferencing improved the speech and language skills of children in both early childhood settings and primary school. Emergent themes related to (a) practicality and convenience, (b) learning, (c) difficulties and (d) communication. Treatment outcome data and parental reports verified that the teletherapy service delivery was feasible and acceptable. However, it was also evident that regular discussion and communication between the various stakeholders involved in teletherapy programs may promote increased parental engagement and acceptability.

Supplementary tutoring in Trinidad and Tobago: Some implications for policy making

NASA Astrophysics Data System (ADS)

Barrow, Dorian A.; Lochan, Samuel N.

2012-06-01

Globally, private supplementary tutoring is a huge business and the practice is expanding rapidly in many regions of the world where it never existed before. In some of these regions it is posing a novel set of challenges for education planners and policy makers. The aim of this study was to examine the extent to which supplementary tutoring is impacting on the goals of the formal education system in Trinidad and Tobago (T&T). The participation rate in supplementary tutoring at primary school level in T&T was found to be high (88.2 per cent at Standard Five level), with the majority of the students being privately tutored by their regular school teachers. Their main motivation for taking private tutoring lessons was to try to secure a place in one of the few elite secondary schools in the country. The authors of this paper admit that there is no quick solution to the problem, especially if it is understood as a part of the process of cultural change. They contend that the key to breaking the elitist tradition lies in modifying public understanding about education and convincing parents and citizens at large that a wide range of options and opportunities exists outside the narrow confines of the old colonial economy and the old colonial schools.

Epidemiology of dermatophyte infections among school children in Menoufia Governorate, Egypt.

PubMed

Farag, Azza G A; Hammam, Mostafa A; Ibrahem, Reda A; Mahfouz, Reda Z; Elnaidany, Nada F; Qutubuddin, Masroor; Tolba, Rehab R E

2018-05-01

Most superficial mycotic infections of human skin are due to dermatophytes. Children are frequently affected due to different predisposing factors, particularly overcrowding in classrooms. This study aimed to estimate the prevalence of dermatophytes infections and their related risk factors among school children in Menoufia Governorate, Egypt. Six public primary and preparatory schools were randomly selected and their pupils (n = 3464) were asked to complete a predesigned questionnaire covering both personal data and suspected risk factors for superficial dermatophyte infections. The children were also examined for dermatological diseases. Any suspected lesions were biopsied for mycological examination. The prevalence of clinically suspected dermatophytes infections was 1.41%, whereas the prevalence of culture confirmed cases was 0.98%. The most common clinical type was tinea capitis with a prevalence of 1.01%. Microsporum canis was the only isolated organism from the suspicious lesions with a 69.4% positivity rate. A higher prevalence was observed among boys, low socio-economic pupils and those with a family history of dermatophyte infections. Pet contact and sharing towels and caps among pupils were significant risk factors. Dermatophyte infection is still prevalent among basic school pupils. Fortunately, it is related to preventable risk factors. We recommend regular screening and use of educational health programmes for kids to control it. © 2018 Blackwell Verlag GmbH.

Grade differences in reading motivation among Hong Kong primary and secondary students.

PubMed

Lau, Kit-Ling

2009-12-01

Most previous studies in Western societies have demonstrated a general decline in school motivation. However, it is not clear whether motivational decline occurs uniformly for all students. The moderating effects of individual and cultural differences on students' motivational decline need to be further explored. This study aimed to examine the grade differences in students' reading motivation, including self-efficacy, intrinsic motivation, extrinsic motivation, and social motivation, in a Chinese educational context. Grade by gender and grade by school-average achievement interactions were also checked to explore the role of individual differences in students' motivational changes. A total of 1,794 students (860 boys and 934 girls) volunteered to take part in this study, of whom 648 were Grade 4-6 students from 11 primary schools, 627 were Grade 7-9 students from 12 junior secondary schools, and 519 Grade 10-11 students from 6 senior secondary schools. A Chinese version of the Motivation for Reading Questionnaire (CRMQ) was administered to all participants during regular class periods by their teachers. Reliability analyses and confirmatory factor analysis (CFA) were first undertaken to assess the psychometric quality of the CRMQ. Then, multisample CFA was conducted to examine whether the factor structure of the CRMQ was equivalent across students at different grade levels. Grade differences in various reading motivation constructs as well as grade x gender and grade x school-average achievement interactions were examined using multiple-indicator-multiple-causes modelling. The findings of this study supported the reliability and the factor structure of the CRMQ in measuring the reading motivation of Chinese students at different grade levels. The factor pattern of the CRMQ was invariant across primary, junior secondary, and senior secondary students in multisample CFA. As far as the scores on the four reading motivation constructs were concerned, students scored most highly on intrinsic motivation, followed by self-efficacy, extrinsic motivation, and social motivation. Significant grade differences were found in all reading motivation constructs whereas only a few grade by gender and grade by school-average interactions were found. Consistent with previous studies in Western countries, the findings suggest that motivational decline is also a common phenomenon among Chinese students in Hong Kong. In addition, the pattern of motivational differences is generally consistent among students with different genders and from schools with different achievement levels. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed.

Schools and communities: An experience in rural India

NASA Astrophysics Data System (ADS)

Roy, Aruna

1980-09-01

When India became independent, primary education in the state of Rajasthan was made the responsibility of the Panchayats (Village Councils), and a number of village schools were opened. However they only drew around 40 per cent of the 6-11 age group, and the curricula, text books, and even the teachers themselves, recruited from the cities, were out of touch with the needs of the rural communities. A study conducted in 1974 showed that, to improve the situation, it would be necessary to make the school more relevant to village life, to involve the parents in planning, and to run it at times when the children could be spared from domestic or farm work; to select the teachers from village residents; and to adapt the curricula and teaching methods to the environment. An appropriate programme was worked out and introduced in three villages in 1975. It provided for morning classes for the regular pupils and evening school for children who worked during the day. The emphasis in the curricula was to be on agriculture and animal husbandry, and teaching methods were to be closely in keeping with the life of the village. Suitable local people were found and trained as teachers. The author describes the implementation of this programme in detail. It proved a success and has now been extended to ten villages with a total attendance at the schools of more than five hundred children.

The Relationships among School Types, Teacher Efficacy Beliefs, and Academic Climate: Perspective from Asian Middle Schools

ERIC Educational Resources Information Center

Chong, Wan Har; Klassen, Robert M.; Huan, Vivien S.; Wong, Isabella; Kates, Allison Diane

2010-01-01

The authors explored how prior student achievement, through school types, predicted teacher self- and collective efficacy and perceived academic climate of 222 middle school teachers in Singapore. Teachers assigned to high-track and regular middle schools differed in their perception of self- and collective efficacy to promote organizational…

Promoting Gypsy Children's Behavioural Engagement and School Success: Evidence from a Four-Wave Longitudinal Study

ERIC Educational Resources Information Center

Rosário, Pedro; Núñez, José Carlos; Vallejo, Guillermo; Azevedo, Raquel; Pereira, Raquel; Moreira, Tânia; Fuentes, Sonia; Valle, Antonio

2017-01-01

Low schooling, high non-attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%-25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half-day sessions missed) than…

Conversation and Control: Emergent Progressive Pedagogy in the Last of Nebraska's One-Teacher Schools

ERIC Educational Resources Information Center

Swidler, Stephen A.

2005-01-01

This article describes the teaching practices at Upper Rill School, a 1-teacher school in rural Nebraska. With its 8 students, grades 1 through 8, the teacher considers the school?s size and continuity of student enrollment flexible and generative. Subject matter and grade levels are regularly integrated though common curricula. Instruction is…

Middle School Mathematics: 2006-07 to 2008-09. Impact Evaluation. E&R Report No. 10.11

ERIC Educational Resources Information Center

Paeplow, Colleen

2010-01-01

In 2006-07, seven Wake County Public School System (WCPSS) middle schools piloted Algebraic Thinking as an alternate approach to teaching middle school mathematics. Algebraic Thinking was developed to help students in grade 6 reach higher mathematics courses by combining the regular and advanced middle school mathematics courses into one…

The Effect of Regular Participation in an After-School Program on Student Achievement, Attendance, and Behavior

ERIC Educational Resources Information Center

Pastchal-Temple, Andrea Sheree

2012-01-01

Many school districts are using research-based strategies to increase student achievement. The "No Child Left Behind Act" of 2001 was created and implemented to assist all students becoming proficient in reading and mathematics by 2014. One strategy many school districts implemented includes an after-school program. One school district…

Leading the Newly Consolidated High School: Exciting Opportunity or Overwhelming Challenge?

ERIC Educational Resources Information Center

Thurman, Lance E.; Hackmann, Donald G.

2015-01-01

In the current economic times, school personnel are regularly challenged to reduce the costs of operating the nation's school systems. School district consolidations often are proposed as a mechanism to realize fiscal savings for local communities; indeed, the number of U.S. school districts has declined dramatically over the past 70 years,…

THE DROPOUTS DID COME BACK, A SPECIAL SUMMER GUIDANCE SCHOOL PROGRAM.

ERIC Educational Resources Information Center

HICKMAN, RALPH D.

A SPECIAL SUMMER SCHOOL PROGRAM FOR 60 SELECTED HIGH SCHOOL DROPOUTS WAS CONDUCTED BY A COUNTY SCHOOLS OFFICE. A MAJOR PURPOSE WAS TO PREPARE THESE DROPOUTS, ATTITUDINALLY AND EDUCATIONALLY, TO REENTER A REGULAR SCHOOL PROGRAM. THE THREE COUNSELORS WERE ASSIGNED 20 STUDENTS EACH. THE STUDENTS WERE REQUIRED TO ATTEND DAILY CLASSES IN MATHEMATICS,…

High School Students' Jobs: Related and Unrelated to School

ERIC Educational Resources Information Center

Hamilton, Stephen F.; Sumner, Rachel

2017-01-01

Work experience can be beneficial to high school students, especially when the work is regular and less than 20 hours/week. Previous studies have found that school-related work experience provides more learning opportunities with fewer negative consequences than jobs unrelated to school. This study analyzed responses of 22,183 seniors from 868…

Every Student Succeeds Act High School Graduation Rate: Non-Regulatory Guidance

ERIC Educational Resources Information Center

US Department of Education, 2017

2017-01-01

Student graduation from high school with a regular high school diploma is an important indicator of school success and one of the most significant indicators of student college and career readiness. In addition, there are substantial economic benefits to high school completion. For example, according to the U.S. Department of Education's National…

Teaching Healthy Eating to Elementary School Students: A Scoping Review of Nutrition Education Resources

ERIC Educational Resources Information Center

Peralta, Louisa R.; Dudley, Dean A.; Cotton, Wayne G.

2016-01-01

Background: School-based programs represent an ideal setting to enhance healthy eating, as most children attend school regularly and consume at least one meal and a number of snacks at school each day. However, current research reports that elementary school teachers often display low levels of nutritional knowledge, self-efficacy, and skills to…

Exam High Schools and Academic Achievement: Evidence from New York City. NBER Working Paper No. 17286

ERIC Educational Resources Information Center

Dobbie, Will; Fryer, Roland G., Jr.

2011-01-01

Publicly funded exam schools educate many of the world's most talented students. These schools typically contain higher achieving peers, more rigorous instruction, and additional resources compared to regular public schools. This paper uses a sharp discontinuity in the admissions process at three prominent exam schools in New York City to provide…

29 CFR 541.303 - Teachers.

Code of Federal Regulations, 2012 CFR

2012-07-01

... public schools are not uniform in requiring a certificate for employment as an elementary or secondary...: Regular academic teachers; teachers of kindergarten or nursery school pupils; teachers of gifted or... activities are a recognized part of the schools' responsibility in contributing to the educational...

29 CFR 541.303 - Teachers.

Code of Federal Regulations, 2014 CFR

2014-07-01

... public schools are not uniform in requiring a certificate for employment as an elementary or secondary...: Regular academic teachers; teachers of kindergarten or nursery school pupils; teachers of gifted or... activities are a recognized part of the schools' responsibility in contributing to the educational...

29 CFR 541.303 - Teachers.

Code of Federal Regulations, 2013 CFR

2013-07-01

... public schools are not uniform in requiring a certificate for employment as an elementary or secondary...: Regular academic teachers; teachers of kindergarten or nursery school pupils; teachers of gifted or... activities are a recognized part of the schools' responsibility in contributing to the educational...

