Altering the School Breakfast Environment Reduces Barriers to School Breakfast Participation among Diverse Rural Youth

ERIC Educational Resources Information Center

Hearst, Mary O.; Shanafelt, Amy; Wang, Qi; Leduc, Robert; Nanney, Marilyn S.

2018-01-01

Background: The purpose is to determine if altering school breakfast policies and the school breakfast environment will positively impact adolescent beliefs of the barriers and benefits of eating breakfast. Methods: There were 904 adolescents from 16 rural high schools, Minnesota, in the BreakFAST Study who reported eating breakfast fewer than 4…

Healthy and Safe School Environment, Part I: Results from the School Health Policies and Programs Study 2006

ERIC Educational Resources Information Center

Jones, Sherry Everett; Fisher, Carolyn J.; Greene, Brenda Z.; Hertz, Marci F.; Pritzl, Jane

2007-01-01

Background: Policies set at the state, district, and school levels can support and enhance a healthy and safe school environment. Methods: The Centers for Disease Control and Prevention conducts the School Health Policies and Programs Study every 6 years. In 2006, computer-assisted telephone interviews or self-administered mail questionnaires were…

A Study of Learning and Motivation in a New Media Enriched Environment for Middle School Science

ERIC Educational Resources Information Center

Liu, Min; Horton, Lucas; Olmanson, Justin; Toprac, Paul

2011-01-01

This study examines middle school students' learning and motivation as they engaged in a new media enriched problem-based learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data, we investigated the effect of a new media environment on sixth graders' science learning, their…

Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada.

PubMed

Watts, Allison W; Mâsse, Louise C; Naylor, Patti-Jean

2014-04-14

High rates of childhood obesity have generated interest among policy makers to improve the school food environment and increase students' levels of physical activity. The purpose of this study was to examine school-level changes associated with implementation of the Food and Beverage Sales in Schools (FBSS) and Daily Physical Activity (DPA) guidelines in British Columbia, Canada. Elementary and middle/high school principals completed a survey on the school food and physical activity environment in 2007-08 (N=513) and 2011-12 (N=490). Hierarchical mixed effects regression was used to examine changes in: 1) availability of food and beverages; 2) minutes per day of Physical Education (PE); 3) delivery method of PE; and 4) school community support. Models controlled for school enrollment and community type, education and income. After policy implementation was expected, more elementary schools provided access to fruits and vegetables and less to 100% fruit juice. Fewer middle/high schools provided access to sugar-sweetened beverages, French fries, baked goods, salty snacks and chocolate/candy. Schools were more likely to meet 150 min/week of PE for grade 6 students, and offer more minutes of PE per week for grade 8 and 10 students including changes to PE delivery method. School community support for nutrition and physical activity policies increased over time. Positive changes to the school food environment occurred after schools were expected to implement the FBSS and DPA guidelines. Reported changes to the school environment are encouraging and provide support for guidelines and policies that focus on increasing healthy eating and physical activity in schools.

The picture of health: examining school-based health environments through photographs.

PubMed

Kontak, Julia C H; McIsaac, Jessie-Lee D; Penney, Tarra L; Kuhle, Stefan; Kirk, Sara F L

2017-04-01

Health-promoting schools (HPS) is an effective approach to enhance the health and well-being of children and youth, but its measurement remains a challenge considering contextual differences across school environments. The purpose of this study was to qualitatively explore the physical features of the school environment through photographs of schools that had implemented an HPS approach compared with schools that had not. This study used a descriptive approach, wherein physical features of the school environment were distilled through visual images and qualitatively analyzed. School environment data were collected from 18 elementary schools (10 HPS, 8 comparison schools) from a school board in rural Nova Scotia (Canada). Evaluation assistants captured photographs of the physical school environment as part of a broader environment audit. Overarching themes included the promotion, access and availability of opportunities for healthy eating and physical activity, healthy school climate and safety and accessibility of the school. The photographs characterized diverse aspects of the school environment and revealed differences between schools that had implemented an HPS approach compared with schools that had not. There were increased visual cues to support healthy eating, physical activity and mental well-being, and indications of a holistic approach to health among schools that implemented an HPS approach. This research adds to understanding the environmental elements of HPS. The use of photographic data to understand school environments provided an innovative method to explore the physical features of schools that had implemented an HPS approach. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale

PubMed Central

Tackett, Sean; Bakar, Hamidah Abu; Shilkofski, Nicole A.; Coady, Niamh; Rampal, Krishna; Wright, Scott

2015-01-01

Purpose: While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. Methods: First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM), the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. Results: The overall response rate was 369/429 (86%). After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%), with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%). The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92) and the seven domains (α, 0.56-0.85). Conclusion: The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention. PMID:26165949

Directional Microphone Hearing Aids in School Environments: Working toward Optimization

ERIC Educational Resources Information Center

Ricketts, Todd A.; Picou, Erin M.; Galster, Jason

2017-01-01

Purpose: The hearing aid microphone setting (omnidirectional or directional) can be selected manually or automatically. This study examined the percentage of time the microphone setting selected using each method was judged to provide the best signalto-noise ratio (SNR) for the talkers of interest in school environments. Method: A total of 26…

Measuring psychosocial environments using individual responses: an application of multilevel factor analysis to examining students in schools.

PubMed

Dunn, Erin C; Masyn, Katherine E; Jones, Stephanie M; Subramanian, S V; Koenen, Karestan C

2015-07-01

Interest in understanding how psychosocial environments shape youth outcomes has grown considerably. School environments are of particular interest to prevention scientists as many prevention interventions are school-based. Therefore, effective conceptualization and operationalization of the school environment is critical. This paper presents an illustration of an emerging analytic method called multilevel factor analysis (MLFA) that provides an alternative strategy to conceptualize, measure, and model environments. MLFA decomposes the total sample variance-covariance matrix for variables measured at the individual level into within-cluster (e.g., student level) and between-cluster (e.g., school level) matrices and simultaneously models potentially distinct latent factor structures at each level. Using data from 79,362 students from 126 schools in the National Longitudinal Study of Adolescent to Adult Health (formerly known as the National Longitudinal Study of Adolescent Health), we use MLFA to show how 20 items capturing student self-reported behaviors and emotions provide information about both students (within level) and their school environment (between level). We identified four latent factors at the within level: (1) school adjustment, (2) externalizing problems, (3) internalizing problems, and (4) self-esteem. Three factors were identified at the between level: (1) collective school adjustment, (2) psychosocial environment, and (3) collective self-esteem. The finding of different and substantively distinct latent factor structures at each level emphasizes the need for prevention theory and practice to separately consider and measure constructs at each level of analysis. The MLFA method can be applied to other nested relationships, such as youth in neighborhoods, and extended to a multilevel structural equation model to better understand associations between environments and individual outcomes and therefore how to best implement preventive interventions.

The Environment Is the Child's Condition.

ERIC Educational Resources Information Center

Eskesen, Karin

Drawing upon the philosophy of several educational theorists and several educational approaches, this paper discusses the educational environment of Danish schools and preschools. Given the significant number of hours that children spend in schools, the importance of methods employed by the schools for the care and education of children is…

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.

Are Environmental Influences on Physical Activity Distinct for Urban, Suburban, and Rural Schools? A Multilevel Study among Secondary School Students in Ontario, Canada

ERIC Educational Resources Information Center

Hobin, Erin P.; Leatherdale, Scott; Manske, Steve; Dubin, Joel A.; Elliott, Susan; Veugelers, Paul

2013-01-01

Background: This study examined differences in students' time spent in physical activity (PA) across secondary schools in rural, suburban, and urban environments and identified the environment-level factors associated with these between school differences in students' PA. Methods: Multilevel linear regression analyses were used to examine the…

Clustering of Fast-Food Restaurants Around Schools: A Novel Application of Spatial Statistics to the Study of Food Environments

PubMed Central

Austin, S. Bryn; Melly, Steven J.; Sanchez, Brisa N.; Patel, Aarti; Buka, Stephen; Gortmaker, Steven L.

2005-01-01

Objectives. We examined the concentration of fast food restaurants in areas proximal to schools to characterize school neighborhood food environments. Methods. We used geocoded databases of restaurant and school addresses to examine locational patterns of fast-food restaurants and kindergartens and primary and secondary schools in Chicago. We used the bivariate K function statistical method to quantify the degree of clustering (spatial dependence) of fast-food restaurants around school locations. Results. The median distance from any school in Chicago to the nearest fast-food restaurant was 0.52 km, a distance that an adult can walk in little more than 5 minutes, and 78% of schools had at least 1 fast-food restaurant within 800 m. Fast-food restaurants were statistically significantly clustered in areas within a short walking distance from schools, with an estimated 3 to 4 times as many fast-food restaurants within 1.5 km from schools than would be expected if the restaurants were distributed throughout the city in a way unrelated to school locations. Conclusions. Fast-food restaurants are concentrated within a short walking distance from schools, exposing children to poor-quality food environments in their school neighborhoods. PMID:16118369

Relations between the school physical environment and school social capital with student physical activity levels

PubMed Central

2013-01-01

Background The physical and social environments at schools are related to students’ moderate-to-vigorous physical activity (MVPA) levels. The purpose of this study was to explore the interactive effects of the school physical environment and school social capital on the MVPA of students while at school. Methods Data from 18,875 grade 6–10 students from 331 schools who participated in the 2009/10 Canadian Health Behaviour in School-Aged Children survey were analyzed using multi-level regression. Students answered questions on the amount of time they spend in MVPA at school and on their school’s social capital. Administrator reports were used to create a physical activity related physical environment score. Results The school physical environment score was positively associated with student MVPA at school (β = 0.040, p < .005). The association between the school social capital and MVPA was also positive (β = 0.074, p < .001). The difference in physical environments equated to about 20 minutes/week of MVPA for students attending schools with the lowest number of physical environment features and about 40 minutes/week for students attending schools with the lowest school social capital scores by comparison to students attending schools with the highest scores. Conclusions The findings suggest that school social capital may be a more important factor in increasing students MVPA than the school physical environment. The results of this study may help inform interventions aimed at increasing student physical activity levels. PMID:24341628

Built Environment and Active Transport to School (BEATS) Study: protocol for a cross-sectional study

PubMed Central

Mandic, Sandra; Williams, John; Moore, Antoni; Hopkins, Debbie; Flaherty, Charlotte; Wilson, Gordon; García Bengoechea, Enrique; Spence, John C

2016-01-01

Introduction Active transport to school (ATS) is a convenient way to increase physical activity and undertake an environmentally sustainable travel practice. The Built Environment and Active Transport to School (BEATS) Study examines ATS in adolescents in Dunedin, New Zealand, using ecological models for active transport that account for individual, social, environmental and policy factors. The study objectives are to: (1) understand the reasons behind adolescents and their parents' choice of transport mode to school; (2) examine the interaction between the transport choices, built environment, physical activity and weight status in adolescents; and (3) identify policies that promote or hinder ATS in adolescents. Methods and analysis The study will use a mixed-method approach incorporating both quantitative (surveys, anthropometry, accelerometers, Geographic Information System (GIS) analysis, mapping) and qualitative methods (focus groups, interviews) to gather data from students, parents, teachers and school principals. The core data will include accelerometer-measured physical activity, anthropometry, GIS measures of the built environment and the use of maps indicating route to school (students)/work (parents) and perceived safe/unsafe areas along the route. To provide comprehensive data for understanding how to change the infrastructure to support ATS, the study will also examine complementary variables such as individual, family and social factors, including student and parental perceptions of walking and cycling to school, parental perceptions of different modes of transport to school, perceptions of the neighbourhood environment, route to school (students)/work (parents), perceptions of driving, use of information communication technology, reasons for choosing a particular school and student and parental physical activity habits, screen time and weight status. The study has achieved a 100% school recruitment rate (12 secondary schools). Ethics and dissemination The study has been approved by the University of Otago Ethics Committee. The results will be actively disseminated through reports and presentations to stakeholders, symposiums and scientific publications. PMID:27221127

A Comparison of Actual and Preferred Classroom Environments as Perceived by Middle School Students

ERIC Educational Resources Information Center

Lai, Hsiang-Ru; Chou, Wei-Lun; Miao, Nae-Fang; Wu, Yu-Ping; Lee, Pi-Hsia; Jwo, Jiunn-Chern

2015-01-01

Background: A good classroom environment can promote students' learning motivation and affect their academic efficacy and adaptation. This study compares the perceptions of Taiwanese middle school students regarding actual and preferred classroom environments and explores the association with sex and grade level. Methods: Data were collected using…

Democratic Environments Offered to Children at School, in the Family, and in Society: The Case of Turkey

ERIC Educational Resources Information Center

Kus, Zafer

2014-01-01

This research aims to investigate democratic environments offered to children in Turkey at school, in the home, and in society. A mixed method is a general type of research where qualitative and quantitative methods are used together. The researcher first collects quantitative and then the qualitative data. The study group in the research…

Health students' expectations of the ideal educational environment: a qualitative research.

PubMed

Aghamolaei, Teamur; Shirazi, Mandana; Dadgaran, Ideh; Shahsavari, Hooman; Ghanbarnejad, Amin

2014-10-01

Educational environment is an important determinant of students' behavior and its elements are associated with academic achievement and course satisfaction. The aim of this study was to determine students' expectations of the ideal educational environment. This was a qualitative study with content analysis approach. Using a theoretical sampling method, we selected eight students from Health School of Hormozgan University of Medical Sciences, studying health education, public health, environmental health, occupational health and medical entomology. To collect data, semi-structured interviews were used and continued until reaching data saturation. Qualitative content analysis was used to analyze the data. Students' expectations of the ideal educational environment emerged in four main themes including school atmosphere, teaching, human aspects (with three subthemes including teachers, students, and school staff) and non-human aspects (with two subthemes including educational equipment and physical environment). Educational environment is a multidimensional issue and to achieve an ideal educational environment, educational planners should meet the students' expectations of the school atmosphere, teaching, teachers, students, school staff, educational equipment and physical environment.

The Impact of the Learning Environment on Student Engagement in High School Classrooms

ERIC Educational Resources Information Center

Shernoff, David J.; Tonks, Stephen M.; Anderson, Brett

2014-01-01

This chapter presents a study that investigated characteristics of the learning environment predicting for student engagement in public high school classrooms. Students in seven high school classrooms in five different subject areas were observed and videoed in order to predict their engagement as measured by the experience sampling method (ESM).…

Sustainability of outdoor school ground smoking bans at secondary schools: a mixed-method study

PubMed Central

Rozema, A D; Mathijssen, J J P; Jansen, M W J; van Oers, J A M

2018-01-01

Abstract Background Although increasing numbers of countries are implementing outdoor school ground smoking bans at secondary schools, less attention is paid to the post-implementation period even though sustainability of a policy is essential for long-term effectiveness. Therefore, this study assesses the level of sustainability and examines perceived barriers/facilitators related to the sustainability of an outdoor school ground smoking ban at secondary schools. Methods A mixed-method design was used with a sequential explanatory approach. In phase I, 438 online surveys were conducted and in phase II, 15 semi-structured interviews were obtained from directors of relevant schools. ANOVA (phase I) and a thematic approach (phase II) were used to analyze data. Results Level of sustainability of an outdoor school ground smoking ban was high at the 48% Dutch schools with an outdoor smoking ban. Furthermore, school size was significantly associated with sustainability. The perceived barriers/facilitators fell into three categories: (i) smoking ban implementation factors (side-effects, enforcement, communication, guidelines and collaboration), (ii) school factors (physical environment, school culture, education type and school policy) and (iii) community environment factors (legislation and social environment). Conclusions Internationally, the spread of outdoor school ground smoking bans could be further promoted. Once implemented, the ban has become ‘normal’ practice and investments tend to endure. Moreover, involvement of all staff is important for sustainability as they function as role models, have an interrelationship with students, and share responsibility for enforcement. These findings are promising for the sustainability of future tobacco control initiatives to further protect against the morbidity/mortality associated with smoking. PMID:29016786

Development of a structured observational method for the systematic assessment of school food-choice architecture.

PubMed

Ozturk, Orgul D; McInnes, Melayne M; Blake, Christine E; Frongillo, Edward A; Jones, Sonya J

2016-01-01

The objective of this study is to develop a structured observational method for the systematic assessment of the food-choice architecture that can be used to identify key points for behavioral economic intervention intended to improve the health quality of children's diets. We use an ethnographic approach with observations at twelve elementary schools to construct our survey instrument. Elements of the structured observational method include decision environment, salience, accessibility/convenience, defaults/verbal prompts, number of choices, serving ware/method/packaging, and social/physical eating environment. Our survey reveals important "nudgeable" components of the elementary school food-choice architecture, including precommitment and default options on the lunch line.

Study the Current and Optimal Status of Teaching Environment at High Schools with Emphasis on Curriculum Experts' and Teachers' Viewpoints

ERIC Educational Resources Information Center

Parishani, Neda; Jafari, Seyed Ebrahim Mir Shah; Sharifian, Fereydoon; Farhadian, Mehrdad

2016-01-01

The purpose of present research was to study the current and optimal status of teaching environment at high schools in Iran with emphasis on curriculum experts and teachers' viewpoints. Research method was mixed method. In the qualitative part, experts' viewpoints were gathered through a semi-structured interview. In the quantitative part, 258…

Growing Community: The Impact of the Stephanie Alexander Kitchen Garden Program on the Social and Learning Environment in Primary Schools

ERIC Educational Resources Information Center

Block, Karen; Gibbs, Lisa; Staiger, Petra K.; Gold, Lisa; Johnson, Britt; Macfarlane, Susie; Long, Caroline; Townsend, Mardie

2012-01-01

This article presents results from a mixed-method evaluation of a structured cooking and gardening program in Australian primary schools, focusing on program impacts on the social and learning environment of the school. In particular, we address the Stephanie Alexander Kitchen Garden Program objective of providing a pleasurable experience that has…

Quantifying Error in Survey Measures of School and Classroom Environments

ERIC Educational Resources Information Center

Schweig, Jonathan David

2014-01-01

Developing indicators that reflect important aspects of school and classroom environments has become central in a nationwide effort to develop comprehensive programs that measure teacher quality and effectiveness. Formulating teacher evaluation policy necessitates accurate and reliable methods for measuring these environmental variables. This…

Development and reliability of an audit tool to assess the school physical activity environment across 12 countries

PubMed Central

Broyles, S T; Drazba, K T; Church, T S; Chaput, J-P; Fogelholm, M; Hu, G; Kuriyan, R; Kurpad, A; Lambert, E V; Maher, C; Maia, J; Matsudo, V; Olds, T; Onywera, V; Sarmiento, O L; Standage, M; Tremblay, M S; Tudor-Locke, C; Zhao, P; Katzmarzyk, P T

2015-01-01

Objectives: Schools are an important setting to enable and promote physical activity. Researchers have created a variety of tools to perform objective environmental assessments (or ‘audits') of other settings, such as neighborhoods and parks; yet, methods to assess the school physical activity environment are less common. The purpose of this study is to describe the approach used to objectively measure the school physical activity environment across 12 countries representing all inhabited continents, and to report on the reliability and feasibility of this methodology across these diverse settings. Methods: The International Study of Childhood Obesity, Lifestyle and the Environment (ISCOLE) school audit tool (ISAT) data collection required an in-depth training (including field practice and certification) and was facilitated by various supporting materials. Certified data collectors used the ISAT to assess the environment of all schools enrolled in ISCOLE. Sites completed a reliability audit (simultaneous audits by two independent, certified data collectors) for a minimum of two schools or at least 5% of their school sample. Item-level agreement between data collectors was assessed with both the kappa statistic and percent agreement. Inter-rater reliability of school summary scores was measured using the intraclass correlation coefficient. Results: Across the 12 sites, 256 schools participated in ISCOLE. Reliability audits were conducted at 53 schools (20.7% of the sample). For the assessed environmental features, inter-rater reliability (kappa) ranged from 0.37 to 0.96; 18 items (42%) were assessed with almost perfect reliability (κ=0.80–0.96), and a further 24 items (56%) were assessed with substantial reliability (κ=0.61–0.79). Likewise, scores that summarized a school's support for physical activity were highly reliable, with the exception of scores assessing aesthetics and perceived suitability of the school grounds for sport, informal games and general play. Conclusions: This study suggests that the ISAT can be used to conduct reliable objective audits of the school physical activity environment across diverse, international school settings. PMID:27152183

WHO European Childhood Obesity Surveillance Initiative: School Nutrition Environment and Body Mass Index in Primary Schools

PubMed Central

Wijnhoven, Trudy M.A.; van Raaij, Joop M.A.; Sjöberg, Agneta; Eldin, Nazih; Yngve, Agneta; Kunešová, Marie; Starc, Gregor; Rito, Ana I.; Duleva, Vesselka; Hassapidou, Maria; Martos, Éva; Pudule, Iveta; Petrauskiene, Ausra; Farrugia Sant’Angelo, Victoria; Hovengen, Ragnhild; Breda, João

2014-01-01

Background: Schools are important settings for the promotion of a healthy diet and sufficient physical activity and thus overweight prevention. Objective: To assess differences in school nutrition environment and body mass index (BMI) in primary schools between and within 12 European countries. Methods: Data from the World Health Organization (WHO) European Childhood Obesity Surveillance Initiative (COSI) were used (1831 and 2045 schools in 2007/2008 and 2009/2010, respectively). School personnel provided information on 18 school environmental characteristics on nutrition and physical activity. A school nutrition environment score was calculated using five nutrition-related characteristics whereby higher scores correspond to higher support for a healthy school nutrition environment. Trained field workers measured children’s weight and height; BMI-for-age (BMI/A) Z-scores were computed using the 2007 WHO growth reference and, for each school, the mean of the children’s BMI/A Z-scores was calculated. Results: Large between-country differences were found in the availability of food items on the premises (e.g., fresh fruit could be obtained in 12%−95% of schools) and school nutrition environment scores (range: 0.30−0.93). Low-score countries (Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania) graded less than three characteristics as supportive. High-score (≥0.70) countries were Ireland, Malta, Norway, Portugal, Slovenia and Sweden. The combined absence of cold drinks containing sugar, sweet snacks and salted snacks were more observed in high-score countries than in low-score countries. Largest within-country school nutrition environment scores were found in Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania. All country-level BMI/A Z-scores were positive (range: 0.20−1.02), indicating higher BMI values than the 2007 WHO growth reference. With the exception of Norway and Sweden, a country-specific association between the school nutrition environment score and the school BMI/A Z-score was not observed. Conclusions: Some European countries have implemented more school policies that are supportive to a healthy nutrition environment than others. However, most countries with low school nutrition environment scores also host schools with supportive school environment policies, suggesting that a uniform school policy to tackle the “unhealthy” school nutrition environment has not been implemented at the same level throughout a country and may underline the need for harmonized school policies. PMID:25361044

[Mediation in schools].

PubMed

Mickley, Angela

2006-01-01

In this article the guiding questions concern the objectives and effectiveness of introducing mediation into an existing school culture of dominance, competition and selection. In addition the necessity will be shown of combining conflict resolution with organisational development and the introduction of a consensual ethics and behaviour code to attain sustainable results in creating a constructive and healthy school environment. Given scarce resources and little time the decisive role of artistic methods will be looked at in providing young people with flexible methods of expressing and negotiating their interests in a changing environment of values and power structures. Some aspects of the development of nonviolent communication, conflict resolution and mediation methods in schools in Germany will be focused on with special emphasis on the type of intervention used and its long term sustainable effects.

A Second Chance School in Hungary

ERIC Educational Resources Information Center

Limbacher, Laszlo

2008-01-01

Hungary's "Belvarosi Tanoda" Secondary School offers an informal, flexible environment and alternative teaching methods for students who have had problems in other schools. The "Belvarosi Tanoda" (which translates as downtown school) is a second chance school for students who have dropped out of upper secondary education. It…

Growing community: the impact of the Stephanie Alexander Kitchen Garden Program on the social and learning environment in primary schools.

PubMed

Block, Karen; Gibbs, Lisa; Staiger, Petra K; Gold, Lisa; Johnson, Britt; Macfarlane, Susie; Long, Caroline; Townsend, Mardie

2012-08-01

This article presents results from a mixed-method evaluation of a structured cooking and gardening program in Australian primary schools, focusing on program impacts on the social and learning environment of the school. In particular, we address the Stephanie Alexander Kitchen Garden Program objective of providing a pleasurable experience that has a positive impact on student engagement, social connections, and confidence within and beyond the school gates. Primary evidence for the research question came from qualitative data collected from students, parents, teachers, volunteers, school principals, and specialist staff through interviews, focus groups, and participant observations. This was supported by analyses of quantitative data on child quality of life, cooperative behaviors, teacher perceptions of the school environment, and school-level educational outcome and absenteeism data. Results showed that some of the program attributes valued most highly by study participants included increased student engagement and confidence, opportunities for experiential and integrated learning, teamwork, building social skills, and connections and links between schools and their communities. In this analysis, quantitative findings failed to support findings from the primary analysis. Limitations as well as benefits of a mixed-methods approach to evaluation of complex community interventions are discussed.

Creating a school nutrition environment index and pilot testing it in elementary and middle schools in urban South Korea.