Canadian Indian Children Who Had Never Attended School

ERIC Educational Resources Information Center

Wilson, Lolita

1973-01-01

This study was designed to compare the performance on selected intelligence tests of a group of Canadian Indian children who had never been to school with the performance of a similar group of children who were attending school regularly. (Author/RK)

Regular-Soda Intake Independent of Weight Status Is Associated with Asthma among US High School Students

PubMed Central

Park, Sohyun; Blanck, Heidi M.; Sherry, Bettylou; Jones, Sherry Everett; Pan, Liping

2015-01-01

Limited research shows an inconclusive association between soda intake and asthma, potentially attributable to certain preservatives in sodas. This cross-sectional study examined the association between regular (nondiet)-soda intake and current asthma among a nationally representative sample of high school students. Analysis was based on the 2009 national Youth Risk Behavior Survey and included 15,960 students (grades 9 through 12) with data for both regular-soda intake and current asthma status. The outcome measure was current asthma (ie, told by doctor/nurse that they had asthma and still have asthma). The main exposure variable was regular-soda intake (ie, drank a can/bottle/glass of soda during the 7 days before the survey). Multivariable logistic regression was used to estimate the adjusted odds ratios for regular-soda intake with current asthma after controlling for age, sex, race/ethnicity, weight status, and current cigarette use. Overall, 10.8% of students had current asthma. In addition, 9.7% of students who did not drink regular soda had current asthma, and 14.7% of students who drank regular soda three or more times per day had current asthma. Compared with those who did not drink regular soda, odds of having current asthma were higher among students who drank regular soda two times per day (adjusted odds ratio = 1.28; 95% CI 1.02 to 1.62) and three or more times per day (adjusted odds ratio = 1.64; 95% CI 1.25 to 2.16). The association between high regular-soda intake and current asthma suggests efforts to reduce regular-soda intake among youth might have benefits beyond improving diet quality. However, this association needs additional research, such as a longitudinal examination. PMID:23260727

Regular-soda intake independent of weight status is associated with asthma among US high school students.

PubMed

Park, Sohyun; Blanck, Heidi M; Sherry, Bettylou; Jones, Sherry Everett; Pan, Liping

2013-01-01

Limited research shows an inconclusive association between soda intake and asthma, potentially attributable to certain preservatives in sodas. This cross-sectional study examined the association between regular (nondiet)-soda intake and current asthma among a nationally representative sample of high school students. Analysis was based on the 2009 national Youth Risk Behavior Survey and included 15,960 students (grades 9 through 12) with data for both regular-soda intake and current asthma status. The outcome measure was current asthma (ie, told by doctor/nurse that they had asthma and still have asthma). The main exposure variable was regular-soda intake (ie, drank a can/bottle/glass of soda during the 7 days before the survey). Multivariable logistic regression was used to estimate the adjusted odds ratios for regular-soda intake with current asthma after controlling for age, sex, race/ethnicity, weight status, and current cigarette use. Overall, 10.8% of students had current asthma. In addition, 9.7% of students who did not drink regular soda had current asthma, and 14.7% of students who drank regular soda three or more times per day had current asthma. Compared with those who did not drink regular soda, odds of having current asthma were higher among students who drank regular soda two times per day (adjusted odds ratio=1.28; 95% CI 1.02 to 1.62) and three or more times per day (adjusted odds ratio=1.64; 95% CI 1.25 to 2.16). The association between high regular-soda intake and current asthma suggests efforts to reduce regular-soda intake among youth might have benefits beyond improving diet quality. However, this association needs additional research, such as a longitudinal examination. Published by Elsevier Inc.

Bullying: who does what, when and where? Involvement of children, teachers and parents in bullying behavior.

PubMed

Fekkes, M; Pijpers, F I M; Verloove-Vanhorick, S P

2005-02-01

Bullying victimization is associated with several health issues. Prevention of bullying is therefore an important goal for health and education professionals. In the present study, 2766 children from 32 Dutch elementary schools participated by completing a questionnaire on bullying behavior, and the involvement of teachers, parents and classmates in bullying incidents. The results of this study show that bullying is still prevalent in Dutch schools. More than 16% of the children aged 9-11 years reported being bullied on a regular basis and 5.5% reported regular active bullying during the current school term. Almost half of the bullied children did not tell their teacher that they were being bullied. When teachers knew about the bullying, they often tried to stop it, but in many cases the bullying stayed the same or even got worse. With regard to active bullying, neither the majority of the teachers nor parents talked to the bullies about their behavior. Our results stress the importance of regular communication between children, parents, teachers and health care professionals with regard to bullying incidents. In addition, teachers need to learn effective ways to deal with bullying incidents. Schools need to adopt a whole-school approach with their anti-bullying interventions.

School, family and adolescent smoking.

PubMed

Yañez, Aina; Leiva, Alfonso; Gorreto, Lucia; Estela, Andreu; Tejera, Elena; Torrent, Maties

2013-01-01

The socio-cultural environment is an important factor involved with the onset of smoking during adolescence. Initiation of cigarette smoking occurs almost exclusively during this stage. In this context we aimed to analyze the association of school and family factors with adolescent smoking by a cross-sectional study of 16 secondary schools randomly selected from the Balearic Islands involved 3673 students and 530 teachers. The prevalence of regular smoking (at least one cigarette per week) was 4.8% among first year students, 11.6% among second year students, 14.1% among third year students, 20.9% among fourth year students and 22% among teachers. Among first and second year students, there were independent associations between regular smoking and adolescents' perception of being allowed to smoke at home, belonging to a single parent family, poor relationship with parents, poor academic performance, lack of interest in studies and teachers' perception of smoking in the presence of pupils. Among third and fourth year students, there were independent associations between regular smoking and poor relationship with parents, adolescents' perception of being allowed to smoke at home, poor academic performance, lack of control over student misbehavior and the school attended. The school policies and practices affect student related health behavior regarding smoking, independent of individual and family factors.

Improving community development by linking agriculture, nutrition and education: design of a randomised trial of “home-grown” school feeding in Mali

PubMed Central

2013-01-01

Background Providing food through schools has well documented effects in terms of the education, health and nutrition of school children. However, there is limited evidence in terms of the benefits of providing a reliable market for small-holder farmers through “home-grown” school feeding approaches. This study aims to evaluate the impact of school feeding programmes sourced from small-holder farmers on small-holder food security, as well as on school children’s education, health and nutrition in Mali. In addition, this study will examine the links between social accountability and programme performance. Design This is a field experiment planned around the scale-up of the national school feeding programme, involving 116 primary schools in 58 communities in food insecure areas of Mali. The randomly assigned interventions are: 1) a school feeding programme group, including schools and villages where the standard government programme is implemented; 2) a “home-grown” school feeding and social accountability group, including schools and villages where the programme is implemented in addition to training of community based organisations and local government; and 3) the control group, including schools and household from villages where the intervention will be delayed by at least two years, preferably without informing schools and households. Primary outcomes include small-holder farmer income, school participation and learning, and community involvement in the programme. Other outcomes include nutritional status and diet-diversity. The evaluation will follow a mixed method approach, including household, school and village level surveys as well as focus group discussions with small-holder farmers, school children, parents and community members. The impact evaluation will be incorporated within the national monitoring and evaluation (M&E) system strengthening activities that are currently underway in Mali. Baselines surveys are planned for 2012. A monthly process monitoring visits, spot checks and quarterly reporting will be undertaken as part of the regular programme monitoring activities. Evaluation surveys are planned for 2014. Discussion National governments in sub-Saharan Africa have demonstrated strong leadership in the response to the recent food and financial crises by scaling-up school feeding programmes. “Home-grown” school feeding programmes have the potential to link the increased demand for school feeding goods and services to community-based stakeholders, including small-holder farmers and women’s groups. Alongside assessing the more traditional benefits to school children, this evaluation will be the first to examine the impact of linking school food service provision to small-holder farmer income, as well as the link between community level engagement and programme performance. Trial registration ISRCTN76705891 PMID:23433395

Investigation of the Work Motivation Levels of Primary School Teachers

ERIC Educational Resources Information Center

Ates, Hatice Kadioglu; Yilmaz, Perihan

2018-01-01

This study was conducted to examine the work motivation levels of primary school teachers working in primary school institutions located in Istanbul province, Kucukcekmece district. The descriptive survey model was used in this study. The population of the study consists of primary school teachers and primary school administrators working in state…

Survey of literacy environments and practices in residences at schools for the deaf.

PubMed

Gillespie, C W; Twardosz, S

1996-07-01

The purpose of this study was to add to the sparse knowledge about literacy environments and practices in children's residences at schools for the deaf by conducting a nationwide survey. Twenty-six residential schools for the deaf throughout the country responded by mail. Results revealed that all of the responding schools made reading and writing materials available to children in their residences. Counselors read to children individually and supervised homework, and children wrote letters and read independently. However in half of the residences, materials were not regularly rotated and in most residences time was not set aside for group storybook reading. Implications for practice include focusing on providing interesting and stimulating literacy materials for children, rotating materials regularly, and planning group literacy-related events such as storybook reading or storytelling.

To touch the science through the experiment!

NASA Astrophysics Data System (ADS)

Słowik, Grzegorz

2016-04-01

To touch the science through the experiment! Grzegorz P. Slowik, Gymnasium No. 2 in Zielona Gora, Poland Our School - Gymnasium No. 2 in Zielona Gora - where pupils' age is 13 -16, has for many years organized a lot of exciting events popularizing science among Zielona Gora children and young people, in particular experimental physics and astronomy. The best known in our town is the regular event on physics, - called the physical Festival of Zielona Gora, of which I am the main initiator and organizer. The Festival is directed to students of the last classes of Zielona Góra primary schools. During the Festivities their shows have also physicists and astronomers, from cooperating with us in popularization of science Zielona Gora University. At the festival the students from our Experimental School Group "Archimedes". Presented their own prepared themselves physical experience. With considerable help of students of Gymnasium No. 2 interested in astronomy, we organize the cyclical event, named "Cosmic Santa Claus," where I share with the students the knowledge gained through my active annual participation in the Space Workshop organized by the Science Centre in Warsaw. We all have fun and learn in a great way and with a smile, we touch real science that reveals its secrets!

Self-regulation, motivation, and math achievement in middle school: variations across grade level and math context.

PubMed

Cleary, Timothy J; Chen, Peggy P

2009-10-01

The current study examined grade level, achievement group, and math-course-type differences in student self-regulation and motivation in a sample of 880 suburban middle-school students. Analysis of variance was utilized to assess group differences in student self-regulation and motivation, and linear regression analysis was used to identify variables that best predicted students' use of regulatory strategies. A key finding was that although seventh graders exhibited a more maladaptive self-regulation and motivation profile than sixth graders, achievement groups in seventh grade (high, moderate, low) were more clearly differentiated across both self-regulation and motivation than achievement groups in sixth grade. The pattern of achievement group differences also varied across math course type, as self-regulation and motivation processes more consistently differentiated achievement groups in advanced classes than regular math courses. Finally, task interest was shown to be the primary motivational predictor of students' use of regulatory strategies during math learning. The study highlights the importance of identifying shifting student motivation and self-regulation during the early middle school years and the potential role that context may have on these processes.

Exercise deficit disorder in youth: play now or pay later.

PubMed

Faigenbaum, Avery D; Myer, Gregory D

2012-01-01

Although the benefits of regular physical activity are widely acknowledged, recent epidemiological findings indicate that a growing number of youth are not as active as they should be. The impact of a sedentary lifestyle during childhood and adolescence on lifelong pathological processes and associated health care costs has created a need for immediate action to manage, if not prevent, unhealthy behaviors during this vulnerable period of life. The concept of identifying children with exercise deficit disorder early in life and prescribing effective exercise interventions to prevent the cascade of adverse health outcomes later in life is needed to raise public awareness, focus on primary prevention, and impact the collective behaviors of health care providers, government officials, school administrators, public health agencies, and insurance companies.

A SUGGESTED GUIDANCE PROGRAM FOR COMBATING SCHOOL "DROP-OUTS."

ERIC Educational Resources Information Center

Boys Club of New York, NY.

THE PROBLEM OF SCHOOL DROPOUTS WAS CAUSED BY CONSISTENT FAILURE TO ACHIEVE IN REGULAR SCHOOL WORK, GRADE RETENTION, READING802RETARDATI RETARDATION, AND POOR SELF-IMAGE. THE CLUB'S STAFF WOULD HELP SOLVE THIS PROBLEM THROUGH TEACHING, DIRECTING, AND COUNSELING BOYS IN THE AREAS OF HEALTH, COMPATIBILITY, RESPECT, STAYING IN SCHOOL, PLANNING…

A Response to Intervention Model to Promote School Attendance and Decrease School Absenteeism

ERIC Educational Resources Information Center

Kearney, Christopher A.; Graczyk, Patricia

2014-01-01

Background: Regular school attendance is foundational to children's success but school absenteeism is a common, serious, and highly vexing problem. Researchers from various disciplines have produced a rich yet diverse literature for conceptualizing problematic absenteeism that has led to considerable confusion and lack of consensus about a…

The Beverly Hills Community Looks at its Schools. Appendix II.

ERIC Educational Resources Information Center

Beverly Hills Unified School District, CA.

A questionnaire designed to determine community opinion of its schools is presented. The questionnaire contains five sections that relate to: number of years lived in the community; number of children in Beverly Hills District schools and grades in which enrolled; best sources of information concerning the schools; newspapers read regularly, and…

And the Survey Says...

ERIC Educational Resources Information Center

White, Susan C.

2016-01-01

Last month we highlighted our Quadrennial Survey of High School Physics Teachers. Using data from the survey, we have looked at the availability of high school physics. We report that about 95% of high school seniors attend a high school where physics is offered regularly--either every year or every other year. A U.S. Department of Education…

The Elementary School Guidance Counselor: A Developmental Model.

ERIC Educational Resources Information Center

Gum, Moy F.

The position taken is that elementary schools need a guidance program and an elementary school guidance counselor who is a regular member of a given school staff. However, it is advocated that elementary guidance should not be merely an extension of the secondary guidance program. The viewpoint taken here is that elementary guidance should be…

Comprehensive Profile of the San Antonio Indepentent School District 1983-1984.

ERIC Educational Resources Information Center

San Antonio Independent School District, TX.

This report presents statistical data about the San Antonio (Texas) Independent School District for the 1983-1984 school year. Trends for five or ten year groupings of past years are also presented. The report consolidates both district and individual school information from regular reports by the different district departments. The data is…

Students' Engaging School Experiences: A Precondition for Functional Inclusive Practice

ERIC Educational Resources Information Center

Palmgren, Marina Helena; Pyhältö, Kirsi; Soini, Tiina; Pietarinen, Janne

2017-01-01

Basic education strives to provide an equal education for all students, whether the students attend regular or special education. In this study, we explore seventh grade comprehensive school students' (N = 119) experiences of engaging and disengaging events at school and the points at which these events occur in their school career. The students…

Improving the Implementation and Effectiveness of Out-of-School-Time Tutoring

ERIC Educational Resources Information Center

Heinrich, Carolyn J.; Burch, Patricia; Good, Annalee; Acosta, Rudy; Cheng, Huiping; Dillender, Marcus; Kirshbaum, Christi; Nisar, Hiren; Stewart, Mary

2014-01-01

School districts are spending millions on tutoring outside regular school day hours for economically and academically disadvantaged students in need of extra academic assistance. Under No Child Left Behind (NCLB), parents of children in persistently low-performing schools were allowed to choose their child's tutoring provider, and together with…

Impacting Children's Health and Academic Performance through Comprehensive School Physical Activity Programming

ERIC Educational Resources Information Center

Brusseau, Timothy A.; Hannon, James C.

2015-01-01

Physical activity is associated with numerous academic and health benefits. Furthermore, schools have been identified as an ideal location to promote physical activity as most youth attend school regularly from ages 5-18. Unfortunately, in an effort to increase academic learning time, schools have been eliminating traditional activity…

Seward Park High School. Project Superemos, 1981-1982. O.E.E. Evaluation Report.

ERIC Educational Resources Information Center

Torres, Judith A.; And Others

Project Superemos, conducted at Seward Park High School in New York City, was implemented in order to supplement the school's instructional services in English as a Second Language, native language arts, and bilingual instruction. The project provided supportive services necessary for mainstreaming into the regular school curriculum approximately…

Mobile Technology in Hospital Schools: What Are Hospital Teachers' Professional Learning Needs?

ERIC Educational Resources Information Center

McCarthy, Aidan; Maor, Dorit; McConney, Andrew

2017-01-01

The aim of this study was to identify hospital teachers' professional learning needs to enable effective use of mobile technology in hospital schools. Hospitalized students cannot attend their regular schools and as a result their educational progress and development can suffer. In an attempt to address this, hospital schools provide learning…

School Psychology 2010--Part 2: School Psychologists' Professional Practices and Implications for the Field

ERIC Educational Resources Information Center

Castillo, Jose M.; Curtis, Michael J.; Gelley, Cheryl

2012-01-01

Every 5 years, the National Association of School Psychologists (NASP) conducts a national study of the field. Surveys are sent to randomly selected regular members of NASP to gather information on school psychologists' demographic characteristics, context for professional practices, and professional practices. The latest iteration of the national…

The Effects of Career Magnet Schools. IEE Brief Number 22.

ERIC Educational Resources Information Center

Crain, Robert L.; Allen, Anna; Little, Judith Warren; Sullivan, Debora; Thaler, Robert; Quigley, Denise; Zellman, Gail

A research study compared graduates of career magnet programs to graduates of comprehensive high schools in a large metropolitan area. The career magnet programs studied are located either within regular comprehensive high schools or combined with other magnet programs to fill an entire building. Research was conducted through school records of…

Learning Outdoors: The Forest School Approach

ERIC Educational Resources Information Center

O'Brien, Liz

2009-01-01

This paper outlines the role that Forest School can play in children's development. With over 100 Forest Schools in England, 20 in Scotland and 20 in Wales, this concept is growing across Britain. Forest School involves children having regular contact with woodland over an extended period of time; it allows them to become familiar, and have…

Ambiguous Loss and Its Effects on Children: Implications and Interventions for School Counselors

ERIC Educational Resources Information Center

Guidry, K.; Simpson, C.; Test, T.; Bloomfield, C.

2013-01-01

School counselors are regularly tasked with managing student's emotions and behaviors that impede school performance. This daunting assignment can be overwhelming for school professionals. With the many diagnoses that may provide an explanation for dysfunctional behavior amongst students, the possibility of grief is frequently overlooked. The…

The Key Factors Affecting Students' Individual Interest in School Science Lessons

ERIC Educational Resources Information Center

Cheung, Derek

2018-01-01

Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The…

Addressing Barriers to Learning. Volume 9, Number 2. Spring 2004

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2004

2004-01-01

This issue of the quarterly newsletter of the Center for Mental Health in Schools includes the following features and regular segments: (1) Diversity and Professional Competence in Schools... a Mental Health Perspective; (2) Diversity Competence Relevant to Mental Health in Schools: Eliminating Disparities in School Practices; (3) Where it's…

Optimal secondary source position in exterior spherical acoustical holophony

NASA Astrophysics Data System (ADS)

Pasqual, A. M.; Martin, V.

2012-02-01

Exterior spherical acoustical holophony is a branch of spatial audio reproduction that deals with the rendering of a given free-field radiation pattern (the primary field) by using a compact spherical loudspeaker array (the secondary source). More precisely, the primary field is known on a spherical surface surrounding the primary and secondary sources and, since the acoustic fields are described in spherical coordinates, they are naturally subjected to spherical harmonic analysis. Besides, the inverse problem of deriving optimal driving signals from a known primary field is ill-posed because the secondary source cannot radiate high-order spherical harmonics efficiently, especially in the low-frequency range. As a consequence, a standard least-squares solution will overload the transducers if the primary field contains such harmonics. Here, this is avoided by discarding the strongly decaying spherical waves, which are identified through inspection of the radiation efficiency curves of the secondary source. However, such an unavoidable regularization procedure increases the least-squares error, which also depends on the position of the secondary source. This paper deals with the above-mentioned questions in the context of far-field directivity reproduction at low and medium frequencies. In particular, an optimal secondary source position is sought, which leads to the lowest reproduction error in the least-squares sense without overloading the transducers. In order to address this issue, a regularization quality factor is introduced to evaluate the amount of regularization required. It is shown that the optimal position improves significantly the holophonic reconstruction and maximizes the regularization quality factor (minimizes the amount of regularization), which is the main general contribution of this paper. Therefore, this factor can also be used as a cost function to obtain the optimal secondary source position.

[Sedentary leisure time and food consumption among Brazilian adolescents: the Brazilian National School-Based Adolescent Health Survey (PeNSE), 2009].

PubMed

Camelo, Lidyane do Valle; Rodrigues, Jôsi Fernandes de Castro; Giatti, Luana; Barreto, Sandhi Maria

2012-11-01

The objective of this paper was to investigate whether sedentary leisure time was associated with increased regular consumption of unhealthy foods, independently of socio-demographic indicators and family context. The analysis included 59,809 students from the Brazilian National School-Based Adolescent Health Survey (PeNSE) in 2009. The response variable was sedentary leisure time, defined as watching more than two hours of TV daily. The target explanatory variables were regular consumption of soft drinks, sweets, cookies, and processed meat. Odds ratios (OR) and 95% confidence limits (95%CI) were obtained by multiple logistic regression. Prevalence of sedentary leisure time was 65%. Regular consumption of unhealthy foods was statistically higher among students reporting sedentary leisure time, before and after adjusting for sex, age, skin color, school administration (public versus private), household assets index, and household composition. The results indicate the need for integrated interventions to promote healthy leisure-time activities and healthy eating habits among young people.

Redesigning a large school-based clinical trial in response to changes in community practice

PubMed Central

Gerald, Lynn B; Gerald, Joe K; McClure, Leslie A; Harrington, Kathy; Erwin, Sue; Bailey, William C

2011-01-01

Background Asthma exacerbations are seasonal with the greatest risk in elementary-age students occurring shortly after returning to school following summer break. Recent research suggests that this seasonality in children is primarily related to viral respiratory tract infections. Regular hand washing is the most effective method to prevent the spread of viral respiratory infections; unfortunately, achieving hand washing recommendations in schools is difficult. Therefore, we designed a study to evaluate the effect of hand sanitizer use in elementary schools on exacerbations among children with asthma. Purpose To describe the process of redesigning the trial in response to changes in the safety profile of the hand sanitizer as well as changes in hand hygiene practice in the schools. Methods The original trial was a randomized, longitudinal, subject-blinded, placebo-controlled, community-based crossover trial. The primary aim was to evaluate the incremental effectiveness of hand sanitizer use in addition to usual hand hygiene practices to decrease asthma exacerbations in elementary-age children. Three events occurred that required major modifications to the original study protocol: (1) safety concerns arose regarding the hand sanitizer’s active ingredient; (2) no substitute placebo hand sanitizer was available; and (3) community preferences changed regarding hand hygiene practices in the schools. Results The revised protocol is a randomized, longitudinal, community-based crossover trial. The primary aim is to evaluate the incremental effectiveness of a two-step hand hygiene process (hand hygiene education plus institutionally provided alcohol-based hand sanitizer) versus usual care to decrease asthma exacerbations. Enrollment was completed in May 2009 with 527 students from 30 schools. The intervention began in August 2009 and will continue through May 2011. Study results should be available at the end of 2011. Limitations The changed design does not allow us to directly measure the effectiveness of hand sanitizer use as a supplement to traditional hand washing practices. Conclusions The need to balance a rigorous study design with one that is acceptable to the community requires investigators to be actively involved with community collaborators and able to adapt study protocols to fit changing community practices. PMID:21730079

Redesigning a large school-based clinical trial in response to changes in community practice.

PubMed

Gerald, Lynn B; Gerald, Joe K; McClure, Leslie A; Harrington, Kathy; Erwin, Sue; Bailey, William C

2011-06-01

Asthma exacerbations are seasonal with the greatest risk in elementary-age students occurring shortly after returning to school following summer break. Recent research suggests that this seasonality in children is primarily related to viral respiratory tract infections. Regular hand washing is the most effective method to prevent the spread of viral respiratory infections; unfortunately, achieving hand washing recommendations in schools is difficult. Therefore, we designed a study to evaluate the effect of hand sanitizer use in elementary schools on exacerbations among children with asthma. To describe the process of redesigning the trial in response to changes in the safety profile of the hand sanitizer as well as changes in hand hygiene practice in the schools. The original trial was a randomized, longitudinal, subject-blinded, placebo-controlled, community-based crossover trial. The primary aim was to evaluate the incremental effectiveness of hand sanitizer use in addition to usual hand hygiene practices to decrease asthma exacerbations in elementary-age children. Three events occurred that required major modifications to the original study protocol: (1) safety concerns arose regarding the hand sanitizer's active ingredient; (2) no substitute placebo hand sanitizer was available; and (3) community preferences changed regarding hand hygiene practices in the schools. The revised protocol is a randomized, longitudinal, community-based crossover trial. The primary aim is to evaluate the incremental effectiveness of a two-step hand hygiene process (hand hygiene education plus institutionally provided alcohol-based hand sanitizer) versus usual care to decrease asthma exacerbations. Enrollment was completed in May 2009 with 527 students from 30 schools. The intervention began in August 2009 and will continue through May 2011. Study results should be available at the end of 2011. The changed design does not allow us to directly measure the effectiveness of hand sanitizer use as a supplement to traditional hand washing practices. The need to balance a rigorous study design with one that is acceptable to the community requires investigators to be actively involved with community collaborators and able to adapt study protocols to fit changing community practices.

Large school bus design vehicle dimensions

DOT National Transportation Integrated Search

1998-09-01

A survey of United States school bus operators and manufacturers was conducted to define the larger sizes of school buses in regular use. A mid-60 passenger type-c bus (SB-C) and a mid-80 passenger type-D bus (SB-D) were selected as design vehicles. ...

Breaking the Code of Silence.

ERIC Educational Resources Information Center

Halbig, Wolfgang W.

2000-01-01

Schools and communities must break the adolescent code of silence concerning threats of violence. Schools need character education stressing courage, caring, and responsibility; regular discussions of the school discipline code; formal security discussions with parents; 24-hour hotlines; and protocols for handling reports of potential violence.…

Bookmobile Provides Home-Schoolers with Regular Library Period.

ERIC Educational Resources Information Center

Lockwood, Annette

1996-01-01

The bookmobile of Lancaster County Library (Pennsylvania) provides library services to the home schooled children of isolated, rural communities. Home schooling and bookmobile usage have increased proportionally, and bookmobiles act as "library periods" for the home schooled, provide materials to support curricula, and supply…

Fighting Violence without Violence.

ERIC Educational Resources Information Center

Rowicki, Mark A.; Martin, William C.

Violence is becoming the number one problem in United States schools. Approximately 20 percent of high school students regularly carry guns and other weapons. Several nonviolent measures are appropriate to reduce violence in schools; but only the implementation of multiple ideas and measures, not "quick fix" solutions, will curb…

Can a school-based hand hygiene program reduce asthma exacerbations among elementary school children?

PubMed Central

Gerald, Joe K.; Zhang, Bin; McClure, Leslie A.; Bailey, William C.; Harrington, Kathy F.