PubMed

Park, Sohyun; Kwon, Kwang-Il; Kweon, Soon Ju; Wang, Youfa; Gittelsohn, Joel

2017-10-01

The role of a school's nutrition environment in explaining students' eating behaviors and weight status has not been examined in an Asian setting. The purpose of this study was to create a school nutrition environment index and to pilot test the index in elementary and middle schools in urban South Korea. This study used a mixed-methods approach. Environment assessment tools were developed based on formative research, which comprised literature reviews, in-depth interviews, and focus group discussions. Key elements from the formative research were included in the assessment tool, which consisted of a structured survey questionnaire for school dietitians. Fifteen school dietitians from 7 elementary and 8 middle schools in Seoul completed the questionnaire. The formative research revealed four main sections that guided a summary index to assess a school's nutrition environment: resource availability, education and programs, dietitians' perceptions and characteristics, and school lunch menu. Based on the literature reviews and interviews, an index scoring system was developed. The total possible score from the combined four index sections was 40 points. From the 15 schools participating in the pilot survey, the mean school nutrition-environment index was 22.5 (standard deviation ± 3.2; range 17-28). The majority of the schools did not offer classroom-based nutrition education or nutrition counseling for students and parents. The popular modes of nutrition education were school websites, posters, and newsletters. This paper illustrates the process used to develop an instrument to assess a school's nutrition environment. Moreover, it presents the steps used to develop a scoring system for creation of a school nutrition environment index. As pilot testing indicated the total index score has some variation across schools, we suggest applying this instrument in future studies involving a larger number of schools. Future studies with larger samples will allow investigation of the validity and reliability of this newly developed tool.

School climate for transgender youth: a mixed method investigation of student experiences and school responses.

PubMed

McGuire, Jenifer K; Anderson, Charles R; Toomey, Russell B; Russell, Stephen T

2010-10-01

Transgender youth experience negative school environments and may not benefit directly from interventions defined to support Lesbian, Gay and Bisexual (LGB) youth. This study utilized a multi-method approach to consider the issues that transgender students encounter in school environments. Using data from two studies, survey data (total n = 2260, 68 transgender youth) from study 1 and focus groups (n = 35) from study 2, we examine transgender youth's experience of school harassment, school strategies implemented to reduce harassment, the protective role of supportive school personnel, and individual responses to harassment, including dropping out and changing schools. In both studies, we found that school harassment due to transgender identity was pervasive, and this harassment was negatively associated with feelings of safety. When schools took action to reduce harassment, students reported greater connections to school personnel. Those connections were associated with greater feelings of safety. The indirect effects of school strategies to reduce harassment on feelings of safety through connection to adults were also significant. Focus group data illuminate specific processes schools can engage in to benefit youth, and how the youth experience those interventions.

Influence of Home and School Environments on Specific Dietary Behaviors Among Postpartum, High-Risk Teens, 27 States, 2007–2009

PubMed Central

Haire-Joshu, Debra L.; Schwarz, Cynthia D.; Tabak, Rachel G.; Joshu, Corinne E.

2015-01-01

Introduction The objective of this study was to determine whether perceptions of the home and school food environments are related to food and beverage intakes of postpartum teens. Methods Our study was a baseline, cross-sectional analysis of 853 postpartum teens enrolled in a weight-loss intervention study across 27 states from 2007 through 2009. Eight-item scales assessed perceived accessibility and availability of foods and beverages in school and home environments. Associations between environments and intakes were assessed by using χ2 and using logistic regression with generalized estimating equations (GEE), respectively. Results Overall, 52% of teens perceived their school food environment as positive, and 68% of teens perceived their home food environment as positive. A positive school environment was independently associated with fruit consumption and 100% fruit juice consumption. A positive home environment was independently associated with fruit, vegetable, and water consumption and infrequent consumption of soda and chips (χ2 P < .05). Having only a positive school environment was associated with fruit consumption (GEE odds ratio [OR], 3.1; 95% confidence interval [CI], 1.5–6.5), and having only a positive home environment was associated with fruit (GEE OR, 2.9; 95% CI, 1.6–5.6), vegetable (GEE OR, 3.1; 95% CI, 1.5–6.2), and water (GEE OR, 2.6; 95% CI, 1.7–4.0) consumption and infrequent consumption of soda (GEE OR, 0.5; 95% CI, 0.3–0.7). Results for positive home and school environments were similar to those for positive home only. Conclusion Home and school environments are related to dietary behaviors among postpartum teens, with a positive home environment more strongly associated with healthful behaviors. PMID:25950575

Prevalence of School Policies, Programs, and Facilities That Promote a Healthy Physical School Environment

PubMed Central

Everett Jones, Sherry; Brener, Nancy D.; McManus, Tim

2003-01-01

Objectives. We examined the extent to which schools in the United States have health-promoting policies, programs, and facilities. Methods. We analyzed data from the School Health Policies and Programs Study 2000. Results. We found that public schools (vs private and Catholic schools), urban schools (vs rural and suburban schools), and schools with larger enrollments (vs smaller schools) had more health-promoting policies, programs, and facilities in place. On average, middle schools had 11.0 and middle/junior and high schools had 10.4 out of a possible 18 policies, programs, and facilities. Conclusions. Although some schools had many healthy physical environment features, room for improvement exists. Resources are available to help schools improve their health-promoting policies, programs, and facilities. PMID:12948982

Influence of school architecture and design on healthy eating: a review of the evidence.

PubMed

Frerichs, Leah; Brittin, Jeri; Sorensen, Dina; Trowbridge, Matthew J; Yaroch, Amy L; Siahpush, Mohammad; Tibbits, Melissa; Huang, Terry T-K

2015-04-01

We examined evidence regarding the influence of school physical environment on healthy-eating outcomes. We applied a systems perspective to examine multiple disciplines' theoretical frameworks and used a mixed-methods systematic narrative review method, considering both qualitative and quantitative sources (published through March 2014) for inclusion. We developed a causal loop diagram from 102 sources identified. We found evidence of the influence of many aspects of a school's physical environment on healthy-eating outcomes. The causal loop diagram highlights multilevel and interrelated factors and elucidates the specific roles of design and architecture in encouraging healthy eating within schools. Our review highlighted the gaps in current evidence and identified areas of research needed to refine and expand school architecture and design strategies for addressing healthy eating.

Factors Contributing to a School's Decision to Apply for the California Instructional School Garden Program

ERIC Educational Resources Information Center

Hazzard, Eric L.; Moreno, Elizabeth; Beall, Deborah L.; Zidenberg-Cherr, Sheri

2012-01-01

Objective: To compare the applicant schools (AS) to non-applicant schools (NAS) residing in the same school districts for the California Instructional School Garden Program and identify barriers to the application process. Methods: A case-control, cross-sectional study design was used to compare resources and school environments. Pearson…

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…

Physical Models of Schooling, the 'Ought' Question and Educational Change.

ERIC Educational Resources Information Center

Bauer, Norman J.

This paper examines the methods used in designing school and classroom environments. The tools are labeled: (1) discipline-centered schooling; (2) empirical-naturalistic schooling; and (3) great works schooling. First, the outline endeavors to reveal the essential elements of the three tools that represent images, structures, or "maps" of…

An Ethnographic Study Examining the Impact of Service-Learning in an Alternative School Setting

ERIC Educational Resources Information Center

Bodish, Rebecca

2017-01-01

Alternative schools are an option for students considered to be at risk. Behaviorism methods are widely used and accepted in alternative schools, yet, not all students in respond to the skill and drill methods and controlled environment behaviorism entails. Success for students at-risk, especially those behind academically, requires motivation,…

Protocol for a systematic review of the effects of schools and school-environment interventions on health: evidence mapping and syntheses.

PubMed

Bonell, Chris; Harden, Angela; Wells, Helene; Jamal, Farah; Fletcher, Adam; Petticrew, Mark; Thomas, James; Whitehead, Margaret; Campbell, Rona; Murphy, Simon; Moore, Laurence

2011-06-09

Schools may have important effects on students' and staff's health. Rather than treating schools merely as sites for health education, 'school-environment' interventions treat schools as settings which influence health. Evidence concerning the effects of such interventions has not been recently synthesised. Systematic review aiming to map and synthesise evidence on what theories and conceptual frameworks are most commonly used to inform school-environment interventions or explain school-level influences on health; what effects school-environment interventions have on health/health inequalities; how feasible and acceptable are school-environment interventions; what effects other school-level factors have on health; and through what processes school-level influences affect health.We will examine interventions aiming to promote health by modifying schools' physical, social or cultural environment via actions focused on school policies and practices relating to education, pastoral care and other aspects of schools beyond merely providing health education. Participants are staff and students age 4-18 years.We will review published research unrestricted by language, year or source. Searching will involve electronic databases including Embase, ERIC, PubMed, PsycInfo and Social Science Citation Index using natural-language phrases plus reference/citation checking.Stage 1 will map studies descriptively by focus and methods. Stage 2 will involve additional inclusion criteria, quality assessment and data extraction undertaken by two reviewers in parallel. Evidence will be synthesised narratively and statistically where appropriate (undertaking subgroup analyses and meta-regression and where no significant heterogeneity of effect sizes is found, pooling these to calculate a final effect size). We anticipate: finding a large number of studies missed by previous reviews; that non-intervention studies of school effects examine a greater breadth of determinants than are addressed by intervention studies; and that intervention effect estimates are greater than for school-based health curriculum interventions without school-environment components.

Spaces of Spiritual Citizenship: Children's Relational and Emotional Encounters with the Everyday School Environment

ERIC Educational Resources Information Center

Hemming, Peter J.

2013-01-01

This article addresses the issue of children's spiritual, relational and emotional encounters with the primary school environment, with reference to concepts and theories from both education studies and human geography. Drawing on mixed-method qualitative research in two case study institutions, the article examines pupils' photographed "special…

Measurement Error in Multilevel Models of School and Classroom Environments: Implications for Reliability, Precision, and Prediction. CRESST Report 828

ERIC Educational Resources Information Center

Schweig, Jonathan

2013-01-01

Measuring school and classroom environments has become central in a nation-wide effort to develop comprehensive programs that measure teacher quality and teacher effectiveness. Formulating successful programs necessitates accurate and reliable methods for measuring these environmental variables. This paper uses a generalizability theory framework…

Schools' Environmental Assessment Methods (SEAM). Building Bulletin 83.

ERIC Educational Resources Information Center

Department for Education and Employment, London (England). Architects and Building Branch.

Responding to the need for users of schools to use their buildings in a way that creates a better internal environment for children and reduces harm to the environment, this document lists the environmental issues that need to be addressed and the corrective recommendations that designers and administrators can apply. Environmental issues cover…

A Cross-Cultural Study of the Effect of a Graph-Oriented Computer-Assisted Project-Based Learning Environment on Middle School Students' Science Knowledge and Argumentation Skills

ERIC Educational Resources Information Center

Hsu, P.-S.; Van Dyke, M.; Chen, Y.; Smith, T. J.

2016-01-01

The purpose of this mixed-methods study was to explore how seventh graders in a suburban school in the United States and sixth graders in an urban school in Taiwan developed argumentation skills and science knowledge in a project-based learning environment that incorporated a graph-oriented, computer-assisted application (GOCAA). A total of 42…

Active transportation environments surrounding Canadian schools.

PubMed

O'Loghlen, Sean; Pickett, J William; Janssen, Ian

2011-01-01

Walking or cycling to school represents an opportunity for children to engage in physical activity. The study objectives were to: 1) describe active transportation policies, programs, and built environments of Canadian schools and their surrounding neighbourhoods, and 2) document variations based on urban-rural location and school type (primary vs. secondary vs. mixed primary/secondary schools). 397 schools from across Canada were studied. A school administrator completed a questionnaire and responses were used to assess schools' policies and programs related to active transportation and the safety and aesthetics of their respective neighbourhoods. Built environment features in a 1 km-radius circular buffer around each school were measured using geographic information systems. Greater than 70% of schools had passive policies (e.g., skateboards permitted on school grounds) and facilities (e.g., bicycle racks in secure area to avoid theft) to encourage bicycle and small-wheeled vehicle use. Less than 40% of schools had active programs designed to encourage active transportation, such as organized 'walk to school' days. Garbage in the streets, crime and substance abuse were barriers in most school neighbourhoods. Approximately 42% of schools were located on high-speed roads not amenable to active transportation and 14% did not have a sidewalk leading to the school. Secondary schools had less favourable active transportation policies/programs and neighbourhood safety/aesthetics compared to primary schools. Rural schools had less favourable built environments than urban schools. Canadian children, particularly those from rural areas, face a number of impediments to active transportation as a method of travelling to school.

Change of School in Early Adolescence and Adverse Obesity-Related Dietary Behavior: A Longitudinal Cohort Study, Victoria, Australia, 2013–2014

PubMed Central

Barnett, Lisa M.; Allender, Steven

2015-01-01

Introduction Environments that facilitate energy-dense, nutrient-poor diets are associated with childhood obesity. We examined the effect of a change of school environment on the prevalence of obesity and related dietary behavior in early adolescence. Methods Fifteen schools in Victoria, Australia, were recruited at random from the bottom 2 strata of a 5-level socioeconomic scale. In 9 schools, students in grade 6 primary school transitioned to different schools for grade 7 secondary school, whereas in 6 schools, students remained in the same school from grade 6 to grade 7. Time 1 measures were collected from students (N = 245) in grade 6 (aged 11–13 y). Time 2 data were collected from 243 (99%) of the original cohort in grade 7. Data collected were dietary recall self-reported by students via questionnaire, measured height and weight of students, and aspects of the school food environment via school staff survey. Comparative and mixed model regression analyses were conducted. Results Of 243 students, 63% (n= 152) changed schools from time 1 to time 2, with no significant difference in weight status. Students who changed schools reported an increase in purchases of after-school snack food, greater sweetened beverage intake, fewer fruit-and-vegetable classroom breaks, and less encouragement for healthy eating compared with students who remained in the same school. School staff surveys showed that more primary than secondary schools had written healthy canteen policies and fewer days of canteen or food services operation. Conclusion A change of school environment has negative effects on children’s obesity-related dietary behavior. Consistent policy is needed across school types to support healthy eating in school environments. PMID:26355826

Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale.

PubMed

Tackett, Sean; Bakar, Hamidah Abu; Shilkofski, Nicole A; Coady, Niamh; Rampal, Krishna; Wright, Scott

2015-01-01

While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM), the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. The overall response rate was 369/429 (86%). After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%), with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%). The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92) and the seven domains (α, 0.56-0.85). The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention.

Would Students Prefer to Eat Healthier Foods at School?

ERIC Educational Resources Information Center

Gosliner, Wendi; Madsen, Kristine A.; Woodward-Lopez, Gail; Crawford, Patricia B.

2011-01-01

Background: This study sought to elucidate students' perceptions of school food environments and to assess correlations between perceptions and purchasing and consumption behaviors at school. Methods: Seventh and ninth graders (n = 5365) at 19 schools in multiethnic, low-income California communities participating in the Healthy Eating Active…

Hershey Montessori Farm School: Place-Based High School Biology.

ERIC Educational Resources Information Center

Venaleck, Judy; McDonald, Pete

2001-01-01

Describes how the Hershey Montessori Farm School in Huntsburg, Ohio, developed an advanced biology course, which begins with an experience-based, task-oriented approach within different biomes of the surrounding environs while incorporating high school content and scientific method. Concludes that integrating place-based and contextual inquiries…

Development and Evaluation of the School Cafeteria Nutrition Assessment Measures

ERIC Educational Resources Information Center

Krukowski, Rebecca A.; Philyaw Perez, Amanda G.; Bursac, Zoran; Goodell, Melanie; Raczynski, James M.; Smith West, Delia; Phillips, Martha M.

2011-01-01

Background: Foods provided in schools represent a substantial portion of US children's dietary intake; however, the school food environment has proven difficult to describe due to the lack of comprehensive, standardized, and validated measures. Methods: As part of the Arkansas Act 1220 evaluation project, we developed the School Cafeteria…

A Selected Bibliography on the Relevance of Environmental Education to Secondary School Curricula.

ERIC Educational Resources Information Center

Cunningham, Michael C., Comp.; Cunningham, Cheryl Bond, Comp.

The intent of this bibliography is to provide resources for the secondary school teacher concerning (1) substantive information about the environment and (2) means and methods of communicating that information in the classroom. It deals primarily with the man-made environment rather than with environmental resources and has an urban bias - not one…

The Evaluation of the Performed Activities According to ELVES Method

ERIC Educational Resources Information Center

Erdem, Aliye

2018-01-01

Listening habit has an important share in the individual perceiving his/her environment and the world properly and complying with the social environment he/she lives. Because listening is an important skill which enables the individual to use the communication skills he/she learned both at school and out of school properly and to understand…

Differences in Beginning Special Education Teachers: The Influence of Personal Attributes, Preparation, and School Environment on Classroom Reading Practices

ERIC Educational Resources Information Center

Bishop, Anne G.; Brownell, Mary T.; Klingner, Janette K.; Leko, Melinda M.; Galman, Sally A. C.

2010-01-01

Little research exists to help us understand why some beginning special education teachers of reading engage in more effective classroom practices than others. Factors that may influence these differences include personal attributes, preparation, and school environment. This mixed-methods study examined beginning special education teachers (N =…

Sanitation in School Housekeeping, A Training Course for School Custodians.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. School Plant Management Section.

The most efficient and modern methods for cleaning and sanitizing school facilities are presented for the benefit of school custodians. Careful attention to the total school environment can be supportive of the general education program and at the same time make a sound contribution to the health and health education. Topics discussed include--(1)…

Influence of School Architecture and Design on Healthy Eating: A Review of the Evidence

PubMed Central

Brittin, Jeri; Sorensen, Dina; Trowbridge, Matthew J.; Yaroch, Amy L.; Siahpush, Mohammad; Tibbits, Melissa; Huang, Terry T.-K.

2015-01-01

We examined evidence regarding the influence of school physical environment on healthy-eating outcomes. We applied a systems perspective to examine multiple disciplines’ theoretical frameworks and used a mixed-methods systematic narrative review method, considering both qualitative and quantitative sources (published through March 2014) for inclusion. We developed a causal loop diagram from 102 sources identified. We found evidence of the influence of many aspects of a school’s physical environment on healthy-eating outcomes. The causal loop diagram highlights multilevel and interrelated factors and elucidates the specific roles of design and architecture in encouraging healthy eating within schools. Our review highlighted the gaps in current evidence and identified areas of research needed to refine and expand school architecture and design strategies for addressing healthy eating. PMID:25713964

Probabilistic Geoacoustic Inversion in Complex Environments

DTIC Science & Technology

2015-09-30

Probabilistic Geoacoustic Inversion in Complex Environments Jan Dettmer School of Earth and Ocean Sciences, University of Victoria, Victoria BC...long-range inversion methods can fail to provide sufficient resolution. For proper quantitative examination of variability, parameter uncertainty must...project aims to advance probabilistic geoacoustic inversion methods for complex ocean environments for a range of geoacoustic data types. The work is

Clustering of fast-food restaurants around schools: a novel application of spatial statistics to the study of food environments.

PubMed

Austin, S Bryn; Melly, Steven J; Sanchez, Brisa N; Patel, Aarti; Buka, Stephen; Gortmaker, Steven L

2005-09-01

We examined the concentration of fast food restaurants in areas proximal to schools to characterize school neighborhood food environments. We used geocoded databases of restaurant and school addresses to examine locational patterns of fast-food restaurants and kindergartens and primary and secondary schools in Chicago. We used the bivariate K function statistical method to quantify the degree of clustering (spatial dependence) of fast-food restaurants around school locations. The median distance from any school in Chicago to the nearest fast-food restaurant was 0.52 km, a distance that an adult can walk in little more than 5 minutes, and 78% of schools had at least 1 fast-food restaurant within 800 m. Fast-food restaurants were statistically significantly clustered in areas within a short walking distance from schools, with an estimated 3 to 4 times as many fast-food restaurants within 1.5 km from schools than would be expected if the restaurants were distributed throughout the city in a way unrelated to school locations. Fast-food restaurants are concentrated within a short walking distance from schools, exposing children to poor-quality food environments in their school neighborhoods.

Socioeconomic Differences in the Association between Competitive Food Laws and the School Food Environment

ERIC Educational Resources Information Center

Taber, Daniel R.; Chriqui, Jamie F.; Powell, Lisa M.; Perna, Frank M.; Robinson, Whitney R.; Chaloupka, Frank J.

2015-01-01

Background: Schools of low socioeconomic status (SES) tend to sell fewer healthy competitive foods/beverages. This study examined whether state competitive food laws may reduce such disparities. Methods: School administrators for fifth- and eighth grade reported foods and beverages sold in school. Index measures of the food/beverage environments…

SCSD: The Project and the Schools. A Report from Educational Facilities Laboratories.

ERIC Educational Resources Information Center

Benet, James; And Others

SCSD, a structurally coordinated school building components system, is a highly automated method of building new schools that creatively meet the needs of the ever changing educational environment through functional and flexible planning. Examples of why SCSD high schools are efficient, flexible, and spatially planned, are cited. Environmental…

Secondary School Science and Mathematics Teachers, Characteristics and Service Loads.

ERIC Educational Resources Information Center

Mills, Thomas J.

Determined were the educational and professional backgrounds, and some aspects of the operational environment of teachers of secondary school science and mathematics (Grades 7-12) in the public and private schools of the United States during the school year 1960-61. A stratified random sampling method was used to ensure proportional representation…

Primary School Teachers' Views on the Preparation and Usage of Authentic Material

ERIC Educational Resources Information Center

Bedir, Gülay; Özbek, Özlem Yesim

2016-01-01

The students of primary school, secondary school, high school and university confront a vast array of stimulants along with the developing technology in their daily lives. With the classroom environment's lack of rich stimulus, it is difficult to get the students' attention using traditional teaching methods. If teachers choose both technological…

A Multilevel Assessment of School Climate, Bullying Victimization, and Physical Activity

ERIC Educational Resources Information Center

Roman, Caterina G.; Taylor, Caitlin J.

2013-01-01

Background: This study integrated criminological and public health perspectives to examine the influence of bullying victimization and the school environment on physical activity (PA). Methods: We used a weighted sample of 7786 US middle school students surveyed as part of the Health Behavior in School-Aged Children study to conduct a multilevel…

Built Environment and Active Transport to School (BEATS) Study: protocol for a cross-sectional study.

PubMed

Mandic, Sandra; Williams, John; Moore, Antoni; Hopkins, Debbie; Flaherty, Charlotte; Wilson, Gordon; García Bengoechea, Enrique; Spence, John C

2016-05-24

Active transport to school (ATS) is a convenient way to increase physical activity and undertake an environmentally sustainable travel practice. The Built Environment and Active Transport to School (BEATS) Study examines ATS in adolescents in Dunedin, New Zealand, using ecological models for active transport that account for individual, social, environmental and policy factors. The study objectives are to: (1) understand the reasons behind adolescents and their parents' choice of transport mode to school; (2) examine the interaction between the transport choices, built environment, physical activity and weight status in adolescents; and (3) identify policies that promote or hinder ATS in adolescents. The study will use a mixed-method approach incorporating both quantitative (surveys, anthropometry, accelerometers, Geographic Information System (GIS) analysis, mapping) and qualitative methods (focus groups, interviews) to gather data from students, parents, teachers and school principals. The core data will include accelerometer-measured physical activity, anthropometry, GIS measures of the built environment and the use of maps indicating route to school (students)/work (parents) and perceived safe/unsafe areas along the route. To provide comprehensive data for understanding how to change the infrastructure to support ATS, the study will also examine complementary variables such as individual, family and social factors, including student and parental perceptions of walking and cycling to school, parental perceptions of different modes of transport to school, perceptions of the neighbourhood environment, route to school (students)/work (parents), perceptions of driving, use of information communication technology, reasons for choosing a particular school and student and parental physical activity habits, screen time and weight status. The study has achieved a 100% school recruitment rate (12 secondary schools). The study has been approved by the University of Otago Ethics Committee. The results will be actively disseminated through reports and presentations to stakeholders, symposiums and scientific publications. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Food Environment in Secondary Schools: À La Carte, Vending Machines, and Food Policies and Practices

PubMed Central

French, Simone A.; Story, Mary; Fulkerson, Jayne A.; Gerlach, Anne Faricy

2003-01-01

Objectives. This study described the food environment in 20 Minnesota secondary schools. Methods. Data were collected on school food policies and the availability and nutritional content of foods in school à la carte (ALC) areas and vending machines (VMs). Results. Approximately 36% and 35% of foods in ALC areas and in VMs, respectively, met the lower-fat criterion (≤ 5.5 fat grams/serving). The chips/crackers category constituted the largest share of ALC foods (11.5%). The median number of VMs per school was 12 (4 soft drink, 2 snack, 5 other). Few school food policies were reported. Conclusions. The availability of healthful foods and beverages in schools as well as school food policies that foster healthful food choices among students needs greater attention. PMID:12835203

The California Endowment's Healthy Eating, Active Communities Program: A Midpoint Review

PubMed Central

Craypo, Lisa; Boyle, Maria; Crawford, Patricia B.; Yancey, Antronette; Flores, George

2010-01-01

Objectives. We conducted a midpoint review of The California Endowment's Healthy Eating, Active Communities (HEAC) program, which works in 6 low-income California communities to prevent childhood obesity by changing children's environments. The HEAC program conducts interventions in 5 key childhood environments: schools, after-school programs, neighborhoods, health care, and marketing and advertising. Methods. We measured changes in foods and beverages sold at schools and in neighborhoods in HEAC sites; changes in school and after-school physical activity programming and equipment; individual-level changes in children's attitudes and behaviors related to food and physical activity; and HEAC-related awareness and engagement on the part of community members, stakeholders, and policymakers. Results. Children's environments changed to promote healthier lifestyles across a wide range of domains in all 5 key childhood environments for all 6 HEAC communities. Children in HEAC communities are also engaging in more healthy behaviors than they were before the program's implementation. Conclusions. HEAC sites successfully changed children's food and physical activity environments, making a healthy lifestyle a more viable option for low-income children and their families. PMID:20864700

The Architecture of Schools and the Philosophy of Education.