2012-01-01

Background Viral upper respiratory infections have been implicated as a major cause of asthma exacerbations among school age children. Regular hand washing is the most effective method to prevent the spread of viral respiratory infections but, effective hand washing practices are difficult to establish in schools. Objectives This randomized controlled trial evaluated whether a standardized regimen of hand washing plus alcohol-based hand sanitizer could reduce asthma exacerbations more than schools’ usual hand hygiene practices. Methods This was a two year, community-based, randomized controlled crossover trial. Schools were randomized to usual care then intervention (Sequence 1) or intervention then usual care (Sequence 2). Intervention schools were provided with alcohol-based hand sanitizer, hand soap, and hand hygiene education. The primary outcome was the proportion of students experiencing an asthma exacerbation each month. Generalized estimating equations were used to model the difference in the marginal rate of exacerbations between sequences while controlling for individual demographic factors and the correlation within each student and between students within each school. Results 527 students with asthma were enrolled among 31 schools. The hand hygiene intervention did not reduce the number of asthma exacerbations as compared to the schools’ usual hand hygiene practices (p=0.132). There was a strong temporal trend as both sequences experienced fewer exacerbations during Year 2 as compared to Year 1 (p<0.001). Conclusions While the intervention was not found to be effective, the results were confounded by the H1N1 influenza pandemic that resulted in substantially increased hand hygiene behaviors and resources in usual care schools. Therefore, these results should be viewed cautiously. PMID:23069487

Young People’s Use of E-Cigarettes across the United Kingdom: Findings from Five Surveys 2015–2017

PubMed Central

Bauld, Linda; MacKintosh, Anne Marie; Eastwood, Brian; Ford, Allison; Moore, Graham; Dockrell, Martin; Arnott, Deborah; Cheeseman, Hazel

2017-01-01

Concern has been expressed about the use of e-cigarettes among young people. Our study reported e-cigarette and tobacco cigarette ever and regular use among 11–16 year olds across the UK. Data came from five large scale surveys with different designs and sampling strategies conducted between 2015 and 2017: The Youth Tobacco Policy Survey; the Schools Health Research Network Wales survey; two Action on Smoking and Health (ASH) Smokefree Great Britain-Youth Surveys; and the Scottish Schools Adolescent Lifestyle and Substance Use Survey. Cumulatively these surveys collected data from over 60,000 young people. For 2015/16 data for 11–16 year olds: ever smoking ranged from 11% to 20%; regular (at least weekly) smoking between 1% and 4%; ever use of e-cigarettes 7% to 18%; regular (at least weekly) use 1% to 3%; among never smokers, ever e-cigarette use ranged from 4% to 10% with regular use between 0.1% and 0.5%; among regular smokers, ever e-cigarette use ranged from 67% to 92% and regular use 7% to 38%. ASH surveys showed a rise in the prevalence of ever use of e-cigarettes from 7% (2016) to 11% (2017) but prevalence of regular use did not change remaining at 1%. In summary, surveys across the UK show a consistent pattern: most e-cigarette experimentation does not turn into regular use, and levels of regular use in young people who have never smoked remain very low. PMID:28850065

Anxiety symptoms in regular school students in Mumbai City, India.

PubMed

Karande, S; Gogtay, N J; Bala, N; Sant, H; Thakkar, A; Sholapurwala, R

2018-01-01

Anxiety disorders usually remain undiagnosed in school students owing to the internalized nature of their symptoms. The present study was conducted with the primary objective of evaluating the prevalence of anxiety symptoms in school students in Mumbai. A secondary objective was to assess the impact of variables (age, gender, presence of sibling, and type of school curriculum or school) on anxiety symptoms. Study cases (8-15 year olds) were recruited by nonprobability sampling from four English-medium schools. Anxiety was measured using Spence Children's Anxiety Scale (SCAS)-child self-report questionnaire. T-scores (total and subscales) were calculated and cut-off scores of> 60 were considered as significant. Symptoms of overall anxiety were present in 10.8% (53/493) of the students. Older students (12-15 year olds) had greater odds of having overall anxiety symptoms (crude OR = 4.36, 95% CI 2.27 to 8.39, P < 0.0001). Symptoms of all anxiety disorders were present in the 493 participants, with obsessions/compulsions and fears of physical injury being the most common (in 29.6% and 27.2%, respectively). Older students and boys had greater odds of having obsessions/compulsions (crude OR = 2.32, 95% CI 1.56 to 3.44, P < 0.0001; and crude OR = 1.54, 95% CI 1.04 to 2.27, P= 0.035, respectively]. Students with sibling (s) had greater odds of having fears of physical injury (crude OR = 0.48, 95% CI 0.30 to 0.78, P= 0.003). There is an urgent need to screen school students in our city for anxiety disorders.

Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2003-04. First Look. NCES 2007-302

ERIC Educational Resources Information Center

Guerino, Paul; Hurwitz, Michael D.; Noonan, Margaret E.; Kaffenberger, Sarah M.

2006-01-01

This report presents findings on crime and violence in regular public schools in the United States, using data from the 2003--04 School Survey on Crime and Safety (SSOCS:2004). First administered in the 1999--2000 school year, SSOCS provides information about school crime-related topics from the perspective of school administrators. Developed by…

Mainstreaming the Visually Impaired Child.

ERIC Educational Resources Information Center

Calovini, Gloria, Ed.

Intended for school administrators and regular classroom teachers, the document presents guidelines for working with visually impaired students being integrated into regular classes. Included is a description of the special education program in Illinois. Sections cover the following topics: identification and referral of visually impaired…

Long-term effectiveness of a school-based primary prevention program for anorexia nervosa: A 7-to 8-year follow-up.

PubMed

Adametz, Luise; Richter, Felicitas; Strauss, Bernhard; Walther, Mario; Wick, Katharina; Berger, Uwe

2017-04-01

This is the first study to evaluate the long-term effectiveness of a school-based prevention program in Germany. The aim is to determine the long-term effects of the primary prevention program PriMa (Primary prevention of anorexia nervosa in preadolescent girls) on disordered eating and body self-esteem from childhood to young adulthood. PriMa was conducted and successfully evaluated in a quasi-experimental pre-post design with a control group from 2007 to 2008 consisting of 11-13year old girls (N=1508) from Thuringian schools in Germany. Seven to eight years after the intervention, the same cohort (mean age 19.8years) was invited to complete an online survey. Disordered eating (EAT-26), body self-esteem (FBeK) and BMI were assessed via self-report. The response rate at seven-to-eight-year follow-up was very low (7%). Data of N=100 girls were analyzed. Concerning changes in disordered eating, results revealed no significant long-term effect of PriMa seven to eight years after the intervention. During this time, disordered eating remained stable without a significant increase or decrease. Regarding changes in body self-esteem, group courses differed significantly from each other. The results revealed a significant main effect of group, indicating significant differences in changes of body self-esteem between the intervention and the control group. Following the analysis of these changes of body self-esteem over time, it was found that the intervention group revealed an increase of body self-esteem after program participation and remained stable over time. By contrast, the control group revealed a decrease of body self-esteem over time. Long-term intervention effects of PriMa could be found for body self-esteem but not for disordered eating. The findings suggest that PriMa prevented a decrease of body self-esteem from childhood to young adulthood. For a broader dissemination it is necessary to implement prevention programs consistently in school settings. In order to maintain the prevention effects, it would be interesting to investigate the effects of booster sessions which refresh the programs content on a regular basis. Furthermore, the results of this study revealed the implementation difficulties of primary prevention programs especially concerning the retention of the sample size. Copyright © 2016 Elsevier Ltd. All rights reserved.

Technical Adequacy of the SWPBIS Tiered Fidelity Inventory

ERIC Educational Resources Information Center

McIntosh, Kent; Massar, Michelle M.; Algozzine, Robert F.; George, Heather Peshak; Horner, Robert H.; Lewis, Timothy J.; Swain-Bradway, Jessica

2017-01-01

Full and durable implementation of school-based interventions is supported by regular evaluation of fidelity of implementation. Multiple assessments have been developed to evaluate the extent to which schools are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The "SWPBIS Tiered Fidelity…

The Angel Inside Went Sour.

ERIC Educational Resources Information Center

Rothman, Esther P.

The author describes her experiences as principal of the Livingston School for Girls (New York City) which was created for delinquent adolescents suspended from regular schools. Using specific incidents and personal interpretations, the author discusses the policy and objectives of the school through descriptions of the girls themselves,…

Teacher Turnover in Organizational Context: Staffing Stability in Los Angeles Charter, Magnet, and Regular Public Schools

ERIC Educational Resources Information Center

Newton, Xiaoxia A.; Rivero, Rosario; Fuller, Bruce; Dauter, Luke

2018-01-01

Background/Context: Studies that compare the achievement benefits of charter public schools versus traditional public schools (TPSs) yield quite uneven results. The quality and long-term commitment of teachers represent related mediators that may help to explain effective and ineffective charter schools. Early findings on the comparative rates of…

Get Organized! Time Management for School Leaders

ERIC Educational Resources Information Center

Buck, Frank

2008-01-01

Too often, time-management books target the business executive. Although it is true that those in the educational arena share many of the same challenges, it is also true that schools are unique places. This book is written for school leaders. Its scenarios specifically address the day-to-day situations school leaders face on a regular basis. This…

After-School Programs: A Potential Partner to Support Urban Youth

ERIC Educational Resources Information Center

Evans, Ashley; Leung, Brian P.

2012-01-01

After-school programs (ASPs) are learning centers that provide enrichment opportunities after regular school hours. This article examines the value these programs can add to a child's educational day, especially for urban youth who are vulnerable during after-school hours. Quality ASPs can be part of the solution to help mitigate the effects of…

Disparities in Charter School Resources--The Influence of State Policy and Community

ERIC Educational Resources Information Center

Bodine, Edward; Fuller, Bruce; Gonzalez, Maria-Fernanda; Huerta, Luis; Naughton, Sandra; Park, Sandra; Teh, Laik Woon

2008-01-01

Recent findings show that students attending charter schools in the United States achieve at comparable or lower levels to those enrolled in regular public schools, perhaps due to uneven quality and disparities in the levels of resources acquired by charter schools. But little is known as to what state and local factors contribute to disparate…

Making The Case: A Fact Sheet on Children and Youth on Out-of-School Time

ERIC Educational Resources Information Center

Wellesley Centers for Women, 2006

2006-01-01

Research on school-age children (those between the ages of 5 and 12) indicates that an estimated 4 million regularly spend time without adult supervision. There is growing evidence that quality out-of-school opportunities matter, complementing environments created by schools and families and providing important "nutrients" that deter failure and…

School-Based Learning for Individual Diversity in Education: The SLIDE Project

ERIC Educational Resources Information Center

Harrington, Ingrid

2013-01-01

Whole-School Professional Development (PD) days held regularly in schools are designed to promote and up-skill school staff on relevant areas of educational policy and practice. An aim of PD days is to empower participants with new knowledges and skills, and to confirm that current practices and interpretations of education policy and procedure…

Life on the Bleeding Edge: Philosophy, Practice, and Public Relations in Charter Schools

ERIC Educational Resources Information Center

Perreault, George

2004-01-01

Charter schools represent one of the most intriguing developments within public education in the past decade. Although they vary widely among themselves and differ from regular public schools in some regards, they also show many similarities. Consequently, many of the public relations strategies that work for other schools should also be useful…

Addressing Barriers to Learning. Volume 12, Number 4. Fall 2007

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2007

2007-01-01

Leaders concerned with advancing mental health in school need to focus on much more than just increasing clinical services. This issue of the quarterly newsletter of the Center for Mental Health in Schools includes the following features and regular segments: (1) Mental Health in Schools: Much More than Services for the Few; (2) Many Schools, Many…

Cognitive Performance of Emotionally Handicapped Students: Predictor of School Placement?

ERIC Educational Resources Information Center

Lutkemeier, David M.; Wade, James P.

The study examined the intellectual performance of 248 school age students 157 of whom were taken from public school settings. Of these, 93 were emotionally handicapped (EH) students and 64 were regular education students. The remaining subjects came from a residential school for EH children and youth (n=15) and from a summer program for…

Enhancing Collaboration between School Nurses and School Psychologists When Providing a Continuum of Care for Children with Medical Needs

ERIC Educational Resources Information Center

Hernández Finch, Maria E.; Finch, W. Holmes; Mcintosh, Constance E.; Thomas, Cynthia; Maughan, Erin

2015-01-01

Students who are medically involved often require sustained related services, regular care coordination, and case management to ensure that they are receiving a free and appropriate public education. Exploring the collaboration efforts of school psychologists and school nurses for meeting the educational and related services needs of these…

Math Coaching in a Rural School: Gaining Entry: A Vital First Step

ERIC Educational Resources Information Center

Hartman, Sara

2013-01-01

A growing trend across the nation, academic coaching is a popular way for schools to embed professional development within the regular school day. This article presents the findings of a yearlong qualitative case study of a rural school academic coach and her attempts to gain entry to teachers' classrooms to observe and guide their instructional…

Modeling the Relations among Parental Involvement, School Engagement and Academic Performance of High School Students

ERIC Educational Resources Information Center

Al-Alwan, Ahmed F.

2014-01-01

The author proposed a model to explain how parental involvement and school engagement related to academic performance. Participants were (671) 9th and 10th graders students who completed two scales of "parental involvement" and "school engagement" in their regular classrooms. Results of the path analysis suggested that the…

Career Awareness Program; Fruth Elementary School.

ERIC Educational Resources Information Center

Kelly, Julia; Gaujot, Carol

This is a report of a career education program, first conceived through a school assembly and initiated at Fruth Elementary School in grades K-6. The format used by the teachers correlates a phase of the world of work with regular school work. Some students and teachers from the Career Education Tech. Center participate in this program as do…

Forming Effective Partnerships to Facilitate Inclusion of Students with Vision Impairments: Perceptions of a Regular Classroom Teacher and an Itinerant Teacher

ERIC Educational Resources Information Center

Sharma, Umesh; Moore, Dennis; Furlonger, Brett; King, Brian Smyth; Kaye, Linda; Constantinou, Olga

2010-01-01

This qualitative study reports on the perceptions of a regular classroom teacher and an itinerant teacher about the challenges they faced in including a student with vision impairment in regular school in New South Wales, Australia. Some of the common strategies employed by both these teachers to address these challenges are discussed. (Contains 1…

Predictive Value of the School-leaving Grade and Prognosis of Different Admission Groups for Academic Performance and Continuity in the Medical Course – a Longitudinal Study

PubMed Central

Kadmon, Guni; Resch, Franz; Duelli, Roman; Kadmon, Martina

2014-01-01

Background: The school-leaving GPA and the time since completion of secondary education are the major criteria for admission to German medical schools. However, the predictive value of the school-leaving grade and the admission delay have not been thoroughly examined since the amendment of the Medical Licensing Regulations and the introduction of reformed curricula in 2002. Detailed information on the prognosis of the different admission groups is also missing. Aim: To examine the predictive values of the school-leaving grade and the age at enrolment for academic performance and continuity throughout the reformed medical course. Methods: The study includes the central admission groups “GPA-best” and “delayed admission” as well as the primary and secondary local admission groups of three consecutive cohorts. The relationship between the criteria academic performance and continuity and the predictors school-leaving GPA, enrolment age, and admission group affiliation were examined up to the beginning of the final clerkship year. Results: The academic performance and the prolongation of the pre-clinical part of undergraduate training were significantly related to the school-leaving GPA. Conversely, the dropout rate was related to age at enrolment. The students of the GPA-best group and the primary local admission group performed best and had the lowest dropout rates. The students of the delayed admission group and secondary local admission group performed significantly worse. More than 20% of these students dropped out within the pre-clinical course, half of them due to poor academic performance. However, the academic performance of all of the admission groups was highly variable and only about 35% of the students of each group reached the final clerkship year within the regular time. Discussion: The school-leaving grade and age appear to have different prognostic implications for academic performance and continuity. Both factors have consequences for the delayed admission group. The academic prognosis of the secondary local admission group is as problematic as that of the delayed admission group. Additional admission instruments would be necessary, in order to recognise potentially able applicants independently of their school-leaving grade and to avoid the secondary admission procedure. PMID:24872856

Family effects on the rurality of GP's work location: a longitudinal panel study.

PubMed

McGrail, Matthew R; Russell, Deborah J; O'Sullivan, Belinda G

2017-10-19

Reduced opportunities for children's schooling and spouse's/partner's employment are identified internationally as key barriers to general practitioners (GPs) working rurally. This paper aims to measure longitudinal associations between the rurality of GP work location and having (i) school-aged children and (ii) a spouse/partner in the workforce. Participants included 4377 GPs responding to at least two consecutive annual surveys of the Medicine in Australia: Balancing Employment and Life (MABEL) national longitudinal study between 2008 and 2014. The main outcome, GP work location, was categorised by remoteness and population size. Five sequential binary school-age groupings were defined according to whether a GP had no children, only preschool children (aged 0-4 years), at least one primary-school child (aged 5-11 years), at least one child in secondary school (aged 12-18 years), and all children older than secondary school (aged ≥ 19). Partner in the workforce was defined by whether a GP had a partner who was either currently working or looking for work, or not. Separate generalised estimating equation models, which aggregated consecutive annual observations per GP, tested associations between work location and (i) educational stages and (ii) partner employment, after adjusting for key covariates. Male GPs with children in secondary school were significantly less likely to work rurally (inclusive of > 50 000 regional centres through to the smallest rural towns of < 5000) compared to male GPs with children in primary school. In contrast, female GPs' locations were not significantly associated with the educational stage of their children. Having a partner in the workforce was not associated with work location for male GPs, whereas female GPs with a partner in the workforce were significantly less likely to work in smaller rural/remote communities (< 15 000 population). This is the first systematic, national-level longitudinal study showing that GP work location is related to key family needs which differ according to GP gender and educational stages of children. Such non-professional factors are likely to be dynamic across the GP's lifespan and should be regularly reviewed as part of GP retention planning. This research supports investment in regional development for strong local secondary school and partner employment opportunities.

Can use of healthcare services among 15-16-year-olds predict an increased level of high school dropout? A longitudinal community study.

PubMed

Homlong, Lisbeth; Rosvold, Elin O; Haavet, Ole R

2013-09-19

To study associations between healthcare seeking in 15-16-year-olds and high school dropout 5 years later. Longitudinal community study. Data from a comprehensive youth health survey conducted in 2000-2004, linked to data from national registries up to 2010. 13 964 10th grade secondary school students in six Norwegian counties. Logistic regression was used to compute ORs for high school dropout. The total proportion of students not completing high school 5 years after registering was 29% (girls 24%, boys 34%). Frequent attenders to school health services and youth health clinics at age 15-16 years had a higher dropout rate (37/48% and 45/71%), compared with those with no or moderate use. Adolescents referred to mental health services were also more likely to drop out (47/62%). Boys with moderate use of a general practitioner (GP) had a lower dropout rate (30%). A multiple logistic regression analysis, in which we adjusted for selected health indicators and sociodemographic background variables, revealed that seeking help from the youth health clinic and consulting mental health services, were associated with increased level of high school dropout 5 years later. Frequent attenders (≥4 contacts) had the highest odds of dropping out. Yet, boys who saw a GP and girls attending the school health services regularly over the previous year were less likely than their peers to drop out from high school. Adolescents who seek help at certain healthcare services can be at risk of dropping out of high school later. Health workers should pay particular attention to frequent attenders and offer follow-up when needed. However, boys who attended a GP regularly were more likely to continue to high school graduation, which may indicate a protective effect of having a regular and stable relationship with a GP.

32 CFR 901.21 - Notification of selection or nonselection.

Code of Federal Regulations, 2010 CFR

2010-07-01

.... Regular airmen in technical school completes all phases of training, if time permits, before reporting to... MILITARY TRAINING AND SCHOOLS APPOINTMENT TO THE UNITED STATES AIR FORCE ACADEMY Nomination Procedures and...

Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout.

PubMed

Boujut, Emilie; Dean, Annika; Grouselle, Amélie; Cappe, Emilie

2016-09-01

The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires measuring perceived stress, social support, coping strategies, and burnout. Specialized teachers perceive their teaching as a challenge, can count on receiving help from colleagues, use more problem-focused coping strategies and social support seeking behavior, and are less emotionally exhausted than teachers in regular classes. This study highlights that teachers in specialized schools and classes have better adjustment, probably due to their training, experience, and tailored classroom conditions.

A Qualitative Study on the Perceptions of High School Counselors as Student Advocates in Online Education

ERIC Educational Resources Information Center

Meisenburg, Terry James

2013-01-01

Advocacy for all students is an important tenet in current school counselor literature and has been recognized as a vital component in student success. With the increase of students who attend high school online learning programs that do not require regular attendance at a school site, the role of the high school counselor to advocate for these…

The District Agricultural Schools of Georgia. Bulletin, 1916, No. 44

ERIC Educational Resources Information Center

Lane, C. H.; Crosby, D. J.

1916-01-01

In most of the States some attempt is made to teach agriculture and rural domestic economy to boys and girls of high school age and over, whose advancement in the ordinary school subjects is of high school grade or less. In some States the attempt has be made to do this work only in the regular county, township, district, and village high schools,…

If We Build It, We Will Come: Impacts of a Summer Robotics Program on Regular Year Attendance in Middle School. Policy Brief

ERIC Educational Resources Information Center

Mac Iver, Martha Abele; Mac Iver, Douglas J.

2014-01-01

Recognizing the importance of both keeping middle school students engaged and improving their math skills, Baltimore City Public Schools (City Schools) developed a summer school STEM program involving not only math and science instruction but also the experience of building a robot and competing with those robots in a city-wide tournament.…

The importance of social sources of cigarettes to school students.

PubMed

Croghan, E; Aveyard, P; Griffin, C; Cheng, K K

2003-03-01

To discover the importance of social sources of tobacco to young people as opposed to commercial sources; to describe the peer market for cigarettes in schools and the consequences for young people of their involvement in it. Cross sectional questionnaire survey, one-to-one interviews, and focus groups. Seven schools in Birmingham, UK. All students in two randomly selected classes from each school completed the questionnaire, and never smokers, occasional smokers, and regular smokers were interviewed. Two thirds of occasional smokers and one quarter of regular smokers obtained cigarettes socially, mostly for free. A few smokers regularly bought their cigarettes from others. Among friendship groups, both smokers and non-smokers were involved in the exchange of cigarettes, often for money, which is a common activity. A few young people use the selling of cigarettes to fund their own smoking. Some young people, smokers and non-smokers, are involved in semi-commercial selling of cigarettes. All school students are aware of where to purchase cigarettes from non-friends, which is only used "in emergency" because of the high price. One school had a strong punishment policy for students caught with cigarettes. In this school, more people bought singles from the peer market and the price was higher. The passing and selling of cigarettes in school is a common activity, which from the young persons perspective, ensures that all share cross counter purchases. A few people are prepared to use the peer market for monetary gain and it appears to be responsive to external conditions. The peer market might mean that efforts to control illegal sales of cigarettes are not as effective as hoped.

Ten-Ways to Improve Principal-Parent Communication.

ERIC Educational Resources Information Center

Vann, Allan S.

1992-01-01

Principals can forge an effective home-school partnership by encouraging teachers to communicate regularly with parents, issuing a monthly principal's newsletter, writing a column in the parent organization's newsletter, hosting informal meetings with parents, issuing parent and student handbooks, and meeting regularly with the parent…

Finding Common Ground

ERIC Educational Resources Information Center

Benson, Jeffrey

2017-01-01

Regular education teachers and special educators shouldn't view their jobs as mutually exclusive, writes Jeffrey Benson in this article. He argues that all students benefit when both teachers form collaborative partnerships. Drawing on his four decades of experience in schools, Benson details how regular education teachers can incorporate ideas…

Prevalence of Autism Spectrum Disorders in Ecuador: A Pilot Study in Quito.

PubMed

Dekkers, Laura M S; Groot, Norbert A; Díaz Mosquera, Elena N; Andrade Zúñiga, Ivonne P; Delfos, Martine F

2015-12-01

This research presents the results of the first phase of the study on the prevalence of pupils with Autism Spectrum Disorder (ASD) in regular education in Quito, Ecuador. One-hundred-and-sixty-one regular schools in Quito were selected with a total of 51,453 pupils. Prevalence of ASD was assessed by an interview with the rector of the school or its delegate. Results show an extremely low prevalence of 0.11 % of pupils with any ASD diagnosis; another 0.21 % were suspected to have ASD, but were without a diagnosis. This low prevalence suggests that children and adolescents with ASD are not included in regular education in Quito. These results are discussed in the light of low diagnostic identification of ASD and low inclusion tolerance.

Head Teachers and Teachers as Pioneers in Facilitating Dyslexic Children in Primary Mainstream Schools

ERIC Educational Resources Information Center

Jaka, Fahima Salman

2015-01-01

This study explores the perceptions of school heads and teachers in facilitating young dyslexic children in primary mainstream schools of Pakistan. Through purposive sampling, the researcher selected eight participants: Four primary school heads and four primary teachers from elite schools of Karachi. The research instrument selected for this…

A Comparative Analysis of Teacher Supply and Pupils' Enrolment in Public and Private Primary Schools in Kwara and Ekiti States, Nigeria

ERIC Educational Resources Information Center

Adeyemi, T. O.

2012-01-01

This study investigated teacher supply and pupils' enrolment in public and private primary schools in Kwara and Ekiti States, Nigeria. The study population comprised all the 811 primary schools in Kwara State and 810 primary schools in Ekiti State. Out of the forty-seven higher institutions that supply teachers to primary schools in the two…

Fostering Student Leadership: One School's Approach.

ERIC Educational Resources Information Center

Maher, Robert

1984-01-01

Lakeland High School in Shrub Oak, New York, uses a student-initiated course in leadership to develop students' responsibility. The year-long course is part of the regular curriculum, drawing on communication and reasoning skills. Each participant begins with self-development and proceeds to school and community service projects. (MCG)

Pueblo Community College, Dual Credit Handbook, 1998-99.