ERIC Educational Resources Information Center

Lamm, Zvi

Changes in instructional methods and ideologies depend on simultaneous changes in the physical environment for the practice of those methods. School architecture results from the type of activity dictated by educational theories. One of the principal ideologies of education is socialization, which perceives education as a process of preparing…

Aggressive and Violent Behaviors in the School Environment among a Nationally Representative Sample of Adolescent Youth

ERIC Educational Resources Information Center

Rajan, Sonali; Namdar, Rachel; Ruggles, Kelly V.

2015-01-01

Background: The purpose of this study was to describe the prevalence of aggressive and violent behaviors in the context of the school environment in a nationally representative sample of adolescent youth and to illustrate these patterns during 2001-2011. Methods: We analyzed data from 84,734 participants via the Youth Risk Behavior Surveillance…

Identification of the Competencies, Knowledge, and Skills Needed by School Nutrition Assistants in the Current Environment

ERIC Educational Resources Information Center

Nettles, Mary Frances; Carr, Deborah H.; Cater, Jerry B.; Federico, Holly A.

2009-01-01

Purpose/Objectives: Study objectives were to identify the functional areas, competencies, knowledge, and skills needed by effective school nutrition (SN) assistants in the current SN environment, and determine at what point the SN assistant should be able to know/perform the knowledge/skill statement, at time of hire or after training. Methods: In…

Sustainability of outdoor school ground smoking bans at secondary schools: a mixed-method study.

PubMed

Rozema, A D; Mathijssen, J J P; Jansen, M W J; van Oers, J A M

2018-02-01

Although increasing numbers of countries are implementing outdoor school ground smoking bans at secondary schools, less attention is paid to the post-implementation period even though sustainability of a policy is essential for long-term effectiveness. Therefore, this study assesses the level of sustainability and examines perceived barriers/facilitators related to the sustainability of an outdoor school ground smoking ban at secondary schools. A mixed-method design was used with a sequential explanatory approach. In phase I, 438 online surveys were conducted and in phase II, 15 semi-structured interviews were obtained from directors of relevant schools. ANOVA (phase I) and a thematic approach (phase II) were used to analyze data. Level of sustainability of an outdoor school ground smoking ban was high at the 48% Dutch schools with an outdoor smoking ban. Furthermore, school size was significantly associated with sustainability. The perceived barriers/facilitators fell into three categories: (i) smoking ban implementation factors (side-effects, enforcement, communication, guidelines and collaboration), (ii) school factors (physical environment, school culture, education type and school policy) and (iii) community environment factors (legislation and social environment). Internationally, the spread of outdoor school ground smoking bans could be further promoted. Once implemented, the ban has become 'normal' practice and investments tend to endure. Moreover, involvement of all staff is important for sustainability as they function as role models, have an interrelationship with students, and share responsibility for enforcement. These findings are promising for the sustainability of future tobacco control initiatives to further protect against the morbidity/mortality associated with smoking. © The Author 2017. Published by Oxford University Press on behalf of the European Public Health Association.

The Influence of the Physical Environment and Sociodemographic Characteristics on Children's Mode of Travel to and From School

PubMed Central

Larsen, Kristian; Hess, Paul; Tucker, Patricia; Irwin, Jennifer; He, Meizi

2009-01-01

Objectives. We examined whether certain characteristics of the social and physical environment influence a child's mode of travel between home and school. Methods. Students aged 11 to 13 years from 21 schools throughout London, Ontario, answered questions from a travel behavior survey. A geographic information system linked survey responses for 614 students who lived within 1 mile of school to data on social and physical characteristics of environments around the home and school. Logistic regression analysis was used to test the influence of environmental factors on mode of travel (motorized vs “active”) to and from school. Results. Over 62% of students walked or biked to school, and 72% from school to home. The likelihood of walking or biking to school was positively associated with shorter trips, male gender, higher land use mix, and presence of street trees. Active travel from school to home was also associated with lower residential densities and lower neighborhood incomes. Conclusions. Our findings demonstrate that active travel is associated with environmental characteristics and suggest that school planners should consider these factors when siting schools in order to promote increased physical activity among students. PMID:19106422

A multilevel examination of gender differences in the association between features of the school environment and physical activity among a sample of grades 9 to 12 students in Ontario, Canada

PubMed Central

2012-01-01

Background Creating school environments that support student physical activity (PA) is a key recommendation of policy-makers to increase youth PA. Given males are more active than females at all ages, it has been suggested that investigating gender differences in the features of the environment that associate with PA may help to inform gender-focused PA interventions and reduce the gender disparity in PA. The purpose of this cross-sectional study was to explore gender differences in the association between factors of the school environment and students' time spent in PA. Methods Among a sample of 10781 female and 10973 male students in grades 9 to 12 from 76 secondary schools in Ontario, Canada, student- and school-level survey PA data were collected and supplemented with GIS-derived measures of the built environment within 1-km buffers of the 76 schools. Results Findings from the present study revealed significant differences in the time male and female students spent in PA as well as in some of the school- and student-level factors associated with PA. Results of the gender-specific multilevel analyses indicate schools should consider providing an alternate room for PA, especially for providing flexibility activities directed at female students. Schools should also consider offering daily physical education programming to male students in senior grades and providing PA promotion initiatives targeting obese male students. Conclusions Although most variation in male and female students' time spent in PA lies between students within schools, there is sufficient between-school variation to be of interest to practitioners and policy-makers. More research investigating gender differentials in environment factors associated with youth PA are warranted. PMID:22272717

Participation in the National School Lunch Program: Importance of School-Level and Neighborhood Contextual Factors

ERIC Educational Resources Information Center

Mirtcheva, Donka M.; Powell, Lisa M.

2009-01-01

Background: This study examined the effect of stigma (proxied by school-level peer participation), neighborhood food environment, and demographic characteristics on participation in the U.S. Department of Agriculture National School Lunch Program (NSLP). Methods: The 1997 and 2003 waves of the Child Development Supplement to the Panel Study of…

Schools and Emotional and Behavioral Problems: A Comparison of School-Going and Homeschooled Children

ERIC Educational Resources Information Center

Guterman, Oz; Neuman, Ari

2017-01-01

Much attention has been focused recently on the deepening crisis in the education system. Researchers have attributed these problems to the school environment. One method for examining this claim is to compare specific emotional and behavior problems among children who attend schools and children who do not. This study examined three aspects of…

Lessons Learned: How Early College High Schools Offer a Pathway for High School Reform

ERIC Educational Resources Information Center

Kaniuka, Theodore Stefan; Vickers, Melinda

2010-01-01

In 2002, Early College High Schools Initiative became a reality across the United States for students and educators looking for ways to improve student graduation rates, college attendance, and overall student achievement. This mixed method case study found that (a) the early college high school environment supported the academic success of…

The Role of School Design in Shaping Healthy Eating-Related Attitudes, Practices, and Behaviors among School Staff

ERIC Educational Resources Information Center

Frerichs, Leah; Brittin, Jeri; Intolubbe-Chmil, Loren; Trowbridge, Matthew; Sorensen, Dina; Huang, Terry T.-K.

2016-01-01

Background: Schools have increasing responsibility to address healthy eating, but physical barriers influence their ability to adopt and sustain recommended strategies. We took advantage of a natural experiment to investigate the role of the physical environment in shaping healthy eating attitudes and practices among school staff members. Methods:…

Examining the Relationship between Classroom Climate and Student Achievement of Middle School Students

ERIC Educational Resources Information Center

Barksdale, Christopher J.

2017-01-01

The purpose of this sequential mixed method study was to examine the relationship between classroom climate and student achievement of middle school students. This study included a review of data collected from the Learning Environment Inventory from a purposeful sample of middle school students from a large suburban school district. A purposeful…

Administrative Methods for Reducing Crime in Primary and Secondary Schools: A Regression Analysis of the U.S. Department of Education School Survey of Crime and Safety

ERIC Educational Resources Information Center

Noonan, James H.

2011-01-01

Since the 1999 Columbine High School shooting school administrators have been tasked with creating positive education environments while also maximizing the safety of the students and staff. However, limited resources require school administrators to only employ safety policies which are actually effective in reducing crime. In order to help…

Out of School Learning Environments in Social Studies Education: A Phenomenological Research with Teacher Candidates

ERIC Educational Resources Information Center

Topçu, Ersin

2017-01-01

In this study, it was aimed to determine the remarks of teacher candidates on the place and importance of out of school learning environments in Social Studies education. Phenomenological method, which is one of the qualitative research designs, was used in this study. The work group of the study consists of 73 teacher candidates who conduct out…

Linking Classroom Environment with At-Risk Engagement in Science: A Mixed Method Approach

NASA Astrophysics Data System (ADS)

Collins, Stephen Craig

This explanatory sequential mixed-method study analyzed how the teacher created learning environment links to student engagement for students at-risk across five science classroom settings. The learning environment includes instructional strategies, differentiated instruction, positive learning environment, and an academically challenging environment. Quantitative and qualitative data were gathered in the form of self-reporting surveys and a follow-up interview. The researcher aimed to use the qualitative results to explain the quantitative data. The general research question was "What are the factors of the teacher-created learning environment that were best suited to maximize engagement of students at-risk?" Specifically explaining, (1) How do the measured level of teacher created learning environment link to the engagement level of students at-risk in science class? and (2) What relationship exists between the student perception of the science classroom environment and the level of behavioral, cognitive, emotional, and social engagement for students at-risk in science class? This study took place within a large school system with more than 20 high schools, most having 2000-3000 students. Participating students were sent to a panel hearing that determined them unfit for the regular educational setting, and were given the option of attending one of the two alternative schools within the county. Students in this alternative school were considered at-risk due to the fact that 98% received free and reduced lunch, 97% were minority population, and all have been suspended from the regular educational setting. Pairwise comparisons of the SPS questions between teachers using t-test from 107 students at-risk and 40 interviews suggest that each category of the learning environment affects the level of behavioral, cognitive, emotional, and social engagement in science class for students at-risk in an alternative school setting. Teachers with higher student perceptions of learning environment showed increased levels of all types of engagement over the teachers with a lower perception of learning environment. Qualitative data suggested that teachers who created a more positive learning environment had increased student engagement in their class. Follow-up questions also revealed that teachers who incorporated a wider variety of classroom instructional strategies increased behavioral engagement of students at-risk in science class.

Maintaining High Challenge and High Support for Diverse Learners

ERIC Educational Resources Information Center

Athanases, Steven

2012-01-01

As teachers, schools and school leaders work to better prepare California's culturally and linguistically diverse students, methods for doing so vary widely. One approach prioritizes safe spaces, welcoming environments, well-structured routines--school and classroom culture features essential for students' well-being. A second key priority, often…

Association between School Policies and Built Environment, and Youth's Participation in Various Types of Physical Activities

ERIC Educational Resources Information Center

Ward, Stephanie; Bélanger, Mathieu; Donovan, Denise; Caissie, Isabelle; Goguen, Julie; Vanasse, Allain

2015-01-01

Background: School environmental characteristics may be associated with youth's participation in different types of physical activities (PAs). This study aimed to identify which school policies and built environmental characteristics were associated with participation in organized, nonorganized, individual, and group-based activities. Methods:…

Environmental literacy in agriculture and coastal areas

NASA Astrophysics Data System (ADS)

Pujianti, N.; Munandar, A.; Surakusumah, W.

2018-05-01

This research aim to investigate the environmental literacy of junior high school students in agricultural and coastal areas in Subang based on knowledge, cognitive skill and attitudes toward to environment. This research used descriptive method. The subjects of the research were 7 grade students of junior high school and involved 62 participants in agriculture area and 64 participants in coastal area. The instrument of environment literacy adapted from Middle School Environment Literacy Survey (MSELS) and adapted to the context of agricultural and coastal area. The results showed that: environmental literacy in agricultural areas is 169.30 with moderate category and environmental literacy in the coastal area is 152.61 in the moderate category.

Effect of Simulation Techniques and Lecture Method on Students' Academic Performance in Mafoni Day Secondary School Maiduguri, Borno State, Nigeria

ERIC Educational Resources Information Center

Bello, Sulaiman; Ibi, Mustapha Baba; Bukar, Ibrahim Bulama

2016-01-01

The study examined the effect of simulation technique and lecture method on students' academic performance in Mafoni Day Secondary School, Maiduguri. The study used both simulation technique and lecture methods of teaching at the basic level of education in the teaching/learning environment. The study aimed at determining the best predictor among…

Support for healthy eating at schools according to the comprehensive school health framework: evaluation during the early years of the Ontario School Food and Beverage Policy implementation

PubMed Central

Taryn, Orava; Steve, Manske; Rhona, Hanning

2017-01-01

Abstract Introduction: Provincial, national and international public health agencies recognize the importance of school nutrition policies that help create healthful environments aligned with healthy eating recommendations for youth. School-wide support for healthy living within the pillars of the comprehensive school health (CSH) framework (social and physical environments; teaching and learning; healthy school policy; and partnerships and services) has been positively associated with fostering improvements to student health behaviours. This study used the CSH framework to classify, compare and describe school support for healthy eating during the implementation of the Ontario School Food and Beverage Policy (P/PM 150). Methods: We collected data from consenting elementary and secondary schools in a populous region of Ontario in Time I (2012/13) and Time II (2014). Representatives from the schools completed the Healthy School Planner survey and a food environmental scan (FES), which underwent scoring and content analyses. Each school’s support for healthy eating was classified as either “initiation,” “action” or “maintenance” along the Healthy School Continuum in both time periods, and as “high/increased,” “moderate” or “low/decreased” within individual CSH pillars from Time I to Time II. Results: Twenty-five school representatives (8 elementary, 17 secondary) participated. Most schools remained in the “action” category (n = 20) across both time periods, with varying levels of support in the CSH pillars. The physical environment was best supported (100% high/increased support) and the social environment was the least (68% low/decreased support). Only two schools achieved the highest rating (maintenance) in Time II. Supports aligned with P/PM 150 were reportedly influenced by administration buy-in, stakeholder support and relevancy to local context. Conclusion: Further assistance is required to sustain comprehensive support for healthy eating in Ontario school food environments. PMID:28902479

Weight gain prevention in the school worksite setting: Results of a multi-level cluster randomized trial

PubMed Central

Lemon, Stephenie C.; Wang, Monica L.; Wedick, Nicole M.; Estabrook, Barbara; Druker, Susan; Schneider, Kristin L.; Li, Wenjun; Pbert, Lori

2014-01-01

Objective To describe the effectiveness, reach and implementation of a weight gain prevention intervention among public school employees. Method A multi-level intervention was tested in a cluster randomized trial among 782 employees in 12 central Massachusetts public high schools from 2009 to 2012. The intervention targeted the nutrition and physical activity environment and policies, the social environment and individual knowledge, attitudes and skills. The intervention was compared to a materials only condition. The primary outcome measures were change in weight and body mass index (BMI) at 24-month follow-up. Implementation of physical environment, policy and social environment strategies at the school and interpersonal levels, and intervention participation at the individual level were assessed. Results At 24-month follow-up, there was a net change (difference of the difference) of −3.03 pounds (p=.04) and of −.48 BMI units (p=.05) between intervention and comparison conditions. The majority of intervention strategies were successfully implemented by all intervention schools, although establishing formal policies was challenging. Employee participation in programs targeting the physical and social environment was maintained over time. Conclusion This study supports that a multi-level intervention integrated within the organizational culture can be successfully implemented and prevent weight gain in public high school employees. PMID:24345602

A More "Livable" School? A Diffractive Analysis of the Performative Enactments of Girls' Ill-/Well-Being With(in) School Environments

ERIC Educational Resources Information Center

Lenz Taguchi, Hillevi; Palmer, Anna

2013-01-01

School girls in Sweden are reported to develop psychological (ill)health in relation to their school behaviour and over-achievements. The methods offered as prevention and treatments are aimed at the individual girl's self-management of stress, health and psychological state, putting the responsibility on the girls themselves. This feminist…

How School Healthy Is Your State? a State-by-State Comparison of School Health Practices Related to a Healthy School Environment and Health Education

ERIC Educational Resources Information Center

Brener, Nancy D.; Wechsler, Howell; McManus, Tim

2013-01-01

Background: School Health Profiles (Profiles) results help states understand how they compare to each other on specific school health policies and practices. The purpose of this study was to develop composite measures of critical Profiles results and use them to rate each state on their overall performance. Methods: Using data from state Profiles…

Challenging Heteronormativity: Creating a Safe and Inclusive Environment for LGBTQ Students

ERIC Educational Resources Information Center

Steck, Andy K.; Perry, David

2018-01-01

Lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth face hostile and exclusionary learning environments. A qualitative phenomenographic method involving semistructured interviews of seven secondary school administrators was conducted to identify perceptions of experiences creating a safe and inclusive environment for students…

What Barriers and Facilitators Do School Nurses Experience When Implementing an Obesity Intervention?

PubMed

Schroeder, Krista; Smaldone, Arlene

2017-12-01

A recent evaluation of a school nurse-led obesity intervention demonstrated a 5% implementation rate. The purpose of this study was to explore school nurses' perceived barriers to and facilitators of the intervention in order to understand reasons for the low implementation rate. Methods included semi-structured individual interviews with school nurses. Data were analyzed using content analysis and heat mapping. Nineteen nurses participated and eight themes were identified. Parental and administrative gatekeeping, heavy nurse workload, obesogenic environments, and concerns about obesity stigma were barriers to implementation. Teamwork with parents and school staff was a key facilitator of implementation. Nurses also noted the importance of cultural considerations and highlighted the need to tailor the intervention to the unique needs of their school environment and student population. These findings suggest that for school nurses to play a key role in school-based obesity interventions, barriers must be identified and addressed prior to program implementation.

Identifying Perceived Barriers and Facilitators to Culturally Competent Practice for School Social Workers

ERIC Educational Resources Information Center

Teasley, Martell; Gourdine, Ruby; Canfield, James

2010-01-01

This study presents descriptive findings from self-reported qualitative and quantitative data on barriers and facilitators to culturally competent school social work practice. The study highlights the need for the development of evaluative methods for the purpose of examining how elements within the practice environment affect school social work…

Sex Differences in Associations of School Connectedness with Adolescent Sexual Risk-Taking in Nova Scotia, Canada

ERIC Educational Resources Information Center

Langille, Donald B.; Asbridge, Mark; Azagba, Sunday; Flowerdew, Gordon; Rasic, Daniel; Cragg, Amber

2014-01-01

Background: Associations of lower school connectedness have been seen with adolescent sexual risk behaviors, but little is known about gender differences with respect to these relationships. Understanding any such differences could contribute to better supporting the school environment to promote youth sexual health. Methods: We used provincially…

Pest Control in the School Environment: Adopting Integrated Pest Management.

ERIC Educational Resources Information Center

Environmental Protection Agency, Washington, DC. Office of Pesticide Programs.

As the public becomes more aware of the health and environmental risks pesticides may pose, its interest in seeking the use of equally effective alternative pest control methods increases. School administrators and other persons who have pest control decision-making responsibilities for school buildings and grounds can use this guide to become…

Meeting the Needs of Middle Grade Science Learners through Pedagogical and Technological Intervention

ERIC Educational Resources Information Center

Yerrick, Randy; Johnson, Joseph

2009-01-01

This mixed methods study examined the effects of inserting laptops and science technology tools in middle school environments. Working together with a local university, middle school science teaching faculty members wrote and aligned curricula, explored relevant science education literature, tested lessons with summer school students, and prepared…

An Accident Prevention Program for School Shops and Laboratories; A Suggested Guide for School Administrators.

ERIC Educational Resources Information Center

Williams, William A.

Effective and realistic planning and improvement of the educational environment can prevent accidents and injuries in school shops and laboratories. This guide makes specific recommendations for organizing and administering such a program and suggests methods and techniques for implementing the recommendations. Chapters cover organizing,…

A Qualitative Research on Active Learning Practices in Pre-School Education

ERIC Educational Resources Information Center

Pekdogan, Serpil; Kanak, Mehmet

2016-01-01

In educational environments prepared based on the active learning method, children learn with interest and pleasure, doing and experiencing, and directly through their own experiences. Considering the contributions of the active learning method and the educational environments designed based on it to children's development, it can be said that…

The School Food Environment and Student BMI and Food Consumption: 2004 to 2007 National Data

PubMed Central

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

2009-01-01

Purpose This study identifies trends in the availability of various food choices in United States’ middle and high schools from 2004–2007, and examines the potential associations between such food availability and students’ self-reported eating habits and BMI-related outcomes. Methods Data are based on nationally representative samples of 78,442 students in 684 secondary schools surveyed from 2004 to 2007 as part of the Youth, Education, and Society (YES) study and the Monitoring the Future (MTF) study. In the YES study, school administrators and food service managers completed self-administered questionnaires on their school’s food environment. In the MTF study, students in the same schools completed self-administered questionnaires, providing data used to construct BMI and food consumption measures. Results Overall, there was a decrease in the availability of regular sugar/fat food items in both middle and high schools, and some indication of an increase high school availability of reduced fat food items through school lunch or a la carte. Some minimal evidence was found for relationships between the school food environment and student BMI-related outcomes and food consumption measures. Conclusions United States secondary schools are making progress in the types of foods offered to students, with food items of lower nutritional value becoming less prevalent in recent years. Continued monitoring of food environment trends may help clarify if and how such factors relate to youth health outcomes. PMID:19699436

Adolescents' Stage-Environment Fit in Middle and High School: The Relationship between Students' Perceptions of Their Schools and Themselves

ERIC Educational Resources Information Center

Booth, Margaret Zoller; Gerard, Jean M.

2014-01-01

This mixed-methods longitudinal project investigates the association between student perceptions of their schools and themselves. Findings from the first two waves of data analysis with 894 middle and high school students in a midsized Great Lakes city reveal similarities and differences between the grade levels (7th-10th) and their perceptions of…

Built environment characteristics and parent active transportation are associated with active travel to school in youth age 12–15

PubMed Central

Carlson, Jordan A; Sallis, James F; Kerr, Jacqueline; Conway, Terry L; Cain, Kelli; Frank, Lawrence D; Saelens, Brian E

2015-01-01

Purpose To investigate the relation of factors from multiple levels of ecological models (ie, individual, interpersonal and environmental) to active travel to/from school in an observational study of young adolescents. Methods Participants were 294 12–15-year olds living within two miles of their school. Demographic, psychosocial and perceived built environment characteristics around the home were measured by survey, and objective built environment factors around home and school were assessed in Geographic Information Systems (GIS). Mixed effects multinomial regression models tested correlates of engaging in 1–4 (vs 0) and 5–10 (vs 0) active trips/week to/from school, adjusted for distance and other covariates. Results 64% of participants reported ≥1 active trip/ week to/from school. Significant correlates of occasional and/or habitual active travel to/from school included barriers (ORs=0.27 and 0.15), parent modelling of active travel (OR=3.27 for habitual), perceived street connectivity (OR=1.78 for occasional), perceived pedestrian safety around home (OR=2.04 for habitual), objective street connectivity around home (OR=0.97 for occasional), objective residential density around home (ORs=1.10 and 1.11) and objective residential density around school (OR=1.14 for habitual). Parent modelling interacted with pedestrian safety in explaining active travel to/from school. Conclusions Results supported multilevel correlates of adolescents active travel to school, consistent with ecological models. Correlates of occasional and habitual active travel to/from school were similar. Built environment attributes around schools, particularly residential density, should be considered when siting new schools and redeveloping neighbourhoods around existing schools. PMID:24659503

The school food environment and adolescent obesity: qualitative insights from high school principals and food service personnel

PubMed Central

Nollen, Nicole L; Befort, Christie A; Snow, Patricia; Daley, Christine Makosky; Ellerbeck, Edward F; Ahluwalia, Jasjit S

2007-01-01

Objectives To examine high school personnel's perceptions of the school environment, its impact on obesity, and the potential impact of legislation regulating schools' food/beverage offerings. Methods Semi-structured interviews were conducted with the principal (n = 8) and dietitian/food service manager (n = 7) at 8 schools (4 rural, 4 suburban) participating in a larger study examining the relationship between the school environment and adolescent health behavior patterns. Results Principal themes included: 1) Obesity is a problem in general, but not at their school, 2) Schools have been unfairly targeted above more salient factors (e.g., community and home environment), 3) Attempts at change should start before high school, 4) Student health is one priority area among multiple competing demands; academic achievement is the top priority, 5) Legislation should be informed by educators and better incorporate the school's perspective. Food service themes included: 1) Obesity is not a problem at their school; school food service is not the cause, 2) Food offerings are based largely on the importance of preparing students for the real world by providing choice and the need to maintain high participation rates; both healthy and unhealthy options are available, 3) A la carte keeps lunch participation high and prices low but should be used as a supplement, not a replacement, to the main meal, 4) Vending provides school's additional revenue; vending is not part of food service and is appropriate if it does not interfere with the lunch program. Conclusion Discrepancies exist between government/public health officials and school personnel that may inhibit collaborative efforts to address obesity through modifications to the school environment. Future policy initiatives may be enhanced by seeking the input of school personnel, providing recommendations firmly grounded in evidence-based practice, framing initiatives in terms of their potential impact on the issues of most concern to schools (e.g., academic achievement, finances/revenue), and minimizing barriers by providing schools adequate resources to carry out and evaluate the effectiveness of their efforts. PMID:17511873

Challenging the Expanding Environment Model of Teaching Elementary Social Studies.

ERIC Educational Resources Information Center

Palmer, Jesse

1989-01-01

Looks at criticism of the Expanding Environments Model in the elementary school social studies curriculum. Cites recent reports that recommend a history-centered elementary curriculum. States that teaching methods may be the cause of historical, civic, and geographic illiteracy rather than the Expanding Environments Model. (LS)

Children with Type 1 Diabetes Mellitus: Self-Management Experiences in School

ERIC Educational Resources Information Center

de Cássia Sparapani, Valéria; Liberatore, Raphael D. R., Jr.; Damião, Elaine B. C.; de Oliveira Dantas, Isa R.; de Camargo, Rosangela A. A.; Nascimento, Lucila C.

2017-01-01

Background: Children with type 1 diabetes mellitus (T1DM) need to perform self-management activities at school and in other environments. Learning about their experiences at school is crucial to assist them in this challenging task. Methods: Qualitative interviews were conducted with children with T1DM, aged between 7 and 12. A scenario was…

The deaf and the classroom design: a contribution of the built environmental ergonomics for the accessibility.

PubMed

Martins, Laura Bezerra; Gaudiot, Denise Mariasimões Freire

2012-01-01

In any concept of school design, classroom occupies the central place. Dimensions, lighting, the equipment needed, ventilation are old questions already answered, even in form of laws and standards adopted. However, the best use of available materials and physical conditions of comfort is not sufficient for a classroom design guaranteed success. The classroom should provide deaf students elements to facilitate the learning process, eliminating as much as possible the obstacles created by lack of hearing and allowing them to have the same access to learning as a listener student. As users of a school building, teachers, students, parents and staff are the best evaluators of the physical environment of schools. The environmental comfort is a largest ally of pedagogy. The learning comes from the perception and the concentration of students in the classroom. The purpose of this study is to detect the role of direct perception (physical) and indirect (intangible) elements that informs and have symbolic value, and propose layouts for accessible classrooms to deaf students. The ergonomics of the built environment evaluation methods could use the participatory design method tools as basis to assessing how users perceive and use the school environment.

Single-gender mathematics and science classes and the effects on urban middle school boys and girls

NASA Astrophysics Data System (ADS)

Sudler, Dawn M.

This study compared the differences in the Criterion-Referenced Competency Test (CRCT) mathematics and science achievement scores of boys and girls in Grade 7 at two urban middle schools. The data allowed the researcher to determine to what degree boys and girls in Grade 7 differ in their mathematics and science achievements within a single-gender environment versus a coeducational learning environment. The study compared any differences between boys and girls in Grade 7 within a single-gender environment in the subjects of mathematics and science, as measured by the CRCT assessments. The study also compared differences between boys and girls in Grade 7 within a coeducational environment in the subjects of mathematics and science, as measured by the CRCT assessments. Two middle schools were used within the study. One middle school was identified as a single-gender school (Middle School A); the other was identified as a coeducational school (Middle School B). This quantitative study applied the use of a descriptive research design. In addition, CRCT scores for the subjects of mathematics and science were taken during the spring of 2008 from both middle schools. Data were measured using descriptive statistics and independent t test calculations. The frequency statistics proceeded to compare each sample performance levels. The data were described in means, standard deviations, standard error means, frequency, and percentages. This method provided an excellent description of a sample scored on the spring 2008 CRCT mathematics and science assessments.

The Social Environment of Schools and Adolescent Nutrition: Associations between the School Nutrition Climate and Adolescents' Eating Behaviors and Body Mass Index

ERIC Educational Resources Information Center

Cvjetan, Branko; Utter, Jennifer; Robinson, Elizabeth; Denny, Simon

2014-01-01

Background: The aim of this study was to determine the association between the school nutrition climate and students' eating behaviors and body mass index (BMI). Methods: Data were collected as part of Youth'07, a nationally representative health survey of high school students in New Zealand. Overall, 9107 randomly selected students from 96…

Nostalgia, Transition and the School: An Innovative Approach of Using Photographic Images as a Visual Method in Educational Research

ERIC Educational Resources Information Center

Shohel, M. Mahruf C.

2012-01-01

The context of the study reported in this paper is the difficulties of transition from nonformal primary schools to formal secondary schools in Bangladesh. The difficulties affecting a smooth school transition relate not only to the making of new relationships and adapting to new norms in a new environment, but also to a very different approach to…

Assessing indoor air quality of school environments: transplanted lichen Pseudovernia furfuracea as a new tool for biomonitoring and bioaccumulation.

PubMed

Protano, Carmela; Owczarek, Malgorzata; Antonucci, Arianna; Guidotti, Maurizio; Vitali, Matteo

2017-07-01

The aim of this research is to evaluate the ability of transplanted lichen Pseudovernia (P). furfuracea to biomonitor and bioaccumulate in urban indoor environments. The elements As, Cd, Cr, Cu, Hg, Ni and Pb and 12 selected polycyclic aromatic hydrocarbons (PAHs) were used to assess P. furfuracea as a biomonitoring tool for the indoor air quality of school environments. To achieve this purpose, lichen samples were exposed for 2 months in the outdoor and indoor environments of five school settings located in urban and rural areas. The results demonstrated that transplanted lichen P. furfuracea is a suitable biomonitoring tool for metals and PAHs in indoor settings and can discriminate between different levels of air pollution related to urbanisation and indoor conditions, such as those characterised by school environments. A transplanted lichen biomonitoring strategy is cost-effective, "green", educational for attending children and less "invasive" than traditional air sampling methods. The feasibility of indoor monitoring by P. furfuracea is a relevant finding and could be a key tool to improve air quality monitoring programmes in school scenarios and thus focus on health prevention interventions for children, who are one of the most susceptible groups in the population.

Logistic Regression and Path Analysis Method to Analyze Factors influencing Students’ Achievement

NASA Astrophysics Data System (ADS)

Noeryanti, N.; Suryowati, K.; Setyawan, Y.; Aulia, R. R.

2018-04-01

Students' academic achievement cannot be separated from the influence of two factors namely internal and external factors. The first factors of the student (internal factors) consist of intelligence (X1), health (X2), interest (X3), and motivation of students (X4). The external factors consist of family environment (X5), school environment (X6), and society environment (X7). The objects of this research are eighth grade students of the school year 2016/2017 at SMPN 1 Jiwan Madiun sampled by using simple random sampling. Primary data are obtained by distributing questionnaires. The method used in this study is binary logistic regression analysis that aims to identify internal and external factors that affect student’s achievement and how the trends of them. Path Analysis was used to determine the factors that influence directly, indirectly or totally on student’s achievement. Based on the results of binary logistic regression, variables that affect student’s achievement are interest and motivation. And based on the results obtained by path analysis, factors that have a direct impact on student’s achievement are students’ interest (59%) and students’ motivation (27%). While the factors that have indirect influences on students’ achievement, are family environment (97%) and school environment (37).

Audits Can Add Panache to Your Communication Program.

ERIC Educational Resources Information Center

Banach, William J.

1982-01-01

Suggests that school systems "audit" their communication system to assess their communication needs. Provides two tests that audit a school system's environment and its community. The test results indicate whether the system's communication program should emphasize formal or informal communication methods. (RW)

Association Between the Built Environment in School Neighborhoods With Physical Activity Among New York City Children, 2012

PubMed Central

Gray, Heewon Lee; Quinn, James; Rundle, Andrew G.; Contento, Isobel R.; Koch, Pamela A.

2016-01-01

Introduction The benefits of physical activity for health and well-being are well established, yet built environment characteristics in the school neighborhood may constrain students’ ability to engage in physical activity and contribute to the considerable variation in physical activity among students at different schools. Methods Baseline data from the Food, Health and Choices obesity prevention trial were used to create multilevel linear models of the relationship between fifth-grade students’ (n = 952) physical activity and related psychosocial factors and characteristics of the built environment of the school’s neighborhood (park access, public transportation density, total crime, and walkability), controlling for age and body mass index z scores. Results Total crime was inversely associated with boys’ light physical activity duration (β = −0.189; P = .02) and behavioral intention for physical activity (β = −0.178; P = .03). Boys’ habit strength for physical activity was positively associated with public transportation density (β = 0.375; P = .02) and negatively associated with total crime (β = −0.216; P = .01), explaining 67% of between-school variation. Girls’ frequency of light physical activity was positively associated with park access (β = 0.188; P = .04). Built environment characteristics explained 97% of the between-school variation in girls’ self-efficacy in walking for exercise. Conclusions Characteristics of the built environment surrounding schools were associated with and explain between-school variation in students’ physical activity and several theory-based psychosocial factors. Partnerships between public health practitioners, policy makers, and school administrators may be warranted to shape the school neighborhood, specifically to decrease crime rates and increase park access, to encourage physical activity in youth. PMID:27536902

A qualitative examination of factors related to the decrease in physical activity behavior in adolescent girls during the transition from primary to secondary school.

PubMed

Knowles, Ann-Marie; Niven, Ailsa; Fawkner, Samantha

2011-11-01

Quantitative research has suggested that the decline in physical activity levels for adolescent girls is most marked during the transition from primary school to secondary school yet understanding the contributing factors for this decline may be advanced through qualitative research methods to gain an individual perspective of the girls' school transition experience. This study explored factors related to the decrease in physical activity behavior in 14 adolescent girls (mean age = 13.6 ± 0.3 years) during the transition between primary and secondary school through the use of narrative interviews and interpretative phenomenological analysis. The findings suggested that a change in the environment was central to understanding the decline in physical activity levels since primary school. During secondary school, a positive environment can be created by ensuring a choice of activities in Physical Education lessons; allowing a girls-only environment, to reduce the focus on competence and competition, and recognizing the importance of social support. These could enhance self-perceptions, reduce self-presentational concerns, increase enjoyment, and subsequently reduce the decrease in physical activity behavior during this key transitional period.

A humanistic environment for dental schools: what are dental students experiencing?

PubMed

Quick, Karin K

2014-12-01

A Commission on Dental Accreditation (CODA) standard now requires that dental schools commit to establishing a "humanistic culture and learning environment" for all members of the academic environment. The aim of this study was to identify students' perceptions of factors that affect the dental school environment and to test differences in their experiences in terms of gender and year. This picture of the existing environment was meant to serve as a first step toward creating and supporting a more humanistic academic environment. A mixed-methods approach was used for data collection during the 2009-10 and 2010-11 academic years at one U.S. dental school. Four focus groups were first conducted to explore challenges and conflicts faced by students during their dental education. A written survey informed by the focus group results was then used to obtain quantitative data. The survey response rate was 47 percent (N=188). Faculty inconsistency, cheating, and belittlement/disrespect were experienced by many of the responding dental students during their education, similar to what has been documented in medicine. These students also reported experiencing both constructive communication (90 percent) and destructive communication (up to 32 percent). The female students reported more gender discrimination and sexual harassment than their male peers, and the clinical students reported more experience with belittlement and destructive communication than the preclinical students. The results suggest that greater effort should be directed toward creating a more humanistic environment in dental schools. Based on the issues identified, steps academic institutions can take to improve these environments and student skills are outlined.

Changes in Weight over the School Year and Summer Vacation: Results of a 5-Year Longitudinal Study

ERIC Educational Resources Information Center

Moreno, Jennette P.; Johnston, Craig A.; Woehler, Deborah

2013-01-01

Background: Evidence suggests that children gain more weight during the summer months compared with the school year. To examine the impact of the school and summer environment on children's weight further, we conducted a 5-year longitudinal study examining changes in standardized BMI (zBMI) of students entering kindergarten. Methods: Heights and…

Is the Balanced School Day Truly Balanced? A Review of the Impacts on Children, Families, and School Food Environments

ERIC Educational Resources Information Center

Wu, Theresa F.; Macaskill, Lesley A.; Salvadori, Marina I.; Dworatzek, Paula D. N.

2015-01-01

Background: The Balanced School Day (BSD) is a scheduling policy that has the potential to impact children's food behaviors because students are provided with two 20-minute eating opportunities versus the traditional 20-minute lunch. Methods: We aim to raise awareness of this grassroots academic policy and its potential consequences to inform…

Suicide Risk and Resiliency Factors among Hispanic Teens in New Mexico: Schools Can Make a Difference

ERIC Educational Resources Information Center

Hall, Meryn; Fullerton, Lynne; FitzGerald, Courtney; Green, Dan

2018-01-01

Background: Youth suicide is a serious public health problem in the United States. School environments, and the attention of school adults, are promising but minimally studied avenues for promoting mental health among students. Methods: The 2013 New Mexico Youth Risk and Resiliency Survey data were analyzed to identify ways in which the school…

Home and School Environments as Determinant of Social Skills Deficit among Learners with Intellectual Disability in Lagos State

ERIC Educational Resources Information Center

Isawumi, Oyeyinka David; Oyundoyin, John Olusegun

2016-01-01

The study examined home and school environmental factors as determinant of social skills deficit among learners with intellectual disability in Lagos State, Nigeria. The study adopted survey research method using a sample size of fifty (50) pupils with intellectual disability who were purposively selected from five special primary schools in Lagos…

Ready for Recess: A Pilot Study to Increase Physical Activity in Elementary School Children

ERIC Educational Resources Information Center

Huberty, Jennifer L.; Siahpush, Mohammad; Beighle, Aaron; Fuhrmeister, Erin; Silva, Pedro; Welk, Greg

2011-01-01

Background: Creating an optimal environment at recess may be necessary to maximize physical activity (PA) participation in youth. The purpose of this study was to determine the initial effectiveness of an elementary school recess intervention on the amount of moderate PA (MPA) and vigorous PA (VPA) during recess and the school day. Methods: This…

Learning within and beyond the Classroom: Compulsory School Students Voicing Their Positive Experiences of School

ERIC Educational Resources Information Center

Backman, Ylva; Alerby, Eva; Bergmark, Ulrika; Gardelli, Asa; Hertting, Krister; Kostenius, Catrine; Ohrling, Kerstin

2012-01-01

The aim of this study was to describe, reflect upon, and create a deeper understanding of aspects relevant for promoting a positive school environment from a student perspective. The data was analyzed by using an inductive phenomenological method and based on written responses from 200 Swedish students from grades 5-9. The results indicated that…

Project Refresh: Testing the Efficacy of a School-Based Classroom and Cafeteria Intervention in Elementary School Children

ERIC Educational Resources Information Center

Song, Hee-Jung; Grutzmacher, Stephanie; Munger, Ash L.

2016-01-01

Background: The purpose of this study was to assess the effect of a school-based nutrition program using a cafeteria environment intervention and classroom nutrition education on self-reported fruit and vegetable (FV) consumption, self-efficacy to select FV, and preference for healthy foods. Methods: Using quasi-experimental pre-post design with 3…

Policies and Opportunities for Physical Activity in Middle School Environments

PubMed Central

Young, Deborah R.; Felton, Gwen M.; Grieser, Mira; Elder, John P.; Johnson, Carolyn; Lee, Jung-Sun; Kubik, Martha Y.

2008-01-01

BACKGROUND This study examined physical activity opportunities and barriers at 36 geographically diverse middle schools participating in the Trial of Activity for Adolescent Girls. METHODS Principals, physical education and health education department heads, and program leaders were interviewed to assess policies and instructional practices that support physical activity. RESULTS Schools provided approximately 110 hours per year in physical education instruction. Approximately 20% of students walked or bicycled to school. Eighty-three percent of schools offered interscholastic sports and 69% offered intramural sports. Most schools offered programs for girls, but on average, only 24 girls (~5%) in the schools attended any programs. Only 25% of schools allowed after school free play. An overall score created to assess school environmental support for physical activity indicated that, on average, schools met 6.7 items of 10 items. Free/reduced lunch program participation versus not (p = .04), perceived priority of physical education instruction over coaching (p = .02), and safety for walking/bicycling to school (p = .02) predicted environmental support score. CONCLUSIONS Schools have policies and practices that support physical activity, although unfavorable practices exist. Schools must work with community partners and officials to provide environments that optimally support physical activity, especially schools that serve low-income students. PMID:17212759

The Eyesight of School Children: Defective Vision as Related to School Environment, and Methods of Prevention and Correction. Bulletin, 1919, No. 65

ERIC Educational Resources Information Center

Berkowitz, J. H.

1920-01-01

Competent authorities seem to agree as to the causes of eye strain in school children other than congenital defects. Standard works on diseases of the eye are practically unanimous in declaring that myopia results from the protracted and unhygienic use of the eyes in near work. Most of the factors tending to cause eye strain exist in the schools.…

Music as the Least Restrictive Environment of the Severely Emotionally Disturbed.

ERIC Educational Resources Information Center

Milner, Edward Willis

The paper presents a method for teaching music to the severely emotionally disturbed high school learner, a typology for relating the learner to the type of method to be used, and three case studies illustrating use of music as a way to provide students with the least restrictive environment. The music program involves group singing and playing…

Engaging Communities to Develop and Sustain Comprehensive Wellness Policies: Louisiana’s Schools Putting Prevention to Work

PubMed Central

Kennedy, Betty Monroe; Bourgeois, Brandi F.; Broyles, Stephanie T.; Katzmarzyk, Peter T.

2014-01-01

Background Tobacco use, obesity, and physical inactivity among Louisiana’s youth pose a serious public health problem. Given the potential of school environments to affect student well-being, the Louisiana Tobacco Control Program developed and tested a pilot program, Schools Putting Prevention to Work. The objective was to assist school districts in developing a comprehensive school wellness policy and engaging their school community to generate environments that support healthful choices and behaviors. Community Context The pilot was implemented in 27 school districts, reaching an estimated 325,000 people across the state. Demographics of participating students were similar to all Louisiana’s public school students. Methods A school wellness project state team advised project development. A subgroup that included contractors and partners implemented and modified the pilot. Sites were selected though an application process. Site representatives received trainings, technical assistance, and funding to organize school-based support-building activities and coordinate a school health advisory council to develop policy and sustain healthy school environments. Project sites reported progress monthly; evaluation included data from sites and project administrators. Outcome Twenty-five comprehensive school wellness policies (covering 100% tobacco-free schools and daily physical activity and healthier cafeteria items) were approved by school boards. Environmental changes such as physical activity breaks, healthier vending options, and tobacco-free campuses were adopted. Interpretation This pilot demonstrated a successful approach to achieving policy and environmental change. The state team engaged and guided school districts to motivate students, parents, faculty/staff/administration, and businesses to establish and maintain opportunities to improve lifestyle health. PMID:24602588

Association between home and school food environments and dietary patterns among 9–11-year-old children in 12 countries

PubMed Central

Vepsäläinen, H; Mikkilä, V; Erkkola, M; Broyles, S T; Chaput, J-P; Hu, G; Kuriyan, R; Kurpad, A; Lambert, E V; Maher, C; Maia, J; Matsudo, V; Olds, T; Onywera, V; Sarmiento, O L; Standage, M; Tremblay, M S; Tudor-Locke, C; Zhao, P; Church, T S; Katzmarzyk, P T; Fogelholm, M

2015-01-01

Objectives: We investigated the roles of home and school environments on dietary patterns among children from 12 countries differing widely in geographic region and levels of human and economic development. Methods: The sample included a total of 6685 (54% girls) 9–11-year-old children. Parents/guardians reported the availability of certain foods in the home, and trained researchers performed school audits recording the availability of foods for sale at schools. Foods were then divided into wholesome (nutrient-dense) and empty-calorie (nutrient-poor) foods and scored according to their availability. Children reported if their school provided school lunch and how many times during the last week they had eaten meals prepared away from home and school. Via principal components analysis, data-driven dietary pattern scores were calculated from food frequency questionnaires. Multilevel models were used to study the associations between home and school food environments (wholesome and empty-calorie foods) and dietary patterns (healthy and unhealthy diet pattern scores). Results: For low unhealthy diet pattern scores, low availability of empty-calorie foods at home was found to be more important than high availability of wholesome foods. More meals eaten outside home and school were associated with the higher unhealthy diet pattern scores. The availability of wholesome foods at home was positively associated with the healthy diet pattern scores. Food availability at school was not associated with the dietary patterns. Conclusions: In this sample, the home food environment was more significant than the school food environment in predicting the dietary patterns. The availability of empty-calorie foods was associated with the unhealthy dietary pattern even when the availability of wholesome foods at home was high. Meals prepared away from home contributed to the unhealthy dietary pattern. Therefore, parents should be encouraged to limit the availability of empty-calorie foods and eating outside the home. PMID:27152188

Chaotic homes and school achievement: a twin study

PubMed Central

Hanscombe, Ken B; Haworth, Claire MA; Davis, Oliver SP; Jaffee, Sara R; Plomin, Robert

2011-01-01

Background Chaotic homes predict poor school performance. Given that it is known that genes affect both children's experience of household chaos and their school achievement, to what extent is the relationship between high levels of noise and environmental confusion in the home, and children's school performance, mediated by heritable child effects? This is the first study to explore the genetic and environmental pathways between household chaos and academic performance. Method Children's perceptions of family chaos at ages 9 and 12 and their school performance at age 12 were assessed in more than 2,300 twin pairs. The use of child-specific measures in a multivariate genetic analysis made it possible to investigate the genetic and environmental origins of the covariation between children's experience of chaos in the home and their school achievement. Results Children's experience of family chaos and their school achievement were significantly correlated in the expected negative direction (r = −.26). As expected, shared environmental factors explained a large proportion (63%) of the association. However, genetic factors accounted for a significant proportion (37%) of the association between children's experience of household chaos and their school performance. Conclusions The association between chaotic homes and poor performance in school, previously assumed to be entirely environmental in origin, is in fact partly genetic. How children's home environment affects their academic achievement is not simply in the direction environment → child → outcome. Instead, genetic factors that influence children's experience of the disordered home environment also affect how well they do at school. The relationship between the child, their environment and their performance at school is complex: both genetic and environmental factors play a role. PMID:21675992

School environment as predictor of teacher sick leave: data-linked prospective cohort study

PubMed Central

2012-01-01

Background Poor indoor air quality (IAQ) and psychosocial problems are common in schools worldwide, yet longitudinal research on the issue is scarce. We examined whether the level of or a change in pupil-reported school environment (IAQ, school satisfaction, and bullying) predicts recorded sick leaves among teachers. Methods Changes in the school environment were assessed using pupil surveys at two time points (2001/02 and 2004/05) in 92 secondary schools in Finland. Variables indicating change were based on median values at baseline. We linked these data to individual-level records of teachers’ (n = 1678) sick leaves in 2001–02 and in 2004–05. Results Multilevel multinomial logistic regression models adjusted for baseline sick leave and covariates showed a decreased risk for short-term (one to three days) sick leaves among teachers working in schools with good perceived IAQ at both times (OR = 0.6, 95% CI: 0.5-0.9), and for those with a positive change in IAQ (OR = 0.6, 95% CI: 0.4-0.9), compared to teachers in schools where IAQ was constantly poor. Negative changes in pupil school satisfaction (OR = 1.8, 95% CI: 1.1-2.8) and bullying (OR = 1.5, 95% CI: 1.0-2.3) increased the risk for short-term leaves among teachers when compared to teachers in schools where the level of satisfaction and bullying had remained stable. School environment factors were not associated with long-term sick leaves. Conclusions Good and improved IAQ are associated with decreased teacher absenteeism. While pupil-related psychosocial factors also contribute to sick leaves, no effect modification or mediation of psychosocial factors on the association between IAQ and sick leave was observed. PMID:22966903

Policies and Opportunities for Physical Activity in Middle School Environments

ERIC Educational Resources Information Center

Young, Deborah R.; Felton, Gwen M.; Grieser, Mira; Elder, John P.; Johnson, Carolyn; Lee, Jung-Sun; Kubik, Martha Y.

2007-01-01

Background: This study examined physical activity opportunities and barriers at 36 geographically diverse middle schools participating in the Trial of Activity for Adolescent Girls. Methods: Principals, physical education and health education department heads, and program leaders were interviewed to assess policies and instructional practices that…

How Urban Youth Perceive Relationships among School Environments, Social Networks, Self-Concept, and Substance Use

PubMed Central

Dudovitz, Rebecca N.; Perez-Aguilar, Giselle; Kim, Grace; Wong, Mitchell D.; Chung, Paul J.

2016-01-01

Objective Studies suggest adolescent substance use aligns with academic and behavioral self-concept (whether teens think of themselves as good or bad students and as rule followers or rule breakers) as well as peer and adult social networks. Schools are an important context in which self-concept and social networks develop, but it remains unclear how school environments might be leveraged to promote healthy development and prevent substance use. We sought to describe how youth perceive the relationships among school environments, adolescent self-concept, social networks, and substance use. Methods Semi-structured interviews with 32 low-income minority youth (ages 17-22) who participated in a prior study, explored self-concept development, school environments, social networks, and substance use decisions. Recruitment was stratified by whether, during high school, they had healthy or unhealthy self-concept profiles and had engaged in or abstained from substance use. Results Youth described feeling labeled by peers and teachers and how these labels became incorporated into their self-concept. Teachers who made students feel noticed (e.g., by learning students' names) and had high academic expectations reinforced healthy self-concepts. Academic tracking, extra-curricular activities, and school norms determined potential friendship networks, grouping students either with well-behaving or misbehaving peers. Youth described peer groups, combined with their self-concept, shaping their substance use decisions. Affirming healthy aspects of their self-concept at key risk behavior decision points helped youth avoid substance use in the face of peer pressure. Conclusions Youth narratives suggest school environments shape adolescent self-concept and adult and peer social networks, all of which impact substance use. PMID:28259338

Evaluation of implementation of a healthy food and drink supply strategy throughout the whole school environment in Queensland state schools, Australia.