ERIC Educational Resources Information Center

Griffith, Mary

This Dual Credit Handbook from Pueblo Community College (CO) provides information and guidelines to assist instructors in meeting their assignment. These guidelines apply to dual credit courses offered to high school students during their regular school hours, for which students receive high school- and college-level credit simultaneously. This…

How Healthy Is Homeschool? An Analysis of Body Composition and Cardiovascular Disease Risk

ERIC Educational Resources Information Center

Kabiri, Laura S.; Mitchell, Katy; Brewer, Wayne; Ortiz, Alexis

2018-01-01

Background: Public school children regularly participate in school-based physical activity, physical education, and fitness testing. However, almost 2 million American children are homeschooled. The purpose of this research was to assess the body composition of elementary school-aged homeschool children and their corresponding cardiovascular…

Disaster Education in Australian Schools

ERIC Educational Resources Information Center

Boon, Helen J.; Pagliano, Paul J.

2014-01-01

Australia regularly suffers floods, droughts, bushfires and cyclones, which are predicted to increase and/or intensify in the future due to climate change. While school-aged children are among the most vulnerable to natural disasters, they can be empowered through education to prepare for and respond to disasters. School disaster education is…

"Homo High"

ERIC Educational Resources Information Center

Kilman, Carrie

2010-01-01

In Chicago's public school system, LGBT students were three times more likely than straight peers to miss school because of threats to their safety, according to 2003 districtwide survey; and students who face regular harassment were more like to drop out. In this article, the author shares her thoughts on the move of Chicago school officials to…

Prevention-Related Research Targeting African American Alternative Education Program Students

ERIC Educational Resources Information Center

Carswell, Steven B.; Hanlon, Thomas E.; Watts, Amy M.; O'Grady, Kevin E.

2014-01-01

This article reports on a program of research that examined the background, planning, implementation, and evaluation of an after-school preventive intervention program within an ongoing urban alternative education program targeting African American students referred to the school because of their problematic behavior in regular schools. The…

School Psychologists Working with Children Affected by Abuse and Neglect

ERIC Educational Resources Information Center

Dezen, Kristin A.; Gurl, Aaron; Ping, Jenn

2010-01-01

School psychologists encounter children regularly who have been affected by abuse and neglect. Maltreatment adversely affects the mental health status and academic achievement of youth, thereby making the topic an area of concern for school psychologists. More recently, child protection laws have been expanded to include mandatory child abuse…

Childhood Fears, Neurobehavioral Functioning and Behavior Problems in School-Age Children

ERIC Educational Resources Information Center

Kushnir, Jonathan; Sadeh, Avi

2010-01-01

The objective is to examine underlying associations between childhood fears, behavior problems and neurobehavioral functioning (NBF) in school-age children. Healthy, regular school children (N = 135), from second, fourth and sixth grade classes were assessed. Data regarding children's fears and behavioral problems were obtained with the Revised…

Routines in School Organizations: Creating Stability and Change

ERIC Educational Resources Information Center

Conley, Sharon; Enomoto, Ernestine K.

2005-01-01

Purpose: This paper presents routinized action theory as a way to examine the regular, habitual activities that occur in school organizations. Using this theoretical lens, school routines were analyzed in order to understand organizational stability and change. Design/methodology/approach: Using case study methods, three discrete cases are…

Study of the Career Intern Program. Summary Report.

ERIC Educational Resources Information Center

Tallmadge, G. Kasten; And Others

The Career Intern Program (CIP) is an alternative high school designed to enable disadvantaged and alienated dropouts or potential dropouts to earn regular high school diplomas, to prepare them for meaningful employment or postsecondary education, and to facilitate their transition from school to work. CIP components are instruction, counseling,…

Evaluation of the Family/School Partnership Project, Year III, 1996-97.

ERIC Educational Resources Information Center

Kester, Donald L.; Plakos, John; Santos, Will

The report details the third-year evaluation of a transitional bilingual education project at Chester W. Nimitz Middle School in Huntington Park, California. The Family/School Partnership Project is designed to assist limited English proficient students in mastering English skills to transition to regular classroom activities by integrating…

An Analysis of Teacher Sorting in Secondary Special Education and Alternative Schools

ERIC Educational Resources Information Center

Mason-Williams, Loretta; Gagnon, Joseph Calvin

2017-01-01

This study provides nationally representative information about the qualifications and preparation of secondary content and special education teachers in special education and alternative school settings, as compared with teachers in regular schools. Findings demonstrate that a statistically significant relationship did not exist between school…

The Learning Enrichment Service: A Triad-Based Secondary School Model for Enrichment Programming.

ERIC Educational Resources Information Center

Smyth, Elizabeth; And Others

1983-01-01

Three secondary teachers describe a school-wide support system for meeting the needs of gifted students in and beyond the regular classroom. A management team coordinates enrichment within the school and community while a computerized data bank of enrichment resources is accessible to all learners. (CL)

School Performance

ERIC Educational Resources Information Center

Lamas, Héctor A.

2015-01-01

The school performance study of students is, due to its relevance and complexity, one of the issues of major controversy in the educational research, and it has been given special attention in the last decades. This study is intended to show a conceptual approach to the school performance construct, contextualizing the reality in the regular basic…

Educational Programming for Pupils with Neurologically Based Language Disorders. Final Report.

ERIC Educational Resources Information Center

Zedler, Empress Y.

To investigate procedures whereby schools may achieve maximal results with otherwise normal underachieving pupils with neurologically based language-learning disorders, 100 such subjects were studied over a 2-year period. Fifty experimental subjects remained in regular classes in school and received individualized teaching outside of school hours…

Facilitators of and Barriers to Model School Psychological Services

ERIC Educational Resources Information Center

Castillo, Jose M.; Arroyo-Plaza, Javier; Tan, Sim Yin; Sabnis, Sujay; Mattison, Amira

2017-01-01

This study examined facilitators of and barriers to comprehensive and integrated services. A national sample of 267 full-time practicing school psychologists who were Regular Members or Early Career Members of the National Association of School Psychologists participated. We administered a survey to participants that measured the extent to which…

Musicals Enrich Middle School Programs

ERIC Educational Resources Information Center

Thomas, Douglas D.; North, Rita

2005-01-01

An enriching fine arts program has long been advocated as an essential element of an effective middle school program. The vocal music program at Pleasant Hill (Missouri) Middle School supports student growth and development beyond the regular classroom. It supports students' existing skills and talents and provides opportunities for them to…

Caring for Children with Cystic Fibrosis: A Collaborative Clinical and School Approach

ERIC Educational Resources Information Center

Strawhacker, MaryAnn Tapper; Wellendorf, Joyce

2004-01-01

Earlier diagnosis and more effective treatments have improved both morbidity and mortality associated with cystic fibrosis, making regular school attendance a reality. School nurses have a unique opportunity to assist students with cystic fibrosis successfully manage their disease. Medical treatment for cystic fibrosis can be complex, leaving…

Assisting Learners with Special Needs in a Regular Classroom at a Parochial School.

ERIC Educational Resources Information Center

Ehens, Cynthia; Gates, Jill

This action research study was designed to improve the academic performance of students with special needs in two elementary school classrooms in a parochial school setting. Cooperative learning and curriculum modifications were selected as interventions. Cooperative groups were formed which emphasized teamwork and communication with assigned…

34 CFR 472.5 - What definitions apply?

Code of Federal Regulations, 2010 CFR

2010-07-01

... attendance under State law, and whose receipt of project services is expected to result in new employment... principally for the provision of vocational education to individuals who have completed or left high school... regular students both individuals who have completed high school and individuals who have left high school...

34 CFR 472.5 - What definitions apply?

Code of Federal Regulations, 2011 CFR

2011-07-01

... attendance under State law, and whose receipt of project services is expected to result in new employment... principally for the provision of vocational education to individuals who have completed or left high school... regular students both individuals who have completed high school and individuals who have left high school...

A Secondary Guy: Physically Disabled Teenagers in Secondary Schools.

ERIC Educational Resources Information Center

Doubt, Lorna; McColl, Mary Ann

2003-01-01

A phenomenological study of seven teenagers with physical disabilities attending a regular secondary school focused on social integration and the factors influencing it. Results showed extrinsic and intrinsic factors that facilitate or limit integration. Occupational therapists can ensure that schools are inclusive and that clients are capable of…

Physically active Chilean school kids perform better in language and mathematics.

PubMed

Correa-Burrows, Paulina; Burrows, Raquel; Ibaceta, Camila; Orellana, Yasna; Ivanovic, Daniza

2017-04-01

We examined the association between the engagement in regular physical activity (PA) and the academic performance (AP) of school-age children from Santiago Metropolitan Region. In a random sample of 1271 students (13.3 ± 2.3 years old) we measured regular PA, accounting for hours of weekly scheduled exercise, and AP, using national standardized tests scores in Language and Mathematics. Bivariate and multivariate regression analyses were used to model the relation between academic and health-related behaviors. Two outcomes were considered: (i) sufficiency according to the Ministry of Education and (ii) discretionary sufficiency (tests z-scores ≥50th percentile). About 80% of students were poorly engaged in scheduled exercise (<2 h per week). Devoting more than 4 h per week to scheduled exercise significantly increased the odds of reaching the official and discretionary sufficiency in both Language and Mathematics. Moderate engagement (2-4 h per week) just improved the odds of reaching the discretionary sufficiency standard. These results confirm the poor engagement in regular exercise at the school level. School kids with the highest allocation of time to scheduled exercise have better AP in Language and Mathematics. Our findings support the notion that academic and health-related behaviors are linked and, similarly, that school health programs may have positive effects on educational outcomes. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Prevalence of negative life events and chronic adversities in European pre- and primary-school children: results from the IDEFICS study

PubMed Central

2012-01-01

Background Children are not always recognized as being susceptible to stress, although childhood stressors may originate from multiple events in their everyday surroundings with negative effects on children’s health. Methods As there is a lack of large-scale, European prevalence data on childhood adversities, this study presents the prevalence of (1) negative life events and (2) familial and social adversities in 4637 European pre- and primary-school children (4–11 years old), using a parentally-reported questionnaire embedded in the IDEFICS project (‘Identification and prevention of Dietary- and lifestyle-induced health EFfects In Children and infantS’). Results The following findings were observed: (1) Certain adversities occur only rarely, while others are very regular (i.e. parental divorce); (2) A large percentage of children is shielded from stressors, while a small group of children is exposed to multiple, accumulating adversities; (3) The prevalence of childhood adversity is influenced by geographical location (e.g. north versus south), age group and sex; (4) Childhood adversities are associated and co-occur, resulting in potential cumulative childhood stress. Conclusions This study demonstrated the importance of not only studying traumatic events but also of focusing on the early familial and social environment in childhood stress research and indicated the importance of recording or monitoring childhood adversities. PMID:23173879

[Outdoor activity and myopia among 681 primary students in urban and rural regions of Beijing].

PubMed

Guo, Yin; Liu, Lijuan; Xu, Liang; Lü, Yanyun; Tang, Ping; Feng, Yi

2014-01-21

To explore the association between outdoor activity and myopia among 681 primary students from Beijing. School-based, cross-sectional investigation. Eye examination includes the visual acuity test, auto-refractor, slit lamp, ocular biometry and non-mydriatic fundus camera. Questionnaire includes regular items, near work, outdoor activity and social-economic status. The mean time spent outdoors was 1.6 ± 0.8 hours daily. Time spent on outdoor sports and outdoor leisure were 0.7 ± 0.1 hours daily, 1.0 ± 0.8 hours daily, respectively. Mean time of outdoor activity in urban was 1.1 ± 0.4 hours daily, compared with 2.2 ± 0.8 hours daily in rural (P = 0.000). In grade-1, total time spent outdoors is significantly different between myopia and non-myopia (1.4 ± 0.6 vs 1.8 ± 0.8 hours daily, P = 0.000), similar to outdoor leisure (0.8 ± 0.6 vs 1.1 ± 0.9 hours daily, P = 0.000). The same trend was also found in grade-4. The mean time spent outdoors was 1.6 ± 0.8 hours daily. Myopia spent a lower outdoor activity compared with non-myopia. More outdoor activity, e.g., in schools, may potentially be helpful to reduce the high prevalence of myopia in the young generation.

Assessing the effectiveness of a school-based oral health promotion programme in Yichang City, China.

PubMed

Tai, Bao-Jun; Jiang, Han; Du, Min-Quan; Peng, Bin

2009-10-01

To assess the outcome of oral health promotion in schoolchildren over a 3-year period in Yichang City, Hubei, China. In a cluster randomized controlled trial, the concept of the World Health Organization Health Promoting Schools Project was applied to primary schoolchildren. Seven intervention schools and eight control schools were randomly selected from one district by stratified cluster sampling. The study was conducted as a 3-year follow-up study. After 3 years, 661 children remained in the intervention group and 697 children in the control group. Data on dental caries, plaque accumulation, and sulcus bleeding were collected by clinical examination, while behavioural data were gathered by self-administered questionnaires. The 3-year net mean DMFS increment score was 0.22 in the intervention schools and 0.35 in the control schools (P < 0.013). A statistically significant difference in mean plaque (P < 0.013) and sulcus bleeding (P < 0.005) increment scores after 3 years was found between the two groups. Statistically significant higher scores were observed in restorations received and sealants placed, and a lower score in untreated dental caries, in children from the intervention group than the control group after 3 years (P < 0.01). In addition, more children in the intervention schools adopted regular oral health behavioural practices such as brushing their teeth at least twice a day, visiting the dentist within the past calendar year, and using fluoride toothpaste. The study suggests that the school-based oral health promotion was an effective way to reduce new caries incidence, improve oral hygiene and establish positive oral health behavioural practices in the targeted schoolchildren.