PubMed

Dick, M; Lee, A; Bright, M; Turner, K; Edwards, R; Dawson, J; Miller, J

2012-10-01

This paper reports on the evaluation of the Smart Choices healthy food and drink supply strategy for Queensland schools (Smart Choices) implementation across the whole school environment in state government primary and secondary schools in Queensland, Australia. Three concurrent surveys using different methods for each group of stakeholders that targeted all 1275 school Principals, all 1258 Parent and Citizens' Associations (P&Cs) and a random sample of 526 tuckshop convenors throughout Queensland. Nine hundred and seventy-three Principals, 598 P&Cs and 513 tuckshop convenors participated with response rates of 78%, 48% and 98%, respectively. Nearly all Principals (97%), P&Cs (99%) and tuckshop convenors (97%) reported that their school tuckshop had implemented Smart Choices. The majority of Principals and P&Cs reported implementation, respectively, in: school breakfast programs (98 and 92%); vending machine stock (94 and 83%); vending machine advertising (85 and 84%); school events (87 and 88%); school sporting events (81 and 80%); sponsorship and advertising (93 and 84%); fundraising events (80 and 84%); and sporting clubs (73 and 75%). Implementation in curriculum activities, classroom rewards and class parties was reported, respectively, by 97%, 86% and 75% of Principals. Respondents also reported very high levels of understanding of Smart Choices and engagement of the school community. The results demonstrated that food supply interventions to promote nutrition across all domains of the school environment can be implemented successfully.

A cross-sectional examination of school characteristics associated with overweight and obesity among grade 1 to 4 students

PubMed Central

2013-01-01

Background Excessive weight gain among youth is an ongoing public health concern. Despite evidence linking both policies and the built environment to adolescent and adult overweight, the association between health policies or the built environment and overweight are often overlooked in research with children. The purpose of this study was to examine if school-based physical activity policies and the built environment surrounding a school are associated with weight status among children. Methods Objectively measured height and weight data were available for 2,331 grade 1 to 4 students (aged 6 to 9 years) attending 30 elementary schools in Ontario, Canada. Student-level data were collected using parent reports and the PLAY-On questionnaire administered to students by study nurses. School-level policy data were collected from school administrators using the Physical Activity Module of the Healthy School Planner tool, and built environment data were provided by the Enhanced Points of Interest data resource. Multi-level logistic regression models were used to examine the school- and student-level characteristics associated with the odds of a student being overweight or obese. Results There was significant between-school random variation in the odds of a student being overweight [σ2μ0 = 0.274(0.106), p < 0.001], but not for being obese [σ2μ0 = 0.115(0.089)]. If a student attended a school that provided student access to a variety of facilities on and off school grounds during school hours or supported active transportation to and from school, he/she was less likely to overweight than a similar student attending a school without these policies. Characteristics of the built environment were not associated with overweight or obesity among this large cross-sectional sample of children. Conclusions This new evidence suggests that it may be wise to target obesity prevention efforts to schools that do not provide student access to recreation facilities during school hours or schools that do not support active transportation for students. Future research should evaluate if school-based overweight and obesity prevention programming might be improved if interventions selectively targeted the school characteristics that are putting students at the greatest risk. PMID:24139176

Are school-level factors associated with primary school students' experience of physical violence from school staff in Uganda?

PubMed Central

Knight, Louise; Nakuti, Janet; Allen, Elizabeth; Gannett, Katherine R.; Naker, Dipak; Devries, Karen M.

2016-01-01

Background The nature and structure of the school environment has the potential to shape children's health and well being. Few studies have explored the importance of school-level factors in explaining a child's likelihood of experiencing violence from school staff, particularly in low-resource settings such as Uganda. Methods To quantify to what extent a student's risk of violence is determined by school-level factors we fitted multilevel logistic regression models to investigate associations and present between-school variance partition coefficients. School structural factors, academic and supportive environment are explored. Results 53% of students reported physical violence from staff. Only 6% of variation in students' experience of violence was due to differences between schools and half the variation was explained by the school-level factors modelled. Schools with a higher proportion of girls are associated with increased odds of physical violence from staff. Students in schools with a high level of student perceptions of school connectedness have a 36% reduced odds of experiencing physical violence from staff, but no other school-level factor was significantly associated. Conclusion Our findings suggest that physical violence by school staff is widespread across different types of schools in this setting, but interventions that improve students' school connectedness should be considered. PMID:26647396

Outdoor Education Activities for Elementary School Students.

ERIC Educational Resources Information Center

Lee, Connie L.

Outdoor education is an informal method of teaching and learning which offers opportunities for elementary school students, regardless of intellectual abilities, to learn about and appreciate their environment and acquire skills with which to enjoy a lifetime of creative, productive, and healthful living. Outdoor education can enrich, vitalize,…

Registered Dietitians in School Nutrition Leadership: Motivational Aspects of Job Selection and Job Satisfaction

ERIC Educational Resources Information Center

Dodson, Linette J.; Arendt, Susan W.

2014-01-01

Purpose/Objectives: This study examined motivational aspects related to selecting school nutrition leadership as a career by registered dietitians (RDs). Motivational aspects were defined as valued characteristics which influence individuals' desires for specific work environments. Aspects of job satisfaction were also explored. Methods: An online…

Food Literacy at Secondary Schools in Australia

ERIC Educational Resources Information Center

Ronto, Rimante; Ball, Lauren; Pendergast, Donna; Harris, Neil D.

2016-01-01

Background: Food literacy can encourage adolescents to develop healthy dietary patterns. This study examined home economics teachers' (HET) perspectives of the importance, curriculum, self-efficacy, and food environments regarding food literacy in secondary schools in Australia. Methods: A 20-item cross-sectional survey was completed by 205 HETs.…

Learning Mathematics in the Mobile Phone Environment: Students' Emotions

ERIC Educational Resources Information Center

Daher, Wajeeh

2011-01-01

Researchers point at the importance of emotions and its study in mathematics education. This research examines middle school students' emotions during learning mathematics outdoors using the mobile phone. The constant comparison method was used to analyze 30 middle school students' emotions while carrying out 15 outdoor activities using the mobile…

Post-Traumatic Stress Disorder among School Age Palestinian Children

ERIC Educational Resources Information Center

Khamis, Vivian

2005-01-01

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

The Enrollment Funnel

ERIC Educational Resources Information Center

Perna, Mark C.

2005-01-01

A smart marketing plan creates emotional attachment and loyalty in a school's prospective students, but how does a school go about creating this type of positive environment?. In this brief paper, the author describes a step-by-step approach that he created--the enrollment funnel. The enrollment funnel is a systematic method of moving…

The impact of hot food takeaways near schools in the UK on childhood obesity: a systematic review of the evidence.

PubMed

Turbutt, Claire; Richardson, Janet; Pettinger, Clare

2018-03-24

Obesity is the greatest health issue for this generation; schools have improved food offered within their grounds. The built environment surrounding schools and pupils' journeys home have not received the same level of attention. This review identified papers on impacts of hot food takeaways surrounding schools in the UK. Methods were informed by the PRISMA (QUORUM) guidelines for systematic reviews. Searches were completed in 12 databases. A total of 14 papers were included and quality assured before data extraction. Three descriptive themes were found; descriptions of hot food takeaway's geography and impacts concerning schools, strategic food policy and pupils reported food behaviour. Most included studies compared anthropometric measures with geographical location of hot food takeaways to find correlations between environment and childhood obesity. There was good evidence of more hot food takeaways in deprived areas and children who spend time in deprived neighbourhoods tend to eat more fast food and have higher BMIs. Few studies were able to quantify the correlation between school's environment and obesity amongst pupils. This lack of evidence is likely a factor of the studies' ability to identify the correlation rather than lack of a correlation between the two variables.

Where the education system and women's bodies collide: The social and health impact of girls' experiences of menstruation and schooling in Tanzania.

PubMed

Sommer, Marni

2010-08-01

The global development community has focused in recent decades on closing the gender gap in education, but has given insufficient attention to the specific needs of pre- and post-pubescent girls as they transition to young womanhood within the educational institution. This study explored the social context of girls' experiences of menses and schooling in northern Tanzania, with data collection focused on capturing girls' voiced concerns and recommendations. Results indicated that pubescent girls are confronted with numerous challenges to managing menses within the school environment. Many are transitioning through puberty without adequate guidance on puberty and menses management, and pursuing education in environments that lack adequate facilities, supplies, and gender sensitivity. Girls have pragmatic and realistic recommendations for how to improve school environments, ideas that should be incorporated as effective methods for improving girls' academic experiences and their healthy transitions to womanhood. Copyright 2009 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

“HealthKick”: Formative assessment of the health environment in low-resource primary schools in the Western Cape Province of South Africa

PubMed Central

2012-01-01

Background This study evaluated the primary school environment in terms of being conducive to good nutrition practices, sufficient physical activity and prevention of nicotine use, with the view of planning a school-based health intervention. Methods A sample of 100 urban and rural disadvantaged schools was randomly selected from two education districts of the Western Cape Education Department, South Africa. A situation analysis, which comprised an interview with the school principal and completion of an observation schedule of the school environment, was done at all schools. Results Schools, on average, had 560 learners and 16 educators. Principals perceived the top health priorities for learners to be an unhealthy diet (50%) and to far lesser degree, lack of physical activity (24%) and underweight (16%). They cited lack of physical activity (33%) and non-communicable diseases (NCDs; 24%) as the main health priorities for educators, while substance abuse (66%) and tobacco use (31%) were prioritised for parents. Main barriers to health promotion programmes included lack of financial resources and too little time in the time table. The most common items sold at the school tuck shops were crisps (100%), and then sweets (96%), while vendors mainly sold sweets (92%), crisps (89%), and ice lollies (38%). Very few schools (8%) had policies governing the type of food items sold at school. Twenty-six of the 100 schools that were visited had vegetable gardens. All schools reported having physical activity and physical education in their time tables, however, not all of them offered this activity outside the class room. Extramural sport offered at schools mainly included athletics, netball, and rugby, with cricket and soccer being offered less frequently. Conclusion The formative findings of this study contribute to the knowledge of key environmental and policy determinants that may play a role in the health behaviour of learners, their parents and their educators. Evidently, these show that school environments are not always conducive to healthy lifestyles. To address the identified determinants relating to learners it is necessary to intervene on the various levels of influence, i.e. parents, educators, and the support systems for the school environment including the curriculum, food available at school, resources for physical activity as well as appropriate policies in this regard. PMID:22985326

Supporting adolescent emotional health in schools: a mixed methods study of student and staff views in England

PubMed Central

Kidger, Judi; Donovan, Jenny L; Biddle, Lucy; Campbell, Rona; Gunnell, David

2009-01-01

Background Schools have been identified as an important place in which to support adolescent emotional health, although evidence as to which interventions are effective remains limited. Relatively little is known about student and staff views regarding current school-based emotional health provision and what they would like to see in the future, and this is what this study explored. Methods A random sample of 296 English secondary schools were surveyed to quantify current level of emotional health provision. Qualitative student focus groups (27 groups, 154 students aged 12-14) and staff interviews (12 interviews, 15 individuals) were conducted in eight schools, purposively sampled from the survey respondents to ensure a range of emotional health activity, free school meal eligibility and location. Data were analysed thematically, following a constant comparison approach. Results Emergent themes were grouped into three areas in which participants felt schools did or could intervene: emotional health in the curriculum, support for those in distress, and the physical and psychosocial environment. Little time was spent teaching about emotional health in the curriculum, and most staff and students wanted more. Opportunities to explore emotions in other curriculum subjects were valued. All schools provided some support for students experiencing emotional distress, but the type and quality varied a great deal. Students wanted an increase in school-based help sources that were confidential, available to all and sympathetic, and were concerned that accessing support should not lead to stigma. Finally, staff and students emphasised the need to consider the whole school environment in order to address sources of distress such as bullying and teacher-student relationships, but also to increase activities that enhanced emotional health. Conclusion Staff and students identified several ways in which schools can improve their support of adolescent emotional health, both within and outside the curriculum. However, such changes should be introduced as part of a wider consideration of how the whole school environment can be more supportive of students' emotional health. Clearer guidance at policy level, more rigorous evaluation of current interventions, and greater dissemination of good practice is necessary to ensure adolescents' emotional health needs are addressed effectively within schools. PMID:19878601

"Shool Biotope" as science and environment educational tools in Japan

NASA Astrophysics Data System (ADS)

Yoshida, K.; Matsumoto, I.

2011-12-01

We have very small artificial pond in elementary school and junior high school in Japan. There are small fish, aquatic insect, and plant, and we can easily check and study. Recently, this type very small artificial pond that we call "Biotope" has been reconsidered as educational tool for study about biology and ecology. We introduce the some cases of the elementary school in Shimane Prefecture, Japan. And then, we pick up some important good educational materials and methods and their problems. Shimane prefecture is the place where relatively much nature is left even in Japan, and children are favored in the opportunity which usually touches nature and study it. It thought about use for Biotope in the inside of school of such from the viewpoint of science and environment education. It is possible with Biotope in the inside of school that a fish, aquatic insect, and plant in Biotope and that's environment are observed for every day and for a long time. As for the teacher of the elementary and junior high schools, it is important to make a plan of Biotope corresponding to the subject and those contents of learning through the year. We define School-Biotope as a thing that a teacher recognizes that educational importance and to make the most of as an education subject intentionally.

The Third Correlate of Effective Schools Safe and Orderly Environment--The Custodian Connection: A Study of Job Satisfaction as Perceived by Public Elementary School Custodians in San Bernardino County

ERIC Educational Resources Information Center

Masters, Ann V.

2009-01-01

Purpose. The purpose of this study was to examine factors that contribute to job satisfaction and dissatisfaction, as perceived by elementary school custodians in San Bernardino County. Methodology. Descriptive research methods were used to conduct this qualitative study. Critical incident technique was employed for data collection. Data were…

The healthy options for nutrition environments in schools (Healthy ONES) group randomized trial: using implementation models to change nutrition policy and environments in low income schools

PubMed Central

2012-01-01

Background The Healthy Options for Nutrition Environments in Schools (Healthy ONES) study was an evidence-based public health (EBPH) randomized group trial that adapted the Institute for Healthcare Improvement’s (IHI) rapid improvement process model to implement school nutrition policy and environmental change. Methods A low-income school district volunteered for participation in the study. All schools in the district agreed to participate (elementary = 6, middle school = 2) and were randomly assigned within school type to intervention (n = 4) and control (n =4) conditions following a baseline environmental audit year. Intervention goals were to 1) eliminate unhealthy foods and beverages on campus, 2) develop nutrition services as the main source on campus for healthful eating (HE), and 3) promote school staff modeling of HE. Schools were followed across a baseline year and two intervention years. Longitudinal assessment of height and weight was conducted with second, third, and sixth grade children. Behavioral observation of the nutrition environment was used to index the amount of outside foods and beverages on campuses. Observations were made monthly in each targeted school environment and findings were presented as items per child per week. Results From an eligible 827 second, third, and sixth grade students, baseline height and weight were collected for 444 second and third grade and 135 sixth grade students (51% reach). Data were available for 73% of these enrolled students at the end of three years. Intervention school outside food and beverage items per child per week decreased over time and control school outside food and beverage items increased over time. The effects were especially pronounced for unhealthy foods and beverage items. Changes in rates of obesity for intervention school (28% baseline, 27% year 1, 30% year 2) were similar to those seen for control school (22% baseline, 22% year 1, 25% year 2) children. Conclusions Healthy ONES adaptation of IHI’s rapid improvement process provided a promising model for implementing nutrition policy and environmental changes that can be used in a variety of school settings. This approach may be especially effective in assisting schools to implement the current federally-mandated wellness policies. PMID:22734945

A Structured Peer-Mentoring Method for Physical Activity Behavior Change Among Adolescents.

PubMed

Smith, Laureen H; Petosa, Rick L

2016-10-01

Despite national guidelines for regular physical activity, most adolescents are not physically active. Schools serve an estimated 60 million youth and provide an educational environment to meet the current physical activity guidelines. The obesity epidemic and chronic disease comorbidities associated with physical inactivity are not likely to be reversed without a strong contribution from local schools. This article describes how a structured peer-mentoring method provides a feasible, flexible, and tailored means to meet the current guidelines for best practice in a school setting. Structured peer mentoring using trained high school mentors to support behavior change in younger peers is an innovative method to meeting the School Health Guidelines to Promote Healthy Eating and Physical Activity Through structured peer mentoring, adolescents are provided consistent social support in a caring and personalized manner. This support builds skills and competencies enhancing self-efficacy to sustain a lifetime of physical activity behavior. © The Author(s) 2016.

A Structured Peer-Mentoring Method for Physical Activity Behavior Change Among Adolescents

PubMed Central

Smith, Laureen H.; Petosa, Rick L.

2016-01-01

Despite national guidelines for regular physical activity, most adolescents are not physically active. Schools serve an estimated 60 million youth and provide an educational environment to meet the current physical activity guidelines. The obesity epidemic and chronic disease comorbidities associated with physical inactivity are not likely to be reversed without a strong contribution from local schools. This article describes how a structured peer-mentoring method provides a feasible, flexible, and tailored means to meet the current guidelines for best practice in a school setting. Structured peer mentoring using trained high school mentors to support behavior change in younger peers is an innovative method to meeting the School Health Guidelines to Promote Healthy Eating and Physical Activity. Through structured peer mentoring, adolescents are provided consistent social support in a caring and personalized manner. This support builds skills and competencies enhancing self-efficacy to sustain a lifetime of physical activity behavior. PMID:27257081

School Environment and Satisfaction with Schooling among Primary School Pupils in Ondo State, Nigeria

ERIC Educational Resources Information Center

Aina, Stephen Ileoye

2015-01-01

Modern school environments put emphasis on adequate and qualitative facilities to promote conducive teaching and learning environments, the deplorable conditions of the primary schools has become worrisome to the state government and education stakeholders. The study investigated the school environment and pupils' satisfaction with schooling in…

Emotional Disturbance

MedlinePlus

... body of research exists regarding methods of providing students with positive behavioral support (PBS) in the school environment, so that problem behaviors are minimized and positive, appropriate behaviors are ...

Associations between school-level environment and science classroom environment in secondary schools

NASA Astrophysics Data System (ADS)

Dorman, Jeffrey P.; Fraser, Barry J.; McRobbie, Campbell J.

1995-09-01

This article describes a study of links between school environment and science classroom environment. Instruments to assess seven dimensions of school environment (viz., Empowerment, Student Support, Affiliation, Professional Interest, Mission Consensus, Resource Adequacy and Work Pressure) and seven dimensions of classroom environment (viz., Student Affiliation, Interactions, Cooperation, Task Orientation, Order & Organisation, Individualisati n and Teacher Control) in secondary school science classrooms were developed and validated. The study involved a sample of 1,318 students in 64 year 9 and year 12 science classes and 128 teachers of science in Australian secondary schools. Using the class mean as the unit of analysis for student data, associations between school and classroom environment were investigated using simple, multiple and canonical correlational analyses. In general, results indicated weak relationships between school and classroom environments and they reinforced the view that characteristics of the school environment are not transmitted automatically into science classrooms.

School food environments associated with adiposity in Canadian children.

PubMed

Fitzpatrick, C; Datta, G D; Henderson, M; Gray-Donald, K; Kestens, Y; Barnett, T A

2017-07-01

Targeting obesogenic features of children's environment that are amenable to change represents a promising strategy for health promotion. The school food environment, defined as the services and policies regarding nutrition and the availability of food in the school and surrounding neighborhood, is particularly important given that students travel through the school neighborhood almost daily and that they consume a substantial proportion of their calories at school. As part of the Quebec Adipose and Lifestyle Investigation in Youth (QUALITY) cohort study, we assessed features of school indoor dietary environment and the surrounding school neighborhoods, when children were aged 8-10 years (2005-2008). School principals reported on food practices and policies within the schools. The density of convenience stores and fast-food outlets surrounding the school was computed using a Geographical Information System. Indicators of school neighborhood deprivation were derived from census data. Adiposity outcomes were measured in a clinical setting 2 years later, when participants were aged 10-12 years (2008-2011). We conducted cluster analyses to identify school food environment types. Associations between school types and adiposity were estimated in linear regression models. Cluster analysis identified three school types with distinct food environments. Schools were characterized as: overall healthful (45%); a healthful food environment in the surrounding neighborhood, but an unhealthful indoor food environment (22%); or overall unhealthful (33%). Less healthful schools were located in more deprived neighborhoods and were associated with greater child adiposity. Despite regulatory efforts to improve school food environments, there is substantial inequity in dietary environments across schools. Ensuring healthful indoor and outdoor food environments across schools should be included in comprehensive efforts to reduce obesity-related health disparities.

The Influence of Teaching Methods and Learning Environment to the Student's Learning Achievement of Craft and Entrepreneurship Subjects at Vocational High School

ERIC Educational Resources Information Center

Munawaroh

2017-01-01

This research aims to explain the influence of teacher's teaching methods and learning environment to the learning achievement in class XI with the competency of accounting expertise to the subjects of craft and entrepreneurship, according to the students, the subject was very heavy and dull. The population in this research are students in class…

5 Essential Skills of School Leadership: Moving from Good to Great

ERIC Educational Resources Information Center

Langley, Nancy; Jacobs, Mark

2005-01-01

In today's changing environment, leaders need a concrete guideline to help them meet new challenges and to update standards and assessments such as The No Child Left Behind Act. These new regulations and laws pertain not only to accountability issues, testing methods and assessment, teacher certification requirements, and safety in schools, but…

How Do High School Students Prefer to Learn?

ERIC Educational Resources Information Center

Mills, Leila A.; Angnakoon, Putthachat

2015-01-01

The purpose of this study was to examine learning preference--the match between learners and learning methods--and students' information behaviour in technology-rich information environments. The major question asked was: How will high school students' information behaviour differ by gender and academic interests? A total of 88 students (37 girls,…

Whatever It Takes: A Mixed Methods Study Evaluating the Implementation of Professional Learning Communities across a District

ERIC Educational Resources Information Center

French, N. Shalene

2013-01-01

Professional Learning Communities (PLCs) provide the basis for meeting the challenges and expectations in today's educational environment. Effective PLCs provide the framework for school improvement and ultimately impact student academic success. School leadership is fundamental in this process (Bennis, 2009; Buffum, Mattos, & Weber, 2009;…

Electronic Booklet: School-Family Collaboration in Digital Environments

ERIC Educational Resources Information Center

Silva, António; Rocha, Álvaro; Cota, Manuel Pérez

2015-01-01

This paper introduces a new method of communication between the school and the family, using an Electronic Booklet developed in the course of the authors' investigation project with the purpose of rendering the communication between both parties more effective. Today there is a general agreement, within educational sciences, as to the fundamental…

Experiences of Advanced High School Students in Synchronous Online Recitations

ERIC Educational Resources Information Center

Mayer, Greg; Lingle, Jeremy; Usselman, Marion

2017-01-01

The question of how to best design an online course that promotes student-centred learning is an area of ongoing research. This mixed-methods study focused on a section of advanced high school students, in college-level mathematics courses, that used a synchronous online environment mediated over web-conferencing software, and whether the…

Behavior Management in the Adaptive Environment: Evaluation of a School-Community Program for Adjudicated Youth.

ERIC Educational Resources Information Center

Lazzaro, Edward L.; Hosie, Thomas W.

1979-01-01

The principles of behavioral engineering were applied to create a program for delinquent youth to facilitate their adjustment into the regular pattern of the normal public school. Results indicated that the behavioral engineering method produced a significantly greater number of placements and significantly less recidivism. (Author)

School environments and obesity: The mediating role of personal stress

PubMed Central

Milam, Adam J.; Jones, Chandria D.; Debnam, Katrina J.; Bradshaw, Catherine P.

2018-01-01

Background Youth spend a large amount of time in the school environment. Given the multiple influences of teachers, peers, and food and physical activity options, youth are likely to experience stressors that can influence their weight. This study examines the association between school climate and weight status. Method Students (n = 28,582; 58 schools) completed an online, anonymous school climate survey as part of the Maryland Safe and Supportive Schools Project. Multilevel structural equation modeling was used to explore the association between school climate, personal stress, and obesity. Analyses were stratified by gender. Results At the individual level, poor school climate (bullying, physical safety, and lack of whole-school connectedness) was associated with an increased likelihood of being overweight among females (β =.115, p = .019) but not males (β = .138; p =.244), after controlling for age, race, and physical activity. There was no association between school climate at the school level and being overweight among males or females. A second model included stress as a potential mediator; stress attenuated the relationship between poor school-related climate and being overweight (β = .039; p = .048) among females. Conclusion Findings suggest that stress related to school climate can play a role in the health and weight status of youth. PMID:29731524

Gender differences in tenth-grade students' attitudes toward science: The effect of school type

NASA Astrophysics Data System (ADS)

Ndakwah, Ernestine Ajame

The focus of this mixed methods study was on 10th grade students' attitudes towards science. Its purpose was to examine the effect of gender and school-type on attitudes toward science. Research on attitudes toward science has focused on gender, school level, and classroom environment. Relatively little has been done on the effect of school type. In the present study, school type refers to the following variables; private vs. public, single-sex vs. coeducational and high vs. low-achieving schools. The quantitative component of the study allowed the researcher to determine whether there are gender differences in attitudes toward science based on the school type variables being investigated. The Test of Science Related Attitudes (TOSRA) was the instrument used to provide quantitative data for this aspect of the study. TOSRA is a Likert scale consisting of seven subscales measuring different aspects of science attitudes. The qualitative component, on the other hand, explored students' perspectives on the factors, which were influential in the development of the attitudes that they hold. The events and experiences of their lives in and out-of-school, with respect to science, and the meanings that they make of these provided the data from which their attitudes toward science could be gleaned. Data for this component of the study was gathered by means of in-depth focus group interviews. The method of constant comparative analysis was used to analyze the interview transcripts. Statistical treatment of the questionnaire data involved the use of t tests and ANOVA. Findings did not reveal any gender differences on the total attitude scores although there were some differences on some of the subscales. School type did not appear to be a significant variable in students' attitudes to science. The results of both quantitative and qualitative components show that instructional strategy and teacher characteristics, both of which are components of the classroom environment are important factors shaping students' attitudes to science. These findings suggest that efforts to foster positive attitudes to science among high school students should focus on the enhancement of the high school science classroom environment.

Comparison of Technology Use between Biology and Physics Teachers in a 1:1 Laptop Environment

ERIC Educational Resources Information Center

Crook, Simon J.; Sharma, Manjula D.; Wilson, Rachel

2015-01-01

Using a mixed-methods approach the authors compared the associated practices of senior physics teachers (n = 7) and students (n = 53) in a 1:1 laptop environment with those of senior biology teachers (n = 10) and students (n = 125) also in a 1:1 laptop environment, in seven high schools in Sydney, NSW, Australia. They found that the physics…

Middle School Students' Perceptions of Safety: A Mixed-Methods Study.

PubMed

Sweeney, Shannon M; Von Hagen, Leigh Ann

2015-10-01

Active travel to school has been on the decline, despite its beneficial influence on children's current and future well-being. Adults' safety perceptions have been shown to influence children's active travel. Children's perceptions, particularly of safety, may be an important link not only to their present health and travel behaviors, but also their future health and behaviors. This study examined middle school students' perceptions of the built environment and safety. Overall, 776 students from 3 schools in Hudson County, New Jersey participated in a visual survey and structured, interactive classroom discussions. Emergent themes from the discussions were tested using multivariate statistical models. Findings suggest that older students, boys, and students who self-identified as black, rated built environment scenes as safer. Students also perceived being near adults, traveling in a group, and using crosswalks as significantly safer and want additional recognition of these to further improve safety. Students perceived that being near a school, in daylight, and aesthetics as factors contributing to safety. Schools and municipalities may increase programs for students to travel in groups, prioritize maintenance in school zones, and increase the number of crossing guards, particularly outside the immediate school proximity to further improve safety. © 2015, American School Health Association.

Associations of Neighborhood and School Socioeconomic and Social Contexts With Body Mass Index Among Urban Preadolescent Students

PubMed Central

Gilstad-Hayden, Kathryn; Rosenthal, Lisa; Eldahan, Adam; McCaslin, Catherine; Peters, Susan M.; Ickovics, Jeannette R.

2015-01-01

Objectives. We examined independent and synergistic effects of school and neighborhood environments on preadolescent body mass index (BMI) to determine why obesity rates nearly double during preadolescence. Methods. Physical measures and health surveys from fifth and sixth graders in 12 randomly selected schools in New Haven, Connecticut, in 2009 were matched to student sociodemographics and school- and residential census tract–level data, for a total of 811 urban preadolescents. Key independent variables included school connectedness, neighborhood social ties, and school and neighborhood socioeconomic status. We estimated cross-classified random-effects hierarchical linear models to examine associations between key school and neighborhood characteristics with student BMI. Results. Greater average connectedness felt by students to their school was significantly associated with lower BMI. This association was stronger among students living in neighborhoods with higher concentrations of affluent neighbors. Conclusions. How schools engage and support students may affect obesity rates preferentially in higher-income neighborhoods. Further research should explore the associations between multiple environments to which children are exposed and obesity-related behaviors and outcomes. This understanding of the multiple social–spatial contexts that children occupy has potential to inform comprehensive and sustainable child obesity prevention efforts. PMID:26469652

Relations between the school physical environment and school social capital with student physical activity levels.

PubMed

Button, Brenton; Trites, Stephen; Janssen, Ian

2013-12-17

The physical and social environments at schools are related to students' moderate-to-vigorous physical activity (MVPA) levels. The purpose of this study was to explore the interactive effects of the school physical environment and school social capital on the MVPA of students while at school. Data from 18,875 grade 6-10 students from 331 schools who participated in the 2009/10 Canadian Health Behaviour in School-Aged Children survey were analyzed using multi-level regression. Students answered questions on the amount of time they spend in MVPA at school and on their school's social capital. Administrator reports were used to create a physical activity related physical environment score. The school physical environment score was positively associated with student MVPA at school (β = 0.040, p < .005). The association between the school social capital and MVPA was also positive (β = 0.074, p < .001). The difference in physical environments equated to about 20 minutes/week of MVPA for students attending schools with the lowest number of physical environment features and about 40 minutes/week for students attending schools with the lowest school social capital scores by comparison to students attending schools with the highest scores. The findings suggest that school social capital may be a more important factor in increasing students MVPA than the school physical environment. The results of this study may help inform interventions aimed at increasing student physical activity levels.

Professional Development Needs for Educators Working with Children with Autism Spectrum Disorders in Inclusive School Environments

ERIC Educational Resources Information Center

Corkum, Penny; Bryson, Susan E.; Smith, Isabel M.; Giffen, Cynthia; Hume, Kym; Power, Ann

2014-01-01

The primary objective of this mixed methods study was to identify educators' professional development needs to determine how best to support them in providing quality programming for children with Autism Spectrum Disorders (ASD) within an inclusive educational system. Information was collected through focus groups with key school board informants…

Examining the Association between Bullying and Adolescent Concerns about Teen Dating Violence

ERIC Educational Resources Information Center

Debnam, Katrina J.; Johnson, Sarah L.; Bradshaw, Catherine P.

2014-01-01

Background: The school environment is an important context for understanding risk factors for teen dating violence. This study seeks to add to the growing literature base linking adolescent experiences with bullying and involvement with teen dating violence. Methods: Data were collected from 27,074 adolescents at 58 high schools via a Web-based…

Capital Middle Schools Science Department, Preliminary List of Behavioral/Performance Objectives.

ERIC Educational Resources Information Center

Del Mod System, Dover, DE.

This monograph provides basic behavioral objectives designed for a middle school science curriculum. Emphasis is placed on the study of the living environment for students in grade five. This includes the study of plants, animals, the human body, and the use of the microscope, classification and the scientific method. Objectives for grade six are…

Simple Protocol for Secondary School Hands-On Activity: Electrophoresis of Pre-Stained Nucleic Acids on Agar-Agar Borate Gels

ERIC Educational Resources Information Center

Britos, Leticia; Goyenola, Guillermo; Orono, Silvia Umpierrez

2004-01-01

An extremely simple, inexpensive, and safe method is presented, which emulates nucleic acids isolation and electrophoretic analysis as performed in a research environment, in the context of a secondary school hands-on activity. The protocol is amenable to an interdisciplinary approach, taking into consideration the electrical and chemical…

Effective Strategies for District Leadership to Create Successful Inclusion Models: Special Education Directors and School Reform in Context of Least Restrictive Environment

ERIC Educational Resources Information Center

Bublitz, Gregory

2016-01-01

This qualitative mixed methods study explored how Special Education Directors transformed and maintained a successful inclusion model throughout their district. The study identified leadership strategies and inclusive behaviors utilized by Special Education Directors who have successfully transformed their district into inclusive school districts.…

Impact of the Olweus Bullying Prevention Program on a Middle School Environment

ERIC Educational Resources Information Center

Purugulla, Vijay

2011-01-01

This mixed methods research study sought to find if the implementation of the Olweus Bullying Prevention Program (OBPP) would reduce incidences of bullying in a suburban Atlanta middle school. Data was collected and compared over a two year period with Year 1 data representing pre-implementation of the OBPP. Discipline records associated with…

Stimulating Prewriting Skills with the Help of Pictorial Images

ERIC Educational Resources Information Center

Podobnik, Uršula

2017-01-01

Increasingly, children who start school have already acquired basic reading and writing skills provided by their parents or preschool teachers. However, even if we choose to accept the fact that by teaching preschool children how to read and write parents wish to help them integrate successfully into the school environment and methods of work, we…

What Do Students Believe about Effective Classroom Management? A Mixed-Methods Investigation in Western Australian High Schools

ERIC Educational Resources Information Center

Egeberg, Helen; McConney, Andrew

2018-01-01

Students' views about teaching, learning, and school experiences are important considerations in education. The purpose of this study was to examine students' perceptions of teachers who create and maintain safe and supportive learning environments. To achieve this, a survey was conducted with 360 students to capture students' views on their…

Teaching Digital Natives: 3-D Virtual Science Lab in the Middle School Science Classroom

ERIC Educational Resources Information Center

Franklin, Teresa J.

2008-01-01

This paper presents the development of a 3-D virtual environment in Second Life for the delivery of standards-based science content for middle school students in the rural Appalachian region of Southeast Ohio. A mixed method approach in which quantitative results of improved student learning and qualitative observations of implementation within…

Educators and the Quality of Their Work Environment: An Analysis of the Organisational Climate in Primary Schools

ERIC Educational Resources Information Center

Vos, D.; van der Westhuizen, Philip C.; Mentz, P. J.; Ellis, S. M.

2012-01-01

The prevalent organisational climate in primary schools in the North West Province was determined in order to formulate management strategies to increase the organisational climate. For this purpose, a quantitative research method, founded in post-positivistic points of departure, was applied. In the process, the Organizational Climate Description…

Does the local food environment around schools affect diet? Longitudinal associations in adolescents attending secondary schools in East London

PubMed Central

2013-01-01

Background The local retail food environment around schools may act as a potential risk factor for adolescent diet. However, international research utilising cross-sectional designs to investigate associations between retail food outlet proximity to schools and diet provides equivocal support for an effect. In this study we employ longitudinal perspectives in order to answer the following two questions. First, how has the local retail food environment around secondary schools changed over time and second, is this change associated with change in diet of students at these schools? Methods The locations of retail food outlets and schools in 2001 and 2005 were geo-coded in three London boroughs. Network analysis in a Geographic Information System (GIS) ascertained the number, minimum and median distances to food outlets within 400 m and 800 m of the school location. Outcome measures were ‘healthy’ and ‘unhealthy’ diet scores derived from adolescent self-reported data in the Research with East London Adolescents: Community Health Survey (RELACHS). Adjusted associations between distance from school to food retail outlets, counts of outlets near schools and diet scores were assessed using longitudinal (2001–2005 n=757) approaches. Results Between 2001 and 2005 the number of takeaways and grocers/convenience stores within 400 m of schools increased, with many more grocers reported within 800 m of schools in 2005 (p< 0.001). Longitudinal analyses showed a decrease of the mean healthy (−1.12, se 0.12) and unhealthy (−0.48, se 0.16) diet scores. There were significant positive relationships between the distances travelled to grocers and healthy diet scores though effects were very small (0.003, 95%CI 0.001 – 0.006). Significant negative relationships between proximity to takeaways and unhealthy diet scores also resulted in small parameter estimates. Conclusions The results provide some evidence that the local food environment around secondary schools may influence adolescent diet, though effects were small. Further research on adolescents’ food purchasing habits with larger samples in varied geographic regions is required to identify robust relationships between proximity and diet, as small numbers, because of confounding, may dilute effect food environment effects. Data on individual foods purchased in all shop formats may clarify the frequent, overly simple classification of grocers as ‘healthy’. PMID:23347757

TCOPPE school environmental audit tool: assessing safety and walkability of school environments.

PubMed

Lee, Chanam; Kim, Hyung Jin; Dowdy, Diane M; Hoelscher, Deanna M; Ory, Marcia G

2013-09-01

Several environmental audit instruments have been developed for assessing streets, parks and trails, but none for schools. This paper introduces a school audit tool that includes 3 subcomponents: 1) street audit, 2) school site audit, and 3) map audit. It presents the conceptual basis and the development process of this instrument, and the methods and results of the reliability assessments. Reliability tests were conducted by 2 trained auditors on 12 study schools (high-low income and urban-suburban-rural settings). Kappa statistics (categorical, factual items) and ICC (Likert-scale, perceptual items) were used to assess a) interrater, b) test-retest, and c) peak vs. off-peak hour reliability tests. For the interrater reliability test, the average Kappa was 0.839 and the ICC was 0.602. For the test-retest reliability, the average Kappa was 0.903 and the ICC was 0.774. The peak-off peak reliability was 0.801. Rural schools showed the most consistent results in the peak-off peak and test-retest assessments. For interrater tests, urban schools showed the highest ICC, and rural schools showed the highest Kappa. Most items achieved moderate to high levels of reliabilities in all study schools. With proper training, this audit can be used to assess school environments reliably for research, outreach, and policy-support purposes.

Consultation and participation with children in healthy schools: choice, conflict and context.

PubMed

Duckett, Paul; Kagan, Carolyn; Sixsmith, Judith

2010-09-01

In this paper we report on our use of a participatory research methodology to consult with children in the UK on how to improve pupil well-being in secondary schools, framed within the wider social policy context of healthy schools. We worked with children on the selection of our research methods and sought to voice the views of children to a local education authority to improve the design of school environments. The consultation process ultimately failed not because the children were unforthcoming with their views on either methods or on well-being in schools, but because of difficulties in how their views were received by adults. We show how the socio-economic, cultural and political context in which those difficulties were set might have led to the eventual break down of the consultation process, and we draw out a number of possible implications for consultative and participatory work with children in school settings.

Students' Perceptions of the Educational Environment in a New Dental School in Northern Nigeria

ERIC Educational Resources Information Center

Idon, Paul Ikhodaro; Suleiman, Ibrahim Kayode; Olasoji, Hector Oladapo

2015-01-01

The educational climate surrounding students is considered as one of the factors determining academic success. Students and teachers have become aware of the "educational environment" of their institution. Health science courses in Nigerian universities employ a combination of traditional classroom and clinical learning methods. There is…

Instructional Supervision: A Descriptive Study Focusing on the Observation and Evaluation of Teachers in Cyberschools

ERIC Educational Resources Information Center

Farley, Gregory Charles

2010-01-01

Since 1996, K-12 schools are increasingly moving from a traditional, face-to-face educational environment to an online learning environment utilizing technologies to deliver instruction primarily via the Internet. As this trend continues, administrators familiar with traditional supervisory methods will observe and evaluate teachers of online…

Collaborative Blended Learning Writing Environment: Effects on EFL Students' Writing Apprehension and Writing Performance

ERIC Educational Resources Information Center

Challob, Ala'a Ismael; Bakar, Nadzrah Abu; Latif, Hafizah

2016-01-01

This study examined the effects of collaborative blended learning writing environment on students' writing apprehension and writing performance as perceived by a selected group of EFL students enrolled in one of the international schools in Malaysia. Qualitative case study method was employed using semi-structured interview, learning diaries and…

Neighborhood Environment, Self-Efficacy, and Physical Activity in Urban Adolescents

ERIC Educational Resources Information Center

Voorhees, Carolyn C.; Yan, Alice F.; Clifton, Kelly J.; Wang, Min Qi

2011-01-01

Objectives: To test the pathways between perceptions of built environment factors and physical activity in urban youth. Methods: Three hundred fifty high school students' perceptions of neighborhood, and barrier self efficacy were measured by a Web survey. Physical activities were assessed using a one-week diary and accelerometers. Results:…

Contribution of formative research to design an environmental program for obesity prevention in schools in Mexico City.

PubMed

Bonvecchio, Anabelle; Théodore, Florence L; Safdie, Margarita; Duque, Tiffany; Villanueva, María Ángeles; Torres, Catalina; Rivera, Juan

2014-01-01

This paper describes the methods and key findings of formative research conducted to design a school-based program for obesity prevention. Formative research was based on the ecological model and the principles of social marketing. A mixed method approach was used. Qualitative (direct observation, indepth interviews, focus group discussions and photo-voice) and quantitative (closed ended surveys, checklists, anthropometry) methods were employed. Formative research key findings, including barriers by levels of the ecological model, were used for designing a program including environmental strategies to discourage the consumption of energy dense foods and sugar beverages. Formative research was fundamental to developing a context specific obesity prevention program in schools that seeks environment modification and behavior change.

[Healthy school environments].

PubMed

Quintero-Corzo, Josefina; Munévar-Molina, Raúl A; Munévar-Quintero, Fabio I

2015-04-01

Objective To determine factors that characterizes school environments and their relationship with student learning, welfare and health. Method This is a case study supported by a comprehensive qualitative paradigm applied to classroom ecology. The fieldwork was carried out in six public schools for students in economic strata one and two that use computers in virtual classrooms. The information was collected through field journals, film recordings, observation, and recordings of interviews. The information was analyzed by categories in open general and focused cycles. Results The virtual era has enriched the debate about the importance of the environment in pedagogical processes. Nonetheless, the emergence of new diseases is a risk which students are exposed to. Pollution and overcrowding factors prevail in traditional classroom activities, while in the computer rooms the environment is healthier. Hence the need to incorporate these issues into the curriculum reforms and action plans to guide healthy living of schoolchildren and their families. Despite budget constraints, innovative ideas and projects were found. Schools have developed free preventive and corrective strategies such as workshops, talks and lectures by invited specialists, trainees, and students writing theses. They have also introduced controlled Internet access. Conclusion The educational community understands that the concept of health is at the heart of a comprehensive concept of education. In addition, classroom ecology has determining implications for learning and living together in pleasant and healthy environments that are incorporated into institutional educational projects.

Influence of school environments on childhood obesity in California.

PubMed

Ortega Hinojosa, Alberto M; MacLeod, Kara E; Balmes, John; Jerrett, Michael

2018-06-05

To conduct a state-wide examination of public schools and the school neighborhood as potential targets for environmental public health tracking to address childhood obesity. We examined the relationship of social and physical environmental attributes of the school environment (within school and neighborhood) and childhood obesity in California with machine learning (Random Forest) and multilevel methods. We used data compiled from the California Department of Education, the U.S. Geological Survey, ESRI's Business Analyst, the U.S. Census, and other public sources for ecologic level variables for various years and assessed their relative importance to obesity as determined from the statewide Physical Fitness Test 2003 through 2007 for grades 5, 7, and 9 (n = 5,265,265). In addition to individual-level race and gender, the following within and school neighborhood variables ranked as the most important model contributors based on the Random Forest analysis and were included in multilevel regressions clustered on the county. Violent crime, English learners, socioeconomic disadvantage, fewer physical education (PE) and fully credentialed teachers, and diversity index were positively associated with obesity while academic performance index, PE participation, mean educational attainment and per capita income were negatively associated with obesity. The most highly ranked built or physical environment variables were distance to the nearest highway and greenness, which were 10th and 11th most important, respectively. Many states in the U.S. do not have school-based surveillance programs that collect body mass index data. System-level determinants of obesity can be important for tracking and intervention. The results of these analyses suggest that the school social environment factors may be especially important. Disadvantaged and low academic performing schools have a higher risk for obesity. Supporting such schools in a targeted way may be an efficient way to intervene and could impact both health and academic outcomes. Some of the more important variables, such as having credentialed teachers and participating in PE, are modifiable risk factors. Copyright © 2018. Published by Elsevier Inc.

Towards global benchmarking of food environments and policies to reduce obesity and diet-related non-communicable diseases: design and methods for nation-wide surveys

PubMed Central

Vandevijvere, Stefanie; Swinburn, Boyd

2014-01-01

Introduction Unhealthy diets are heavily driven by unhealthy food environments. The International Network for Food and Obesity/non-communicable diseases (NCDs) Research, Monitoring and Action Support (INFORMAS) has been established to reduce obesity, NCDs and their related inequalities globally. This paper describes the design and methods of the first-ever, comprehensive national survey on the healthiness of food environments and the public and private sector policies influencing them, as a first step towards global monitoring of food environments and policies. Methods and analysis A package of 11 substudies has been identified: (1) food composition, labelling and promotion on food packages; (2) food prices, shelf space and placement of foods in different outlets (mainly supermarkets); (3) food provision in schools/early childhood education (ECE) services and outdoor food promotion around schools/ECE services; (4) density of and proximity to food outlets in communities; food promotion to children via (5) television, (6) magazines, (7) sport club sponsorships, and (8) internet and social media; (9) analysis of the impact of trade and investment agreements on food environments; (10) government policies and actions; and (11) private sector actions and practices. For the substudies on food prices, provision, promotion and retail, ‘environmental equity’ indicators have been developed to check progress towards reducing diet-related health inequalities. Indicators for these modules will be assessed by tertiles of area deprivation index or school deciles. International ‘best practice benchmarks’ will be identified, against which to compare progress of countries on improving the healthiness of their food environments and policies. Dissemination This research is highly original due to the very ‘upstream’ approach being taken and its direct policy relevance. The detailed protocols will be offered to and adapted for countries of varying size and income in order to establish INFORMAS globally as a new monitoring initiative to reduce obesity and diet-related NCDs. PMID:24833697

Adolescent Learning in the Zoo: Embedding a Non-Formal Learning Environment to Teach Formal Aspects of Vertebrate Biology

NASA Astrophysics Data System (ADS)

Randler, Christoph; Kummer, Barbara; Wilhelm, Christian

2012-06-01

The aim of this study was to assess the outcome of a zoo visit in terms of learning and retention of knowledge concerning the adaptations and behavior of vertebrate species. Basis of the work was the concept of implementing zoo visits as an out-of-school setting for formal, curriculum based learning. Our theoretical framework centers on the self-determination theory, therefore, we used a group-based, hands-on learning environment. To address this questions, we used a treatment—control design (BACI) with different treatments and a control group. Pre-, post- and retention tests were applied. All treatments led to a substantial increase of learning and retention knowledge compared to the control group. Immediately after the zoo visit, the zoo-guide tour provided the highest scores, while after a delay of 6 weeks, the learner-centered environment combined with a teacher-guided summarizing scored best. We suggest incorporating the zoo as an out-of-school environment into formal school learning, and we propose different methods to improve learning in zoo settings.

Examining the interaction between food outlets and outdoor food advertisements with primary school food environments.

PubMed

Walton, Mat; Pearce, Jamie; Day, Peter

2009-09-01

Schools are commonly seen as a site of intervention to improve children's nutrition, and prevent excess weight gain. Schools may have limited influence over children's diets; however, with home and community environments also exerting an influence within schools. This study considered the environment of food outlets and outdoor food advertisements surrounding four case study primary schools in New Zealand, and the impact of that external environment on within-school food environments. The shortest travel route between school and home addresses, and the number of food outlets and advertisements passed on that route, was calculated for each student. Interviews with school management were conducted. The schools with a higher percentage of students passing food outlets and advertisements considered that their presence impacted on efforts within schools to improve the food environment. Limiting students' exposure to food outlets and outdoor food adverts through travel route planning, reducing advertising, or limiting the location of food outlets surrounding schools could be explored as intervention options to support schools in promoting nutrition.

Changes in school environment, awareness and actions regarding overweight prevention among Dutch secondary schools between 2006–2007 and 2010–2011

PubMed Central

2013-01-01

Background Schools can be an important setting for the prevention of overweight. This nation-wide survey investigated changes in the obesogenity of the school environment, the awareness of schools regarding overweight, school health policy, and actions taken by schools to prevent overweight. Methods In 2006/2007 and 2010/2011, questionnaires were sent to all Dutch secondary schools, (n = 1250 and n = 1145, response rate 44% and 33% respectively, repeated data for 187 schools). Results The percentage of schools with vending machines for soft drinks (~90%) and sweets (~80%) remained fairly stable, whereas slightly more schools indicated to have a canteen (87%-91%). The food supply was reported to be healthier in 2010/2011 compared to 2006/2007. Canteens and/or vending machines offered more often fresh fruits (+8%), sandwiches (+11%), water (+11%) and salad (+7%) and less often sugar sweetened soft drinks (−10%). However, unfavorable changes such as an increase in the supply of pizza slices (+13%) and milk and yoghurt drinks with added sugar (+12%) were also reported. Between 2006/2007 and 2010/2011, the presence of water coolers increased (12% versus 33%) as well as facilities for physical activity (67% versus 77%). However, more schools had vending places of unhealthy foods in the vicinity (73% versus 85%). Compared to 2006/2007, a higher percentage of schools indicated that they have taken actions to stimulate healthy eating behavior (72% versus 80%) or to prevent overweight (34% versus 52%) in 2010/2011. Less schools indicated that they expect to pay more attention to overweight prevention in the near future (56% versus 43%), but none of them expected to pay less attention. Conclusions Several aspects of the school environment changed in a positive way. However, schools should be encouraged to contribute to the prevention of overweight, or to continue to do so. PMID:23870483

Family Environment, Coping, and Mental Health in Adolescents Attending Therapeutic Day Schools

PubMed Central

Rodriguez, Erin M.; Donenberg, Geri R.; Emerson, Erin; Wilson, Helen W.; Brown, Larry K.; Houck, Christopher

2014-01-01

OBJECTIVE This study examined associations among family environment, coping, and emotional and conduct problems in adolescents attending therapeutic day schools due to mental health problems. METHODS Adolescents (N=417; 30.2% female) ages 13–20 (M=15.25) reported on their family environment (affective involvement and functioning), coping (emotion-focused support-seeking, cognitive restructuring, avoidant actions), and emotional and conduct problems. RESULTS Poorer family environment was associated with less emotion-focused support-seeking and cognitive restructuring, and more emotional and conduct problems. Emotional problems were negatively associated with cognitive restructuring, and conduct problems were negatively associated with all coping strategies. Cognitive restructuring accounted for the relationship between family environment and emotional problems. Cognitive restructuring and emotion-focused support-seeking each partially accounted for the relationship between family functioning and conduct problems, but not the relationship between family affective involvement and conduct problems. CONCLUSIONS Findings implicate the role of coping in the relationship between family environment and adolescent mental health. PMID:25151645

Association between the food retail environment surrounding schools and overweight in Canadian youth.