Screening and brief intervention in high schools: School nurses' practices and attitudes in Massachusetts.

PubMed

Lunstead, Julie; Weitzman, Elissa R; Kaye, Dylan; Levy, Sharon

2017-01-01

Screening, brief intervention, and referral to treatment (SBIRT) is recommended as a strategy to prevent or reduce adolescent substance use. Offering SBIRT in schools may provide an opportunity to reach adolescents not accessing primary care. The objective is to assess school nurses' attitudes and practices regarding adolescent SBIRT. The authors administered electronically and in person a questionnaire including 29 items on SBIRT attitudes and practices to school nurses registered for the Northeastern University's School Health Institute Summer Program in Massachusetts (N = 168). Survey questions were adapted from a questionnaire originally developed by the American Academy of Pediatrics. One hundred and forty-four nurses completed the survey for a response rate of 85.7%. More than three quarters of the respondents (77.0%) were in favor of universal alcohol screening in schools. None of the respondents reported screening their students on a regular basis. More than half (64.4%) of nurses reported screening students; however, they did so only when they suspected alcohol use. During these instances, only 17.9% used a validated screening tool and almost all (98.2%) used face-to-face clinical interviews. When addressing alcohol use by a student, the large majority of respondents reported including the following recommended clinical strategies: asking about problems related to alcohol use (56.3%), explaining the harms of alcohol use (70.1%), and advising abstinence (73.6%). On average, respondents spend 5 to 10 minutes discussing alcohol use with their students. Survey respondents were supportive of universal alcohol screening in school, although few were doing so at the time. When respondents identified students using alcohol, their interventions were closely aligned with clinical recommendations for brief intervention. Implementation of SBIRT that focuses on standardized, annual screening has the potential to deliver high-quality care in this setting.

Regular Soda Policies, School Availability, and High School Student Consumption

PubMed Central

Terry-McElrath, Yvonne M.; Chriqui, Jamie F.; O’Malley, Patrick M.; Chaloupka, Frank J.; Johnston, Lloyd D.

2014-01-01

Background Beginning in the 2014–2015 school year, all U.S. schools participating in federally reimbursable meal programs are required to implement new nutrition standards for items sold in competitive venues. Multilevel mediation modeling examining direct, mediated, and indirect pathways between policy, availability, and student consumption might provide insight into possible outcomes of implementing aspects of the new standards. Purpose To employ multilevel mediation modeling using state- and school district–level policies mandating school soda bans, school soda availability, and student soda consumption. Methods The 2010–2012 Monitoring the Future surveys obtained nationally representative data on high school student soda consumption; school administrators provided school soda availability data. State laws and district policies were compiled and coded. Analyses conducted in 2014 controlled for state-, school-, and student-level characteristics. Results State–district–school models found that state bans were associated with significantly lower school soda availability (c, p<0.05) but district bans showed no significant associations. No significant direct, mediated, or indirect associations between state policy and student consumption were observed for the overall sample. Among African American high school students, state policy was associated directly with significantly lower school soda availability (a, p<0.01), and—indirectly through lower school availability—with significantly lower soda consumption (a*b, p<0.05). Conclusions These analyses indicate state policy focused on regular soda strongly affected school soda availability, and worked through changes in school availability to decrease soda consumption among African American students, but not the overall population. PMID:25576493

A Study on Primary and Secondary School Students' Misconceptions about Greenhouse Effect (Erzurum Sampling)

ERIC Educational Resources Information Center

Gul, Seyda; Yesilyurt, Selami

2011-01-01

The aim of this study is to determine what level of primary and secondary school students' misconceptions related to greenhouse effect is. Study group consists of totally 280 students attended to totally 8 primary and secondary schools (4 primary school, 4 secondary school) which were determined with convenient sampling method from center of…

The Role of Pre-School Education on Learning Achievement at Primary Level in Bangladesh

ERIC Educational Resources Information Center

Nath, Samir Ranjan

2012-01-01

This paper examines the impact of pre-school education on learning achievement at primary level in Bangladesh. Evidence from learning achievement test and household and school-related data were obtained from 7093 pupils attending 440 primary schools in Bangladesh. Findings suggest that a small proportion (15.3%) of primary school pupils attended…

Curriculum Adaptation for Inclusive Classrooms.

ERIC Educational Resources Information Center

Neary, Tom; And Others

This manual on curriculum adaptation for inclusive classrooms was developed as part of the PEERS (Providing Education for Everyone in Regular Schools) Project, a 5-year collaborative systems change project in California to facilitate the integration of students with severe disabilities previously at special centers into services at regular school…

Ending Special Educators' Isolation

ERIC Educational Resources Information Center

Hansen, Spencer D.

2007-01-01

This article talks about the "special" support that special educators need from administrators. Special educators need the same type of support that regular teachers receive. Pairing regular and special education teachers allows special education teachers to contribute to and receive support from the other teachers in a school. Ensuring that…

Inclusion: Who Really Benefits?

ERIC Educational Resources Information Center

Wilson-Younger, Dylinda

2009-01-01

Since the reauthorization of 2003, schools across the nation are mandated to educate students within the regular educational environment. What impact does this merger have on students and teachers? Who really benefits from this merger of regular education and special education? This article discusses the attitudes of general education teachers…

Elementary School Principals in Low Socio-Economic-Status Schools: A University-Based Research Programme Designed to Support Mandated Reform

ERIC Educational Resources Information Center

Archambault, Jean; Garon, Roseline

2012-01-01

This paper presents a reform initiative, the Supporting Montreal Schools Program (SMSP), created by the government of Quebec to assist 184 low socio-economic-status schools in Montreal implement seven reform strategies prescribed by the government. On a regular basis, the professional team of the SMSP engages in reflection and research with…

Compulsory School Attendance: What Research Says and What It Means for State Policy

ERIC Educational Resources Information Center

Whitehurst, Grover J.; Whitfield, Sarah

2012-01-01

During his 2012 State of the Union address, President Barack Obama offered several recommendations on education policy, including one specifying that all states increase the age of compulsory school attendance to 18. Approximately 25 percent of public school students in the U.S. don't obtain a regular high school diploma, a tragedy for them and a…

Perceptions of School Toilets as a Cause for Irregular Toilet Habits among Schoolchildren Aged 6 to 16 Years

ERIC Educational Resources Information Center

Lundblad, Barbro; Hellstrom, Anna-Lena

2005-01-01

Irregular bladder and bowel habits can contribute to urinary and bowel problems. Schoolchildren undergoing treatment for these problems often do not follow the recommendation of regular toilet visits at school, claiming negative perceptions of school toilets. This study examined 6- to 16-year-old schoolchildren's perceptions of school toilets and…

Career Education: Sample Lessons to Parallel the New York City Public Schools Senior High School Curriculum.

ERIC Educational Resources Information Center

State Project to Implement Career Education, New York, NY.

Lessons in this document are the product of a senior high school teachers' workshop sponsored by the State Project to Implement Career Education (SPICE) in New York City schools. These career education sample lessons, covering nine subject areas, are designed to be used along with regular curriculum materials and relate to self-awareness, career…

A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools

ERIC Educational Resources Information Center

Horner, Robert H.; Sugai, George; Smolkowski, Keith; Eber, Lucille; Nakasato, Jean; Todd, Anne W.; Esperanza, Jody

2009-01-01

We report a randomized, wait-list controlled trial assessing the effects of school-wide positive behavior support (SWPBS). An effectiveness analysis was conducted with elementary schools in Hawaii and Illinois where training and technical assistance in SWPBS was provided by regular state personnel over a 3-year period. Results document that the…

The Impact of Teacher Furloughs on Academic Achievement in Hawaii Public Schools

ERIC Educational Resources Information Center

Soares, Katina M.

2013-01-01

Due to budget shortfalls, teacher furloughs were imposed in 2009 in Hawaii Public Schools. The furloughs resulted in a 2009-2010 school year of 167 days as opposed to the regular school year of 180 days. The purpose of this causal-comparative study with a pretest-posttest design was to examine the found effects of those furloughs on academic…

Does the Discourse of Employer Linked Charter Schools Signal a Commitment to Work Force Development or Transformational Learning?

ERIC Educational Resources Information Center

Freeman, Eric; Lakes, Richard D.

2005-01-01

The latest model for educational reform emerging in the US vocational-technical delivery system is the employer linked charter school (ELCS). This emerging concept is viewed as a partnership between constituents in the regular school organization and employers who are directly involved in the school's design, governance, and delivery of learning…

A New Look at Some Pieces of Old Puzzles. Learnings from Schools and Teachers. Report No. 9016.

ERIC Educational Resources Information Center

Lieberman, Ann; Miller, Lynne

An overview is presented of research studies that reflect the realities that exist in elementary and secondary public education. Explorations of school culture cite behavioral and programmatic regularities that make up the school culture and the importance of school principals' roles. Focusing on the teachers and the ways things actually get done…

Law and Order in School and Society: How Discipline and Policing Policies Harm Students of Color, and What We Can Do about It

ERIC Educational Resources Information Center

Scott, Janelle; Moses, Michele S.; Finnigan, Kara S.; Trujillo, Tina; Jackson, Darrell D.

2017-01-01

Systemic violence and disparate school discipline policies hinder equitable, just, and safe schooling. They also restrict access to social opportunities and civil liberties. Research shows that schooling contexts and social policies set up the conditions for young people of color to experience violence in regularized, systematic, and destructive…

Intergenerational transmission of family meal patterns from adolescence to parenthood: longitudinal associations with parents' dietary intake, weight-related behaviours and psychosocial well-being.

PubMed

Berge, Jerica M; Miller, Jonathan; Watts, Allison; Larson, Nicole; Loth, Katie A; Neumark-Sztainer, Dianne

2018-02-01

The present study examined longitudinal associations between four family meal patterns (i.e. never had regular family meals, started having regular family meals, stopped having regular family meals, maintained having regular family meals) and young adult parents' dietary intake, weight-related behaviours and psychosocial well-being. In addition, family meal patterns of parents were compared with those of non-parents. Analysis of data from the longitudinal Project EAT (Eating and Activity in Adolescents and Young Adults) study. Linear and logistic regressions were used to examine the associations between family meal patterns and parents' dietary intake, weight-related behaviours and psychosocial well-being. School and in-home settings. At baseline (1998; EAT-I), adolescents (n 4746) from socio-economically and racially/ethnically diverse households completed a survey and anthropometric measurements at school. At follow-up (2015; EAT-IV), participants who were parents (n 726) and who were non-parents with significant others (n 618) completed an online survey. Young adult parents who reported having regular family meals as an adolescent and as a parent ('maintainers'), or who started having regular family meals with their own families ('starters'), reported more healthful dietary, weight-related and psychosocial outcomes compared with young adults who never reported having regular family meals ('nevers'; P<0·05). In addition, parents were more likely to be family meal starters than non-parents. Results suggest that mental and physical health benefits of having regular family meals may be realized as a parent whether the routine of regular family meals is carried forward from adolescence into parenthood, or if the routine is started in parenthood.

Advanced Course Completion Rates among New Mexico High School Students Following Changes in Graduation Requirements. REL 2018-278

ERIC Educational Resources Information Center

Booth, Eric; Shields, Joseph; Carle, Jill

2017-01-01

In 2008 New Mexico changed its graduation requirements for regular education high school students who completed more than their senior year of high school in a New Mexico public school. Students who entered high school in 2009 were the first to have to complete (pass with a D or better) at least one advanced course (a course designated by the New…

Elementary Science-Magnet School Student Attitudes toward Science as Measured by Selected National Assessment of Educational Progress Items and Achievement in Science: A Replication and Extension.

ERIC Educational Resources Information Center

Solomon, Alan; Rachild, Bruce

Attitudes toward science of magnet school students were compared with those of their counterparts in two regular schools. This study attempted to replicate the findings of a 1988 study by A. Solomon and J. Wroblewski involving the same magnet school, the John Moffett Neighborhood Elementary Science Magnet School located in North Philadelphia…

Cabri 3D - assisted collaborative learning to enhance junior high school students’ spatial ability

NASA Astrophysics Data System (ADS)

Muntazhimah; Miatun, A.

2018-01-01

The main purpose of this quasi-experimental study was to determine the enhancement of spatial ability of junior high school students who learned through Cabri-3D assisted collaborative learning. The methodology of this study was the nonequivalent group that was conducted to students of the eighth grade in a junior high school as a population. Samples consisted one class of the experimental group who studied with Cabri-3D assisted collaborative learning and one class as a control group who got regular learning activity. The instrument used in this study was a spatial ability test. Analyzing normalized gain of students’ spatial ability based on mathemathical prior knowledge (MPK) and its interactions was tested by two-way ANOVA at a significance level of 5% then continued with using Post Hoc Scheffe test. The research results showed that there was significant difference in enhancement of the spatial ability between students who learnt with Cabri 3D assisted collaborative learning and students who got regular learning, there was significant difference in enhancement of the spatial ability between students who learnt with cabri 3D assisted collaborative learning and students who got regular learning in terms of MPK and there is no significant interaction between learning (Cabri-3D assisted collaborative learning and regular learning) with students’ MPK (high, medium, and low) toward the enhancement of students’ spatial abilities. From the above findings, it can be seen that cabri-3D assisted collaborative learning could enhance spatial ability of junior high school students.

Primary care careers among recent graduates of research-intensive private and public medical schools.

PubMed

Choi, Phillip A; Xu, Shuai; Ayanian, John Z

2013-06-01

Despite a growing need for primary care physicians in the United States, the proportion of medical school graduates pursuing primary care careers has declined over the past decade. To assess the association of medical school research funding with graduates matching in family medicine residencies and practicing primary care. Observational study of United States medical schools. One hundred twenty-one allopathic medical schools. The primary outcomes included the proportion of each school's graduates from 1999 to 2001 who were primary care physicians in 2008, and the proportion of each school's graduates who entered family medicine residencies during 2007 through 2009. The 25 medical schools with the highest levels of research funding from the National Institutes of Health in 2010 were designated as "research-intensive." Among research-intensive medical schools, the 16 private medical schools produced significantly fewer practicing primary care physicians (median 24.1% vs. 33.4%, p < 0.001) and fewer recent graduates matching in family medicine residencies (median 2.4% vs. 6.2%, p < 0.001) than the other 30 private schools. In contrast, the nine research-intensive public medical schools produced comparable proportions of graduates pursuing primary care careers (median 36.1% vs. 36.3%, p = 0.87) and matching in family medicine residencies (median 7.4% vs. 10.0%, p = 0.37) relative to the other 66 public medical schools. To meet the health care needs of the US population, research-intensive private medical schools should play a more active role in promoting primary care careers for their students and graduates.

Age of Acquisition Effects on Word Processing for Chinese Native Learners’ English: ERP Evidence for the Arbitrary Mapping Hypothesis

PubMed Central

Xue, Jin; Liu, Tongtong; Marmolejo-Ramos, Fernando; Pei, Xuna

2017-01-01

The present study aimed at distinguishing processing of early learned L2 words from late ones for Chinese natives who learn English as a foreign language. Specifically, we examined whether the age of acquisition (AoA) effect arose during the arbitrary mapping from conceptual knowledge onto linguistic units. The behavior and ERP data were collected when 28 Chinese-English bilinguals were asked to perform semantic relatedness judgment on word pairs, which represented three stages of word learning (i.e., primary school, junior and senior high schools). A 3 (AoA: early vs. intermediate vs. late) × 2 (regularity: regular vs. irregular) × 2 (semantic relatedness: related vs. unrelated) × 2 (hemisphere: left vs. right) × 3 (brain area: anterior vs. central vs. posterior) within-subjects design was adopted. Results from the analysis of N100 and N400 amplitudes showed that early learned words had an advantage in processing accuracy and speed; there is a tendency that the AoA effect was more pronounced for irregular word pairs and in the semantic related condition. More important, ERP results showed early acquired words induced larger N100 amplitudes for early AoA words in the parietal area and more negative-going N400 than late acquire words in the frontal and central regions. The results indicate the locus of the AoA effect might derive from the arbitrary mapping between word forms and semantic concepts, and early acquired words have more semantic interconnections than late acquired words. PMID:28572785

A comparative study of job satisfaction among regular and staff on contract in the primary health care system in Delhi, India

PubMed Central

Kumar, Pawan; Khan, Abdul M.; Inder, Deep; Mehra, Anu

2014-01-01

Background: Job satisfaction is a pleasant emotional state associated with the appreciation of one's work and contributes immensely to performance in an organization. The purpose of this study was to assess the comparative job satisfaction among regular and staff on contract in Government Primary Urban Health Centers in Delhi, India. Materials and Methods: The study was conducted in 2013, on a sample of 333 health care providers who were selected using a multistage random sampling technique. The sample included medical officers (MOs), auxiliary nurses and midwives (ANMs), pharmacists and laboratory technicians (LTs)/laboratory assistants (LAs) among regular and staff on contract. Analysis was done using SPSS version 18, and appropriate statistical tests were applied. Results: The job satisfaction for all the regular staff that is, MOs, ANMs, pharmacists, LAs, and LTs were relatively higher (3.3 ± 0.44) than the contract staff (2.7 ± 0.45) with ‘t’value 10.54 (P < 0.01). The mean score for regular and contract MOs was 3.2 ± 0.46 and 2.7 ± 0.56, respectively, and the same trends were found between regular and ANMs on the contract which was 3.4 ± 0.30 and 2.7 ± 0.38, regular and pharmacists on the contract was 3.3 ± 0.50 and 2.8 ± 0.41, respectively. The differences between groups were significant with a P < 0.01. Conclusion: Overall job satisfaction level was relatively low in both regular and contract staff. The factors contributing to satisfaction level were privileges, interpersonal relations, working-environment, patient relationship, the organization's facilities, career development, and the scarcity of human resources (HRs). Therefore, specific recommendations are suggested to policy makers to take cognizance of the scarcity of HRs and the on-going experimentation with different models under primary health care system. PMID:24987280

Beyond Electronic Brochures: An Analysis of Singapore Primary School Web Sites

ERIC Educational Resources Information Center

Hu, Chun; Soong, Andrew Kheng Fah

2007-01-01

This study aims to investigate how Singapore primary schools use their web sites, what kind of information is contained in the web sites, and how the information is presented. Based on an analysis of 176 primary school web sites, which represent all but one of the country's primary schools, findings indicate that most of Singapore's primary school…

Regular Education Initiative: The General Educator's Responsibility.

ERIC Educational Resources Information Center

Kolliopoulos, Theofani

This report discusses the Regular Education Initiative (REI) and how it is currently being implemented in a middle school in Illinois, how it potentially benefits students, and how to promote use of accommodations by all teachers. Accommodations and modification appropriate to the Individualized Education Programs (IEPs) of nine students with…

5 CFR 630.1202 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-01-01

...(n). An employee who must be absent from work to receive medical treatment for a serious health... relationship is not necessary. Incapacity means the inability to work, attend school, or perform other regular....” Reduced leave schedule means a work schedule under which the usual number of hours of regularly scheduled...

5 CFR 630.1202 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

...(n). An employee who must be absent from work to receive medical treatment for a serious health... relationship is not necessary. Incapacity means the inability to work, attend school, or perform other regular....” Reduced leave schedule means a work schedule under which the usual number of hours of regularly scheduled...

5 CFR 630.1202 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-01-01

...(n). An employee who must be absent from work to receive medical treatment for a serious health... relationship is not necessary. Incapacity means the inability to work, attend school, or perform other regular....” Reduced leave schedule means a work schedule under which the usual number of hours of regularly scheduled...

Multiple Drug-Use Patterns Among a Group of High School Students: Regular Users vs. Nonusers of Specific Drug Types

ERIC Educational Resources Information Center

Seffrin, John R.; Seehafer, Roger W.

1976-01-01

Although no cause-effect relationship can be shown, regular drug use seems to predispose one to further drug experimentation and use, while non-use of a particular drug seems to predispose one to non-use of other drugs. (Author/MB)

Evidence for Intact Memory-Guided Attention in School-Aged Children

ERIC Educational Resources Information Center

Dixon, Matthew L.; Zelazo, Philip David; De Rosa, Eve

2010-01-01

Visual scenes contain many statistical regularities such as the likely identity and location of objects that are present; with experience, such regularities can be encoded and can ultimately facilitate the deployment of spatial attention to important locations. Memory-guided attention has been extensively examined in adults with the "contextual…

Fun & Fitness with Balloons

ERIC Educational Resources Information Center

Farrell, Anne; Faigenbaum, Avery; Radler, Tracy

2010-01-01

The urgency to improve fitness levels and decrease the rate of childhood obesity has been at the forefront of physical education philosophy and praxis. Few would dispute that school-age youth need to participate regularly in physical activities that enhance and maintain both skill- and health-related physical fitness. Regular physical activity…

Interventions to improve executive functioning and working memory in school-aged children with AD(H)D: a randomised controlled trial and stepped-care approach.

PubMed

van der Donk, Marthe L A; Hiemstra-Beernink, Anne-Claire; Tjeenk-Kalff, Ariane C; van der Leij, Aryan V; Lindauer, Ramón J L

2013-01-11

Deficits in executive functioning are of great significance in attention-deficit/hyperactivity disorder (ADHD). One of these executive functions, working memory, plays an important role in academic performance and is often seen as the core deficit of this disorder. There are indications that working memory problems and academic performance can be improved by school-oriented interventions but this has not yet been studied systematically. In this study we will determine the short- and long-term effects of a working memory--and an executive function training applied in a school situation for children with AD(H)D, taking individual characteristics, the level of impairment and costs (stepped-care approach) into account. The study consists of two parts: the first part is a randomised controlled trial with school-aged children (8-12 yrs) with AD(H)D. Two groups (each n = 50) will be randomly assigned to a well studied computerized working memory training 'Cogmed', or to the 'Paying attention in class' intervention which is an experimental school-based executive function training. Children will be selected from regular -and special education primary schools in the region of Amsterdam, the Netherlands. The second part of the study will determine which specific characteristics are related to non-response of the 'Paying attention in class' intervention. School-aged children (8-12 yrs) with AD(H)D will follow the experimental school-based executive function training 'Paying attention in class' (n = 175). Academic performance and neurocognitive functioning (primary outcomes) are assessed before, directly after and 6 months after training. Secondary outcome measures are: behaviour in class, behaviour problems and quality of life. So far, there is limited but promising evidence that working memory - and other executive function interventions can improve academic performance. Little is know about the applicability and generalization effects of these interventions in a classroom situation. This study will contribute to this lack of information, especially information related to real classroom and academic situations. By taking into account the costs of both interventions, level of impairment and individual characteristics of the child (stepped-care approach) we will be able to address treatment more adequately for each individual in the future. Nederlands Trial Register NTR3415.

Belgian coca-cola-related outbreak: intoxication, mass sociogenic illness, or both?

PubMed

Gallay, A; Van Loock, F; Demarest, S; Van der Heyden, J; Jans, B; Van Oyen, H

2002-01-15

An epidemic of health complaints occurred in five Belgian schools in June 1999. A qualitative investigation described the scenario. The role of soft drinks was assessed by using a case-control study. Cases were students complaining of headache, dizziness, nausea, vomiting, abdominal pain, diarrhea, or trembling. Controls were students present at school on the day of the outbreak but not taken ill. An analysis was performed separately for school A, where the outbreak started, and was pooled for schools B-E. In school A, the attack rate (13.2%) was higher than in schools B-E (3.6%, relative risk = 3.6, 95% confidence interval (CI): 2.5, 5.3). Exclusive consumption of regular Coca-Cola (school A: odds ratio (OR) = 29.7, 95% CI: 1.32, 663.6; schools B-E: OR = 7.3, 95% CI: 2.9, 18.0) and low mental health score (school A: OR = 16.1, 95% CI: 1.3, 201.9; schools B-E: OR = 3.1, 95% CI: 1.5, 6.6) were independently associated with the illness. In schools B-E, consumption of Fanta, consumption of Coca-Cola light, and female gender were also associated with the illness. It seems reasonable to attribute the first cases of illness in school A to regular Coca-Cola consumption. However, mass sociogenic illness could explain the majority of the other cases.

Program Development for Primary School Teachers' Critical Thinking

ERIC Educational Resources Information Center

Boonjeam, Waraporn; Tesaputa, Kowat; Sri-ampai, Anan

2017-01-01

The objectives of this research were: 1) to study the elements and indicators of primary school teachers' critical thinking, 2) to study current situation, desirable situation, development technique, and need for developing the primary school teachers' critical thinking, 3) to develop the program for developing the primary school teachers'…

The Examination of the Views of Primary School Teachers and Pre-Service Primary Teachers on European Union Citizenship from the Point of Different Variables

ERIC Educational Resources Information Center

Üner, Sadik Selman; Yesil, Rüstü

2016-01-01

The aim of this study is to determine the view of primary school teachers and pre-service primary teachers on European Union citizenship. This study is a descriptive and quantitative research in survey methodology. The data of the research was collected from 207 primary school teachers teaching in 22 primary school in the city center of Kirsehir…

Digital assist: A comparison of two note-taking methods (traditional vs. digital pen) for students with emotional behavioral disorders

NASA Astrophysics Data System (ADS)

Rody, Carlotta A.

High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. The study's data indicated that two students were inclined to take more lecture notes when using the digital pen. Two students took more notes with the regular pen. One student demonstrated no difference in her performance with either pen type. Both female students took more notes per minute, on average, than the three males regardless of pen type. During the review pause, three of the five students only added notes or notations to their notes when using the regular pen. The remaining two students did not add to their notes. Quiz scores differed in favor of the regular pen. All five participants earned higher scores on quizzes given during regular pen sessions. However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores.

Federal High School Graduation Rate Policies and the Impact on Kansas

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Arkansas

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Alabama

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Connecticut

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Oregon

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Georgia

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Missouri

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Colorado

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on New Jersey

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Florida

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Illinois

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Ohio

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on New York

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Massachusetts

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Arizona

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on California

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Montana

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Kentucky

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Louisiana

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Maryland

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Alaska

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Idaho

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Maine

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Hawaii

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Federal High School Graduation Rate Policies and the Impact on Oklahoma

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2009

2009-01-01

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…