PubMed

Seliske, Laura M; Pickett, William; Boyce, William F; Janssen, Ian

2009-09-01

There is growing interest in how the physical environment influences obesity. Few studies have considered how the food retail environment surrounding schools influences overweight in students. To determine whether there is a relationship between food retailers surrounding schools and overweight among Canadian youth. Cross-sectional study. SETTING/METHODS/SUBJECTS: The number of food retailers was obtained within a 1 km and 5 km radius around 178 schools in Canada. Retailers included full-service restaurants, fast-food restaurants, sub/sandwich retailers, doughnut/coffee shops, convenience stores and grocery stores. An index of total food retailer exposure was also created. Multilevel analyses were used to control for individual- and area-level covariates. None of the individual food retailers was associated with an increased likelihood of overweight. The total food retailer index was most strongly related to overweight, but in the opposite direction to that hypothesized. At 1 km, students attending schools with at least one food retailer had a lower relative odds of overweight (OR = 0.70, 95% CI 0.61, 0.81). At 5 km, students attending schools with the highest exposure to the total food retailer index had a lower relative odds of overweight (OR = 0.56, 95% CI 0.47, 0.68) compared with students attending schools with no exposure. Exposure to various types of food retailers in school neighbourhoods was not associated with an increased likelihood of overweight in Canadian school-aged youth. The opportunity to make healthy choices from a variety of options and the unique Canadian context may explain the findings.

WHO European Childhood Obesity Surveillance Initiative: School nutrition environment and body mass index in primary schools.

PubMed

Wijnhoven, Trudy M A; van Raaij, Joop M A; Sjöberg, Agneta; Eldin, Nazih; Yngve, Agneta; Kunešová, Marie; Starc, Gregor; Rito, Ana I; Duleva, Vesselka; Hassapidou, Maria; Martos, Eva; Pudule, Iveta; Petrauskiene, Ausra; Sant'Angelo, Victoria Farrugia; Hovengen, Ragnhild; Breda, João

2014-10-30

Schools are important settings for the promotion of a healthy diet and sufficient physical activity and thus overweight prevention. To assess differences in school nutrition environment and body mass index (BMI) in primary schools between and within 12 European countries. Data from the World Health Organization (WHO) European Childhood Obesity Surveillance Initiative (COSI) were used (1831 and 2045 schools in 2007/2008 and 2009/2010, respectively). School personnel provided information on 18 school environmental characteristics on nutrition and physical activity. A school nutrition environment score was calculated using five nutrition-related characteristics whereby higher scores correspond to higher support for a healthy school nutrition environment. Trained field workers measured children's weight and height; BMI-for-age (BMI/A) Z-scores were computed using the 2007 WHO growth reference and, for each school, the mean of the children's BMI/A Z-scores was calculated. Large between-country differences were found in the availability of food items on the premises (e.g., fresh fruit could be obtained in 12%-95% of schools) and school nutrition environment scores (range: 0.30-0.93). Low-score countries (Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania) graded less than three characteristics as supportive. High-score (≥0.70) countries were Ireland, Malta, Norway, Portugal, Slovenia and Sweden. The combined absence of cold drinks containing sugar, sweet snacks and salted snacks were more observed in high-score countries than in low-score countries. Largest within-country school nutrition environment scores were found in Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania. All country-level BMI/A Z-scores were positive (range: 0.20-1.02), indicating higher BMI values than the 2007 WHO growth reference. With the exception of Norway and Sweden, a country-specific association between the school nutrition environment score and the school BMI/A Z-score was not observed. Some European countries have implemented more school policies that are supportive to a healthy nutrition environment than others. However, most countries with low school nutrition environment scores also host schools with supportive school environment policies, suggesting that a uniform school policy to tackle the "unhealthy" school nutrition environment has not been implemented at the same level throughout a country and may underline the need for harmonized school policies.

Development of the GREEN (Garden Resources, Education, and Environment Nexus) Tool: An Evidence-Based Model for School Garden Integration.

PubMed

Burt, Kate Gardner; Koch, Pamela; Contento, Isobel

2017-10-01

Researchers have established the benefits of school gardens on students' academic achievement, dietary outcomes, physical activity, and psychosocial skills, yet limited research has been conducted about how school gardens become institutionalized and sustained. Our aim was to develop a tool that captures how gardens are effectively established, integrated, and sustained in schools. We conducted a sequential, exploratory, mixed-methods study. Participants were identified with the help of Grow To Learn, the organization coordinating the New York City school garden initiative, and recruited via e-mail. A stratified, purposeful sample of 21 New York City elementary and middle schools participated in this study throughout the 2013/2014 school year. The sample was stratified in their garden budgets and purposeful in that each of the schools' gardens were determined to be well integrated and sustained. The processes and strategies used by school gardeners to establish well-integrated school gardens were assessed via data collected from surveys, interviews, observations, and concept mapping. Descriptive statistics as well as multidimensional scaling and hierarchical cluster analysis were used to examine the survey and concept mapping data. Qualitative data analysis consisted of thematic coding, pattern matching, explanation building and cross-case synthesis. Nineteen components within four domains of school garden integration were found through the mixed-methods concept mapping analysis. When the analyses of other data were combined, relationships between domains and components emerged. These data resulted in the development of the GREEN (Garden Resources, Education, and Environment Nexus) Tool. When schools with integrated and sustained gardens were studied, patterns emerged about how gardeners achieve institutionalization through different combinations of critical components. These patterns are best described by the GREEN Tool, the first framework to identify how to operationalize school gardening components and describe an evidence-based strategy of successful school garden integration. Copyright © 2017 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Teacher and Parent Perceptions of Classroom Experiences of African American Male Students in a High School Alternative Program

ERIC Educational Resources Information Center

Johnson, Kimberly C.

2013-01-01

A major concern in the public schools is the low academic achievement of African American males. This mixed methods study examined the classroom experiences of African American male students in an alternative program. The dual purpose was to investigate the teachers' perceptions and their ability to provide best learning environments for…

The Effect of Varied Gender Groupings on Argumentation Skills among Middle School Students in Different Cultures

ERIC Educational Resources Information Center

Hsu, Pi-Sui; Van Dyke, Margot; Smith, Thomas J.

2017-01-01

The purpose of this mixed-methods study was to explore the effect of varied gender groupings on argumentation skills among middle school students in Taiwan and the United States in a project-based learning environment that incorporated a graph-oriented computer-assisted application (GOCAA). A total of 43 students comprised the treatment condition…

A Study of Principals' Instructional Leadership Behaviors and Beliefs of Good Pedagogical Practice among Effective California High Schools Serving Socioeconomically Disadvantaged and English Learners

ERIC Educational Resources Information Center

Peariso, Jamon Frederick

2011-01-01

This mixed methods descriptive and causal-comparative study investigates what instructional leadership behaviors effective California high school principals have and what their beliefs are in regards to pedagogy, related issues, and professional issues, either constructivist or instructivist in nature, in the environment of the current NCLB…

Photovoice: an opportunity and challenge for students' genuine participation.

PubMed

Warne, Maria; Snyder, Kristen; Gillander Gådin, Katja

2013-09-01

It has been highlighted that youth empowerment and participation are important principles for school health promotion. Despite this fact, children and youth are rarely given instruments to participate or to influence their situations and the environments in their schools. Photovoice is a method to increased empowerment and participation. Originally it was created as a community action research method based on Freire's critical pedagogy and feminist theory. The purpose of this study was to explore challenges and opportunities for applying photovoice in a school setting to support genuine participation. Together with teachers and students in an upper secondary school in Östersund's municipality in the north of Sweden, the photovoice method was field tested and modified to a classroom situation. The teachers and the students were interviewed about their experiences with the method. The results were interpreted by content analysis and showed that the teachers' capability to be facilitators and the students' possibility to make a difference for the school or the municipality were the most important factors to succeed with photovoice. The conclusions were that photovoice challenges schools and society to have a better structure for genuine participation if youth participation is seen as valuable.

Teacher Victimization in Authoritative School Environments.

PubMed

Kapa, Ryan R; Luke, Jeremy; Moulthrop, Dorothy; Gimbert, Belinda

2018-04-01

Victimization in schools is not limited to students. Teachers increasingly face threats and attacks from their students. An authoritative school environment, characterized by high structure and support, has been associated with lower rates of victimization. The purpose of this study was to explore the relationship between authoritative school environments and teacher victimization rates. Researchers examined public school teacher responses (N = 37,497) from the Schools and Staffing Survey regarding rules and issues facing the school community. Descriptive statistics were gathered, and a hierarchical regression technique was employed to assess the impact of a structured, supportive school environment on teacher victimization. Results indicate an authoritative school environment helped reduce rates of teacher victimization. White, female teachers are among the teachers most likely to experience violence from students. Enforcing school rules, by both teachers and administrators, is the most effective way to diminish episodes of teacher victimization. P-12 school personnel should emphasize the importance of enforcing school rules and reducing negative issues, such as student truancy and apathy within each school. As high levels of structure and support reduce instances of violence, these findings have important implications for school environments and teacher health. © 2018, American School Health Association.

The perceived and built environment surrounding urban schools and physical activity among adolescent girls.

PubMed

Hager, Erin R; Witherspoon, Dawn O; Gormley, Candice; Latta, Laura W; Pepper, M Reese; Black, Maureen M

2013-02-01

Neighborhood perceived/built environment and physical activity (PA) associations have been examined for adolescents around homes, but not surrounding schools. The purpose of this paper is to examine if positive perceptions/built environment in neighborhoods surrounding schools predict PA among low-income, urban adolescent girls. Measures include: minutes in moderate-vigorous PA (MVPA, ankle accelerometry), perceptions of the school environment (questionnaire), built environment (neighborhood audit). Analyses include multi-level models. Two hundred twenty-four sixth and seventh grade girls [mean(sd) age = 12.1(0.7) years] from 12 schools serving low-income, primarily African American communities; mean MVPA 35.4 min (mean days assessed = 5.8). Girls in schools with more positive perceptions of the neighborhood environment surrounding the school were less active (β = 7.2, p = 0.043). Having "places to go within walking distance" (perceptions) and number of food stores near school (built environment) positively relate to MVPA (β = 5.5, p = 0.042 and β = 0.59, p = 0.047). Among neighborhoods surrounding urban schools, positive perceptions do not predict PA; accessibility, via both perceived and built environment, support PA.

Teacher Perceptions about Academic Achievement of Students with Special Needs in Coteaching Environments

ERIC Educational Resources Information Center

Smith, Belinda L.

2012-01-01

The No Child Left Behind Act has put renewed focus on placing high school students with special needs in their least restrictive environment. Coteaching classrooms have become the most common method of meeting this legislative requirement. However, there is little research on the use of coteaching as an appropriate academic placement for students…

Identifying Exemplary Science Teachers through Students' Perceptions of Their Learning Environment

ERIC Educational Resources Information Center

Waldrip, Bruce G.; Fisher, Darrell L.; Dorman, Jeffrey

2009-01-01

The purpose of this study was to examine students' psychosocial perceptions of their science classroom learning environment in order to identify exemplary teachers. This mixed-method study used the valid and reliable What Is Happening In this Class? (WIHIC) questionnaire with over 3,000 middle school students in 150 classrooms in Australia.…

International Students' Perceptions of Their Learning Environment in Graduate Programs at One Normal University in China

ERIC Educational Resources Information Center

Lwin, Thawdar; Aslam, Sarfraz; Mukhale, Phoebe Naliaka

2017-01-01

This study was an investigation of the international students' perceptions of their learning environment in graduate programs at one normal university in China. The study used both quantitative and qualitative research methods. The sample comprised 91 international students, 51 Master and 40 doctoral from three schools: Education, Life Sciences…

Fifth Graders' Flow Experience in a Digital Game-Based Science Learning Environment

ERIC Educational Resources Information Center

Zheng, Meixun

2012-01-01

This mixed methods study examined the flow experience of 5th graders in the CRYSTAL ISLAND game-based science learning environment. Participants were 73 5th graders from a suburban public school in the southeastern US. Quantitative data about students' science content learning and attitudes towards science was collected via pre-and post surveys.…

Is an Iranian Health Promoting School status associated with improving school food environment and snacking behaviors in adolescents?

PubMed

Yazdi-Feyzabadi, Vahid; Omidvar, Nasrin; Keshavarz Mohammadi, Nastaran; Nedjat, Saharnaz; Karimi-Shahanjarini, Akram; Rashidian, Arash

2017-08-29

The Iranian Health Promoting Schools (IHPS) program was first piloted and then formally established in Iran in 2011 as a framework to promote healthy environment and behaviors such as proper dietary practice among adolescents. This study examined the role of IHPS in improving the school food environment and snacking behaviors among adolescents. In this cross-sectional study, 1320 eighth grade students from 40 middle schools with IHPS and non-IHPS program were selected using a proportional stratified random sampling method. A modified 55-item qualitative Food Frequency Questionnaire was used to assess the frequency of consumption of healthy and unhealthy snacks in the studied adolescents. Mixed effect negative binomial regression models were used to analyze the data. The association was also adjusted for individual variables, including gender, socio-economic status, pocket money, family structure and nutritional knowledge level. No significant difference was observed between the average of healthy and unhealthy snack items in IHPS and non-IHPS schools (p > 0.05). On the basis of adjusted analysis, being from/in IHPS was not associated with weekly frequency consumption of unhealthy [prevalence rate ratio (PRR) = 0.99; 95% CI: 0.85-1.16] and healthy (PRR = 1.08; 95% CI: 0.96-1.2) snacks among the adolescents. There was no difference regarding school food environment and snacking behaviors in IHPS and non-IHPS schools. This might indicate that there has been a weakness in institutionalizing the comprehensive concepts of the HPS approach in the studied schools. Addressing the proper understanding of HPS approach and the need for development of HPS through matching and adaptability with health promotion actions to reach defined standards, is necessary. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

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

PubMed Central

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

2013-01-01

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

School nutritional capacity, resources and practices are associated with availability of food/beverage items in schools

PubMed Central

2013-01-01

Background The school food environment is important to target as less healthful food and beverages are widely available at schools. This study examined whether the availability of specific food/beverage items was associated with a number of school environmental factors. Methods Principals from elementary (n = 369) and middle/high schools (n = 118) in British Columbia (BC), Canada completed a survey measuring characteristics of the school environment. Our measurement framework integrated constructs from the Theories of Organizational Change and elements from Stillman’s Tobacco Policy Framework adapted for obesity prevention. Our measurement framework included assessment of policy institutionalization of nutritional guidelines at the district and school levels, climate, nutritional capacity and resources (nutritional resources and participation in nutritional programs), nutritional practices, and school community support for enacting stricter nutritional guidelines. We used hierarchical mixed-effects logistic regression analyses to examine associations with the availability of fruit, vegetables, pizza/hamburgers/hot dogs, chocolate candy, sugar-sweetened beverages, and french fried potatoes. Results In elementary schools, fruit and vegetable availability was more likely among schools that have more nutritional resources (OR = 6.74 and 5.23, respectively). In addition, fruit availability in elementary schools was highest in schools that participated in the BC School Fruit and Vegetable Nutritional Program and the BC Milk program (OR = 4.54 and OR = 3.05, respectively). In middle/high schools, having more nutritional resources was associated with vegetable availability only (OR = 5.78). Finally, middle/high schools that have healthier nutritional practices (i.e., which align with upcoming provincial/state guidelines) were less likely to have the following food/beverage items available at school: chocolate candy (OR = .80) and sugar-sweetened beverages (OR = .76). Conclusions School nutritional capacity, resources, and practices were associated with the availability of specific food/beverage items in BC public schools. Policies targeting the school environment are increasingly being considered as one of the strategies used to address childhood obesity, as a result it is important to further understand the factors associated with the availability of specific food/beverage items at school. PMID:23421918

School Environment Handbook Part I: Overview and Workshop Activities.

ERIC Educational Resources Information Center

Gillespie, Judith; And Others

This handbook, produced by the School Environmental Impact Program (Indiana) was developed to improve school environments and to create more positive attitudes and behaviors in school participants (all those involved in the school and its environment). It is designed to help in the assessment of school conditions by individuals, groups, or school…

Perceptions of School Experiences during the First Semester of Middle School

ERIC Educational Resources Information Center

Buehler, Cheryl; Fletcher, Anne C.; Johnston, Carol; Weymouth, Bridget B.

2015-01-01

Symbolic interaction and stage-environment fit theories were used to examine associations between several aspects of the perceived school environment and youths' school-related experiences during the first semester of middle school in a sample of 390 youth living in a southeastern U.S. county. Perceived school environment included learning…

Teacher Attitudes, Perceived Influences, and Self-Reported Classroom Behaviors Related to School Nutrition Environments

ERIC Educational Resources Information Center

Girard, Beverly Lawler

2010-01-01

This study determined attitudes of kindergarten through fifth grade teachers about school nutrition environments, their perceived influence on school nutrition environments, and self-reported classroom behaviors. Specific objectives were to: (a) identify perceived factors that influence the school nutrition environment, according to teachers…

Critical Connections: Health and Academics

PubMed Central

Michael, Shannon L; Merlo, Caitlin L; Basch, Charles E; Wentzel, Kathryn R; Wechsler, Howell

2015-01-01

BACKGROUND While it is a national priority to support the health and education of students, these sectors must better align, integrate, and collaborate to achieve this priority. This article summarizes the literature on the connection between health and academic achievement using the Whole School, Whole Community, and Whole Child (WSCC) framework as a way to address health-related barriers to learning. METHODS A literature review was conducted on the association between student health and academic achievement. RESULTS Most of the evidence examined the association between student health behaviors and academic achievement, with physical activity having the most published studies and consistent findings. The evidence supports the need for school health services by demonstrating the association between chronic conditions and decreased achievement. Safe and positive school environments were associated with improved health behaviors and achievement. Engaging families and community members in schools also had a positive effect on students' health and achievement. CONCLUSIONS Schools can improve the health and learning of students by supporting opportunities to learn about and practice healthy behaviors, providing school health services, creating safe and positive school environments, and engaging families and community. This evidence supports WSCC as a potential framework for achieving national educational and health goals. PMID:26440816

Associations between home environment and after-school physical activity and sedentary time among 6th grade children

PubMed Central

Lau, Erica Y; Barr-Anderson, Daheia J; Dowda, Marsha; Forthofer, Melinda; Saunders, Ruth P; Pate, Russell R

2015-01-01

This study examined associations of various elements of the home environment with after-school physical activity and sedentary time in 671 sixth-grade children (Mage = 11.49 ± 0.5 years). Children’s after-school total physical activity (TPA), moderate-to-vigorous physical activity (MVPA) and sedentary time were measured by accelerometry. Parents completed surveys assessing elements of the home social and physical environment. Mixed-model regression analyses were used to examine the associations between each element of the home environment and children’s after-school physical activity and sedentary time. Availability of home physical activity resources was associated positively with after-school TPA and negatively with after-school sedentary time in boys. Parental support was associated positively with after-school TPA and MVPA and negatively with after-school sedentary time in girls. The home physical environment was associated with boys’ after-school physical activity and sedentary time, whereas the home social environment was associated with girls’ after-school physical activity and sedentary time. PMID:25386734

Time-Quality Tradeoff of Waiting Strategies for Tutors to Retrieve Relevant Teaching Methods

ERIC Educational Resources Information Center

Shih, Wen-Chung; Tseng, Shian-Shyong; Yang, Che-Ching; Liang, Tyne

2011-01-01

As more and more undergraduate students act as voluntary tutors to rural pupils after school, there is a growing need for a supporting environment to facilitate adaptive instruction. Among others, a teaching method retrieval system is intended to help tutors find relevant teaching methods for teaching a particular concept. However, teaching…

Personal health promotion at US medical schools: a quantitative study and qualitative description of deans' and students' perceptions

PubMed Central

Frank, Erica; Hedgecock, Joan; Elon, Lisa K

2004-01-01

Background Prior literature has shown that physicians with healthy personal habits are more likely to encourage patients to adopt similar habits. However, despite the possibility that promoting medical student health might therefore efficiently improve patient outcomes, no one has studied whether such promotion happens in medical school. We therefore wished to describe both typical and outstanding personal health promotion environments experienced by students in U.S. medical schools. Methods We collected information through four different modalities: a literature review, written surveys of medical school deans and students, student and dean focus groups, and site visits at and interviews with medical schools with reportedly outstanding student health promotion programs. Results We found strong correlations between deans' and students' perceptions of their schools' health promotion environments, including consistent support of the idea of schools' encouraging healthy student behaviors, with less consistent follow-through by schools on this concept. Though students seemed to have thought little about the relationships between their own personal and clinical health promotion practices, deans felt strongly that faculty members should model healthy behaviors. Conclusions Deans' support of the relationship between physicians' personal and clinical health practices, and concern about their institutions' acting on this relationship augurs well for the role of student health promotion in the future of medical education. Deans seem to understand their students' health environment, and believe it could and should be improved; if this is acted on, it could create important positive changes in medical education and in disease prevention. PMID:15581424

Effective Methods and Materials for Teaching Law to Preservice Teachers

ERIC Educational Resources Information Center

Bruner, Darlene Y.; Bartlett, Marilyn J.

2008-01-01

Schools today function in an environment of complicated rules and regulations. Training preservice teachers in educational law is not only necessary; it is important work. Professors and administrators were surveyed on the methods, materials, and strategies that they employed to teach education law to preservice teachers. The predominant teaching…

Assessing Creative Thinking in Design-Based Learning

ERIC Educational Resources Information Center

Doppelt, Yaron

2009-01-01

Infusing creative thinking competence through the design process of authentic projects requires not only changing the teaching methods and learning environment, but also adopting new assessment methods, such as portfolio assessment. The participants in this study were 128 high school pupils who have studied MECHATRONICS from 10th to 12th grades…

Students' perception of school environment and life satisfaction at Sinhala-medium secondary schools in the Colombo District, Sri Lanka.

PubMed

Nonaka, Daisuke; Gunawardena, Nalika S; Indrawansa, Susantha; Nanri, Akiko; Rajapakse, Lalini; Mizoue, Tetsuya; Samarasinghe, Diyanath

2012-11-01

The objective of this study was to examine the associations between students' perception of physical and psychosocial school environment and satisfaction with life among secondary school students in Colombo District, Sri Lanka. Data were collected from 20 Sinhala-medium secondary schools between January and February in 2010. A questionnaire-based survey was conducted with students in grade seven (n = 342) and grade ten (n = 446). Multivariate logistic regression analysis, adjusted for confounding variables, was used to assess the associations between students'satisfaction with life measured by Cantril ladders, and scores of perceived physical and psychosocial school environment that focused on school cleanliness and attractiveness, relations with teachers and peers, satisfaction with school and bullying. Students in the highest quartile of school environment score were significantly more likely to have high life satisfaction, compared to those in the lowest quartile (adjusted odds ratio 2.32; 95% confidence interval 1.35-3.99). Odds ratio of high life satisfaction increased with increasing school environment scores (p for trend<0.001). In conclusion, students who perceived positive school environment were significantly more likely to have high life satisfaction. Positive changes in the focused areas of school environment have the potential to lead to improved life satisfaction of students.

Teacher performance and work environment in the instructional process in vocational school

NASA Astrophysics Data System (ADS)

Kuncoro, Tri; Dardiri, Ahmad

2017-09-01

Teachers should have pedagogical, personality, social, and professional competency. stated that performance appraisal has several benefits, namely for the implementation of reward and punishment system, provision of feedback for teachers to develop their competencies, identification of training needs, and diagnosis of problems. According to performance is one's work result or success rate as a whole over a certain period of time in performing tasks compared to various possibilities, such as work standards, targets or criteria which have been predetermined and agreed. One's performance is based on daily tasks and responsibilities assigned to him/her. The racial differences in personality are largely due to different environmental influences, where people of different races have progressed for generations. Vocational high school teachers have a low pedagogic and professional performance. The factors that influence performance, according to the partner-lawyer model proposed, are expectations about rewards, encouragements, abilities, needs and traits, perceptions of tasks, internal and external rewards, perceptions of reward levels and job satisfaction. This study used a survey method to collect data or information about a large population using relatively small samples. The population of this research was vocational high school teachers. Data analysis techniques used the Regression Analysis with the assistance of SPSS. The results of teacher performance are as follows: 1) the pedagogic performance was relatively good; 2) professional performance was relatively good, and the overall performance of vocational high school teachers was still less effective and efficient; 3) the teachers' work environment was 42.5234%; and 4) there was no correlation between work environment and teacher performance, meaning that the work environment (conditions of physical work environment, psychological work environment, and non-physical work environment) does not positively support the pedagogical and professional performance of teachers.

A State of Double Jeopardy: Impact of Prenatal Alcohol Exposure and Adverse Environments on the Social Communicative Abilities of School-Age Children with Fetal Alcohol Spectrum Disorder

ERIC Educational Resources Information Center

Coggins, Truman E.; Timler, Geralyn R.; Olswang, Lesley B.

2007-01-01

Purpose: This article is a retrospective examination of environmental risk, language performance, and narrative discourse data from a clinical database of school-age children with fetal alcohol spectrum disorder (FASD). Method: A case-defined diagnostic approach for measuring and reporting the full spectrum of disabilities in children with…

Relation of School Environment and Policy to Adolescent Physical Activity

ERIC Educational Resources Information Center

Durant, Nefertiti; Harris, Sion K.; Doyle, Stephanie; Person, Sharina; Saelens, Brian E.; Kerr, Jacqueline; Norman, Gregory J.; Sallis, James F.

2009-01-01

Background: Physical activity (PA) declines as children and adolescents age. The purpose of this study was to examine how specific school factors relate to youth PA, TV viewing, and body mass index (BMI). Methods: A sample of 12- to 18-year-old adolescents in 3 cities (N = 165, 53% females, mean age 14.6 [plus or minus] 1.7 years, 44% nonwhite)…

The Technological Impact of the E-Rate Program on a School District of the Texas Coastal Bend Region

ERIC Educational Resources Information Center

Vazquez-Cruz, Juan Diego

2012-01-01

The purpose of the study was to examine the impact of the E-Rate program on students, teachers, administrators, and the technology environment of a public school district in the Texas Gulf Coast Region. The study was conducted through a mixed methods design, utilizing both quantitative and qualitative data collection; the research design was a…

Mediterranean, our sea

NASA Astrophysics Data System (ADS)

Markaki, Foteini

2017-04-01

My school (1o EPAL Ymittos -Athens, Greece) is a technical school of secondary education and throughout this school year being drafted a program of environmental education. The main theme is the Mediterranean Sea, the biggest closed sea extending between three continents. Topics studied: 1. Biodiversity and the risks threat. 2. The geophysics that characterize (earthquakes, volcanoes explosions, etc). 3. The Mediterranean Sea as environment anthropogenesis, a mosaic of other cultures and even place current notions of social phenomena (refugees). Pedagogical Objectives: Cognitive/Enviromental: 1. To investigate and understand the biodiversity of the Mediterranean Sea and the risks to threaten and phenomena that characterize. 2. To understand the position of the Mediterranean Sea in the land and the role of the historical, cultural and social human environment. 3. To come in contact with texts literary, social, articles on the Mediterranean. Psychomotor: 1. To work together and collect information for the Mediterranean Sea. 2. Experiential approach to the natural environment. 3. Develop critical thinking. 4. Undertake responsibilities for the presentation of the program. Emotional: 1. To feel joy from participation in the program. 2. Being sensitized and configure attitudes and actions of respect towards the environment. Methodology implementation: Teamwork. Interdisciplinary - holistic to dissemination of program recordings to courses curriculum. Study in the field. Gathering information from newspapers, magazines, internet, maps, and photographs. Experiential method- Project. Assessment methods and self-assessment. Fields of courses: Greek language- History- Biology- Chemistry- Technology Dissemination of results: Make a page of social media (facebook), a blog, enhancing environmental awareness via video, make an electronic poster.

Real-time continuous glucose monitoring systems in the classroom/school environment.

PubMed

Benassi, Kari; Drobny, Jessica; Aye, Tandy

2013-05-01

Children with type 1 diabetes (T1D) spend 4-7 h/day in school with very little supervision of their diabetes management. Therefore, families have become more dependent on technology, such as use of real-time continuous glucose monitoring (RT-CGM), to provide increased supervision of their diabetes management. We sought to assess the impact of RT-CGM use in the classroom/school environment. Children with T1D using RT-CGM, their parents, and teachers completed a questionnaire about RT-CGM in the classroom/school environment. The RT-CGM was tolerated well in the classroom/school environment. Seventy percent of parents, 75% of students, and 51% of teachers found RT-CGM useful in the classroom/school environment. The students found the device to be more disruptive than did their parents and teachers. However, all three groups agreed that RT-CGM increased their comfort with diabetes management at school. Our study suggests that RT-CGM is useful and not disruptive in the classroom/school environment. The development of education materials for teachers could further increase its acceptance in the classroom/school environment.

Direct Effects of the Home, School, and Consumer Food Environments on the Association between Food Purchasing Patterns and Dietary Intake among Rural Adolescents in Kentucky and North Carolina, 2017

PubMed Central

Gustafson, Alison; Jilcott Pitts, Stephanie; McDonald, Jordan; Ford, Hannah; Connelly, Paige; Gillespie, Rachel; Liu, Emily; Bush, Heather; Brancato, Candace; Babatande, Toyin; Mullins, Janet

2017-01-01

Background: Obesity rates are higher among rural versus urban adolescents. To examine possible mechanisms for the rural-urban adolescent obesity disparity, we examined the direct and indirect effects of food purchasing patterns, and the home, school, and consumer food environments on dietary intake among rural adolescents. Methods: A baseline survey was conducted among adolescents in eight rural high schools (four in Eastern Kentucky, and four in Eastern North Carolina). Participants answered questions about food purchasing patterns, dietary intake, home food availability, and demographics. The school and consumer food environments were assessed using validated measures from the School Meals Cost Study (United States Department of Agriculture-Mathematica) and the Nutrition Environment Measurement Survey for Stores, Restaurants, and Corner Stores. Results: Of 432 adolescents, 55% were normal weight, 24% were overweight, and 21% were obese. There was a direct association between unhealthy food purchasing patterns (shopping frequently at gas stations, fast food, and dollar stores) and consuming more added sugars, when compared to those with a healthy shopping pattern (shopping less frequently at gas stations, fast food, and dollar stores) [Odds Ratio = 2.41 (95% CI (confidence interval) 0.99, 3.82)]. Those who reported always having fruits and vegetables in the home consumed more servings of fruits and vegetables [OR = 0.31 cups (95% CI 0.22, 0.44)] compared to those who reported never having fruits and vegetables in the home. Adolescents attending a school with a low healthy food availability score consumed fewer servings of fruits and vegetables [−0.001 (95% CI −0.001, 0.0001)] compared to those attending a school with a high healthy food availability score. Conclusions: There are direct associations between food purchasing patterns, the home and school food environments, and dietary intake among rural adolescents. These cross-sectional results informed the development of the “Go Big and Bring it Home” program, a text messaging intervention to improve adolescents’ fruit, vegetable, and healthy beverage intake. PMID:29065444

Direct Effects of the Home, School, and Consumer Food Environments on the Association between Food Purchasing Patterns and Dietary Intake among Rural Adolescents in Kentucky and North Carolina, 2017.

PubMed

Gustafson, Alison; Jilcott Pitts, Stephanie; McDonald, Jordan; Ford, Hannah; Connelly, Paige; Gillespie, Rachel; Liu, Emily; Bush, Heather; Brancato, Candace; Babatande, Toyin; Mullins, Janet

2017-10-21

Background : Obesity rates are higher among rural versus urban adolescents. To examine possible mechanisms for the rural-urban adolescent obesity disparity, we examined the direct and indirect effects of food purchasing patterns, and the home, school, and consumer food environments on dietary intake among rural adolescents. Methods : A baseline survey was conducted among adolescents in eight rural high schools (four in Eastern Kentucky, and four in Eastern North Carolina). Participants answered questions about food purchasing patterns, dietary intake, home food availability, and demographics. The school and consumer food environments were assessed using validated measures from the School Meals Cost Study (United States Department of Agriculture-Mathematica) and the Nutrition Environment Measurement Survey for Stores, Restaurants, and Corner Stores. Results : Of 432 adolescents, 55% were normal weight, 24% were overweight, and 21% were obese. There was a direct association between unhealthy food purchasing patterns (shopping frequently at gas stations, fast food, and dollar stores) and consuming more added sugars, when compared to those with a healthy shopping pattern (shopping less frequently at gas stations, fast food, and dollar stores) [Odds Ratio = 2.41 (95% CI (confidence interval) 0.99, 3.82)]. Those who reported always having fruits and vegetables in the home consumed more servings of fruits and vegetables [OR = 0.31 cups (95% CI 0.22, 0.44)] compared to those who reported never having fruits and vegetables in the home. Adolescents attending a school with a low healthy food availability score consumed fewer servings of fruits and vegetables [-0.001 (95% CI -0.001, 0.0001)] compared to those attending a school with a high healthy food availability score. Conclusions : There are direct associations between food purchasing patterns, the home and school food environments, and dietary intake among rural adolescents. These cross-sectional results informed the development of the "Go Big and Bring it Home" program, a text messaging intervention to improve adolescents' fruit, vegetable, and healthy beverage intake.

How well do modelled routes to school record the environments children are exposed to?: a cross-sectional comparison of GIS-modelled and GPS-measured routes to school

PubMed Central

2014-01-01

Background The school journey may make an important contribution to children’s physical activity and provide exposure to food and physical activity environments. Typically, Geographic Information Systems (GIS) have been used to model assumed routes to school in studies, but these may differ from those actually chosen. We aimed to identify the characteristics of children and their environments that make the modelled route more or less representative of that actually taken. We compared modelled GIS routes and actual Global Positioning Systems (GPS) measured routes in a free-living sample of children using varying travel modes. Methods Participants were 175 13-14 yr old children taking part in the Sport, Physical activity and Eating behaviour: Environmental Determinants in Young people (SPEEDY) study who wore GPS units for up to 7 days. Actual routes to/from school were extracted from GPS data, and shortest routes between home and school along a road network were modelled in a GIS. Differences between them were assessed according to length, percentage overlap, and food outlet exposure using multilevel regression models. Results GIS routes underestimated route length by 21.0% overall, ranging from 6.1% among walkers to 23.2% for bus users. Among pedestrians food outlet exposure was overestimated by GIS routes by 25.4%. Certain characteristics of children and their neighbourhoods that improved the concordance between GIS and GPS route length and overlap were identified. Living in a village raised the odds of increased differences in length (odds ratio (OR) 3.36 (1.32-8.58)), while attending a more urban school raised the odds of increased percentage overlap (OR 3.98 (1.49-10.63)). However none were found for food outlet exposure. Journeys home from school increased the difference between GIS and GPS routes in terms of food outlet exposure, and this measure showed considerable within-person variation. Conclusions GIS modelled routes between home and school were not truly representative of accurate GPS measured exposure to obesogenic environments, particularly for pedestrians. While route length may be fairly well described, especially for urban populations, those living close to school, and those travelling by foot, the additional expense of acquiring GPS data seems important when assessing exposure to route environments. PMID:24529075

Can a Community-Based Intervention Improve the Home Food Environment? Parental Perspectives of the Influence of the Delicious and Nutritious Garden

ERIC Educational Resources Information Center

Heim, Stephanie; Bauer, Katherine W.; Stang, Jamie; Ireland, Marjorie

2011-01-01

Objective: To examine changes in parental report of the home food environment during the course of a garden-based fruit and vegetable (FV) intervention for grade school children. Methods: Self-administered pre-post surveys were completed by parents/caregivers (n = 83). Main outcome measures included: child asking behavior, FV…

Investigating How to Align Schools' Marketing Environments With Federal Standards for Competitive Foods.

PubMed

Polacsek, Michele; O'Brien, Liam M; Pratt, Elizabeth; Whatley-Blum, Janet; Adler, Sabrina

2017-03-01

Limiting food and beverage marketing to children is a promising approach to influence children's nutrition behavior. School-based marketing influences nutrition behavior and studies have consistently found marketing for nonnutritious foods and beverages in schools. No studies have examined the resources necessary to align school marketing environments with federal school nutrition standards. The purpose of this study was to determine how to improve school marketing environments so that they align with new federal competitive food nutrition standards. We assessed food marketing environments in 3 Portland, Maine schools using the Food and Beverage Marketing Survey (FBMS) and provided technical assistance to bring their marketing environments into conformity with the federal competitive food regulations, tracking resources and strategies for marketing removal. Noncompliant marketing was significantly reduced pre- to postintervention. Intervention strategies were facilitated by the School Health Coordinator and school-based wellness teams. Low monetary resources were required to remove marketing not compliant with federal nutrition standards for foods sold in schools. Several key challenges remain to sustain efforts. This study provides timely information for policymakers to support crafting policies that address the realities of school nutrition environments and universal enforcement challenges. © 2017, American School Health Association.

An assessment of schoolyard renovation strategies to encourage children's physical activity

PubMed Central

2011-01-01

Background Children in poor and minority neighborhoods often lack adequate environmental support for healthy physical development and community interventions designed to improve physical activity resources serve as an important approach to addressing obesity. In Denver, the Learning Landscapes (LL) program has constructed over 98 culturally-tailored schoolyard play spaces at elementary schools with the goal to encourage utilization of play spaces and physical activity. In spite of enthusiasm about such projects to improve urban environments, little work has evaluated their impact or success in achieving their stated objectives. This study evaluates the impacts of LL construction and recency of renovation on schoolyard utilization and the physical activity rates of children, both during and outside of school, using an observational study design. Methods This study employs a quantitative method for evaluating levels of physical activity of individuals and associated environmental characteristics in play and leisure environments. Schools were selected on the basis of their participation in the LL program, the recency of schoolyard renovation, the size of the school, and the social and demographic characteristics of the school population. Activity in the schoolyards was measured using the System for Observing Play and Leisure Activity (SOPLAY), a validated quantitative method for evaluating levels of physical activity of individuals in play and leisure environments. Trained observers collected measurements before school, during school recess, after school, and on weekends. Overall utilization (the total number of children observed on the grounds) and the rate of activity (the percentage of children observed who were physically active) were analyzed. Observations were compared using t-tests and the data were stratified by gender for further analysis. In order to assess the impacts of LL renovation, recently-constructed LL schoolyards were compared to LL schoolyards with older construction, as well as un-renovated schoolyards. Results Overall utilization was significantly higher at LL schools than at un-renovated schools for most observation periods. Notably, LL renovation had no impact on girl's utilization on the weekends, although differences were observed for all other periods. There were no differences in rates of activity for any comparison. With the exception of the number of boys observed, there was no statistically significant difference in activity when recently-constructed LL schools are compared to LL schools with older construction dates and there was no difference observed in comparisons of older LL with unrenovated sites. Conclusions While we observed greater utilization and physical activity in schools with LL, the impact of specific features of LL renovation is not clear. However, schoolyard renovation and programs to encourage schoolyard use before and after school may offer a means to encourage greater physical activity among children, and girls in particular. Additional study of schoolyard renovation may shed light on the specific reasons for these findings or suggest effective policies to improve the physical activity resources of poor and minority neighborhoods. PMID:21477325

Slow progress in changing the school food environment: nationally representative results from public and private elementary schools.

PubMed

Turner, Lindsey; Chaloupka, Frank J

2012-09-01

Children spend much of their day in school, and authorities have called for improvements in the school food environment. However, it is not known whether changes have occurred since the federal wellness policy mandate took effect in 2006-2007. We examined whether the school food environment in public and private elementary schools changed over time and examined variations by school type and geographic division. Survey data were gathered from respondents at nationally representative samples of elementary schools during the 2006-2007 and 2009-2010 school years (respectively, 578 and 680 public schools, and 259 and 313 private schools). Topics assessed included competitive foods, school meals, and other food-related practices (eg, school gardens and nutrition education). A 16-item food environment summary score was computed, with possible scores ranging from 0 (least healthy) to 100 (healthiest). Multivariate regression models were used to examine changes over time in the total school food environment score and component items, and variations by US census division. Many practices improved, such as participation in school gardens or farm-to-school programs, and availability of whole grains and only lower-fat milks in lunches. Although the school food environment score increased significantly, the magnitude of change was small; as of 2009-2010 the average score was 53.5 for public schools (vs 50.1 in 2006-2007) and 42.2 for private schools (vs 37.2 in 2006-2007). Scores were higher in public schools than in private schools (P<0.001), but did not differ by race/ethnicity or school size. For public schools, scores were higher in the Pacific and West South Central divisions compared with the national average. Changes in the school food environment have been minimal, with much room remaining for improvement. Additional policy changes may be needed to speed the pace of improvement. Copyright © 2012 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Accessibility Over Availability: Associations Between the School Food Environment and Student Fruit and Green Vegetable Consumption

PubMed Central

O'Malley, Patrick M.; Johnston, Lloyd D.

2014-01-01

Abstract Background: No national studies have examined associations between (1) school food availability and accessibility and (2) secondary student fruit and vegetable (FV) consumption. This article uses 5 years of nationally representative data from secondary school students to examine associations between the school food environment and student fruit and green vegetable consumption. Methods: From 2008 to 2012, cross-sectional, nationally representative data from US middle and high school students were collected annually on self-reported fruit and green vegetable consumption. Each year, data from administrators at each relevant school were collected on food item availability (any venue) and accessibility (total number of school sources). Data were obtained from 10,254 eighth-grade students in 317 schools and 18,898 tenth- and 12th-grade students in 518 schools. Associations were estimated by multi-level models controlling for student- and school-level characteristics. Results: Availability showed minimal association with student consumption. Candy/regular-fat snack accessibility was associated negatively with middle school fruit consumption. Salad bar availability and accessibility were positively associated with middle school green vegetable consumption; FV accessibility was associated positively with high school fruit and green vegetable consumption. Significant associations were consistent across student racial/ethnic and socioeconomic groups. Conclusions: Forthcoming USDA nutrition standards for school foods and beverages sold outside of reimbursable meal programs should result in the removal of school candy/regular-fat snacks. In deciding which items to make available under the new standards, schools should consider increasing the number of FV sources—including salad bars—thereby potentially increasing student FV consumption. PMID:24872011

An Effect of the Learning Environment Management System toward Student Quality of Thai Secondary School

ERIC Educational Resources Information Center

Wirussawa, Seatuch; Tesaputa, Kowat; Duangpaeng, Amporn

2016-01-01

This study aimed at 1) investigating the element of the learning environment management system in the secondary schools, 2) exploring the current states and problems of the system on the learning environment management in the secondary schools, 3) designing the learning environment management system for the secondary schools, and 4) identifying…

Examine Middle School Students' Constructivist Environment Perceptions in Turkey: School Location and Class Size

ERIC Educational Resources Information Center

Yigit, Nevzat; Alpaslan, Muhammet Mustafa; Cinemre, Yasin; Balcin, Bilal

2017-01-01

This study aims to examine the middle school students' perceptions of the classroom learning environment in the science course in Turkey in terms of school location and class size. In the study the Assessing of Constructivist Learning Environment (ACLE) questionnaire was utilized to map students' perceptions of the classroom learning environment.…

Toward a Knowledge Base for School Climate in Cyprus's Schools

ERIC Educational Resources Information Center

Pashiardis, Georgia

2008-01-01

Purpose: The main purpose of this study was to explore and analyze secondary school students' (8th grade) perceptions about school climate in three areas, namely: the physical environment of the school, the social environment and the learning environment Design/methodology/approach: A questionnaire, which was designed and pilot-tested around the…

The Role of the School Nutrition Environment for Promoting the Health of Young Adolescents

ERIC Educational Resources Information Center

Meyer, Mary Kay; Marshak, John; Conklin, Martha T.

2004-01-01

This study identifies the nature of nutrition environment in middle grades schools from the principals' and superintendents' point of view and determines which elements of a school's nutrition environment these school administrators considered most relevant to students' health and well-being. Most school administrators did not think the…

Are schools safer for children than public places?

PubMed Central

Maitra, A K; Sweeney, G

1996-01-01

OBJECTIVE--To investigate the frequency and severity of accidents to children in schools. METHODS--Retrospective analysis of accidents occurring in school over a six month period and resulting in attendance at an accident and emergency department. Comparison was made with accidents occurring in public places, RESULTS--During the study period there were 127 school and 251 public place accidents causing fractures or dislocations requiring hospital treatment in 3-16 year old children; 22.4% (127/567) of all injuries at school resulted in fractures or dislocations, as opposed to 20.8% (251/1197) of those sustained in public places. CONCLUSIONS--Injuries at school are a cause for concern as they occur in a supervised environment and this should be the target of accident prevention measures. PMID:8733659

School lunch and snacking patterns among high school students: Associations with school food environment and policies

PubMed Central

Neumark-Sztainer, Dianne; French, Simone A; Hannan, Peter J; Story, Mary; Fulkerson, Jayne A

2005-01-01

Objectives This study examined associations between high school students' lunch patterns and vending machine purchases and the school food environment and policies. Methods A randomly selected sample of 1088 high school students from 20 schools completed surveys about their lunch practices and vending machine purchases. School food policies were assessed by principal and food director surveys. The number of vending machines and their hours of operation were assessed by trained research staff. Results Students at schools with open campus policies during lunchtime were significantly more likely to eat lunch at a fast food restaurant than students at schools with closed campus policies (0.7 days/week vs. 0.2 days/week, p < .001). Student snack food purchases at school were significantly associated with the number of snack machines at schools (p < .001) and policies about the types of food that can be sold. In schools with policies, students reported making snack food purchases an average of 0.5 ± 1.1 days/week as compared to an average of 0.9 ± 1.3 days/week in schools without policies (p < .001). In schools in which soft drink machines were turned off during lunch time, students purchased soft drinks from vending machines 1.4 ± 1.6 days/week as compared to 1.9 ± 1.8 days/week in schools in which soft drink machines were turned on during lunch (p = .040). Conclusion School food policies that decrease access to foods high in fats and sugars are associated with less frequent purchase of these items in school among high school students. Schools should examine their food-related policies and decrease access to foods that are low in nutrients and high in fats and sugars. PMID:16209716

An Assessment of Science Teachers' Perceptions of Secondary School Environments in Taiwan

NASA Astrophysics Data System (ADS)

Huang, Shwu-Yong L.

2006-01-01

This study investigates the psychosocial environments of secondary schools from science teachers’ perspectives, as well as associated variables. Using a sample of 900 secondary science teachers from 52 schools in Taiwan, the results attest to the validity and reliability of the instrument, the Science Teacher School Environment Questionnaire, and its ability to differentiate among schools. The descriptive results show that a majority of science teachers positively perceived their school environments. The teachers reported high collegiality, good teacher student relations, effective principal leadership, strong professional interest, and low work pressure—but also low staff freedom. Multiple regression results further indicate that policy-relevant variables like school level, school location, and teachers’ intentions to stay in teaching were associated with science teachers’ perceptions of their school environments. Qualitative data analysis based on interviews of 34 science teachers confirmed and enriched these findings.

Healthy and Safe School Environment, Part II, Physical School Environment: Results from the School Health Policies and Programs Study 2006

ERIC Educational Resources Information Center

Jones, Sherry Everett; Axelrad, Robert; Wattigney, Wendy A.

2007-01-01

Background: As society continues to focus on the importance of academic achievement, the physical environment of schools should be addressed as 1 of the critical factors that influence academic outcomes. The School Health Policies and Programs Study (SHPPS) 2006 provides, for the first time, a comprehensive look at the extent to which schools have…

Associations between Food Environment around Schools and Professionally Measured Weight Status for Middle and High School Students

PubMed Central

Tang, Xuyang; Abbott, Joshua K.; Aggarwal, Rimjhim; Tulloch, David L.; Lloyd, Kristen; Yedidia, Michael J.

2014-01-01

Abstract Background: Obesity rates among school-age children remain high. Access to energy-dense foods at home, in schools, in stores, and restaurants around homes and schools is of concern. Research on the relationship between food environment around schools and students' weight status is inconclusive. This study examines the association between weight status of middle and high school students and proximity to a comprehensive set of food outlets around schools. Methods: Deidentified nurse-measured heights and weights data were obtained for 12,954 middle and high school students attending 33 public schools in four low-income communities in New Jersey. Geocoded locations of supermarkets, convenience stores, small grocery stores, and limited-service restaurants were obtained from commercial sources. Random-effect regression models with robust standard errors were developed to adjust for unequal variances across schools and clustering of students within schools. Results: Proximity to small grocery stores that offered some healthy options (e.g., five fruits, five vegetables, and low-fat/skim milk) and supermarkets was associated with healthier student weight status. Having a small grocery store within 0.25 mile of school and an additional such store within that radius was associated with a lower BMI z-score (p<0.05). An additional supermarket within 0.25 mile of schools was associated with a lower probability of being overweight/obese (p<0.05). Conclusions: Improving access to healthy food outlets, such as small stores, that offer healthy food options and supermarkets around middle and high schools is a potential strategy for improving weight outcomes among students. PMID:25343730

School environment and mental health in early adolescence - a longitudinal study in Sweden (KUPOL).

PubMed

Galanti, Maria Rosaria; Hultin, Hanna; Dalman, Christina; Engström, Karin; Ferrer-Wreder, Laura; Forsell, Yvonne; Karlberg, Martin; Lavebratt, Catharina; Magnusson, Cecilia; Sundell, Knut; Zhou, Jia; Almroth, Melody; Raffetti, Elena

2016-07-16

Longitudinal studies indicate strong associations between school proficiency and indicators of mental health throughout adulthood, but the mechanisms of such associations are not fully elucidated. The Kupol study is a prospective cohort study in Sweden set up in order to: (i) describe the association of school pedagogic and social environment and its specific dimensions with the risk of mental ill-health and psychiatric disorders in adolescence; (ii) evaluate the direct effects of school pedagogic and social environment on mental health and the effects mediated by the individual's academic achievements; and (iii) assess if school pedagogic and social environment are associated with mental ill-health through epigenetic mechanisms, in particular those involving genes regulating the response to stress. The Kupol cohort at baseline consists of 3959 children attending the 7th grade of compulsory school (13-14 years old) in 8 regions of central Sweden in the school years 2013-2014 or 2014-2015. Three follow-up surveys in subsequent years are planned. Teachers' and students' perceptions of the culture, climate and ethos of their schools, and students' mental ill-health are assessed at the whole school level by annual questionnaire surveys. In order to conduct epigenetic analyses saliva specimens are collected from a nested sample of students at inception and two years later. Further, class-, family- and child-level information is collected at baseline and during each year of follow-up. Self-reported information is being complemented with register data via record-linkages to national and regional health and administrative registers. The topic being investigated is new, and the sample constitutes the largest adolescent cohort in Sweden involved in an ad hoc study. Epigenetic analyses centered on environmental cues to stress response are a thoroughly new approach. Finally a notable feature is the multi-informant and multi-method data collection, with surveys at the school, class, family, and student level. Collaboration and data access: interested investigators should contact the coordinating centre. Additional information is available on the study's website, http://kupolstudien.se/ .

Adolescents’ Stage-Environment Fit in Middle and High School: The Relationship Between Students’ Perceptions of Their Schools and Themselves

PubMed Central

Booth, Margaret Zoller; Gerard, Jean M.

2012-01-01

This mixed-methods longitudinal project investigates the association between student perceptions of their schools and themselves. Findings from the first two waves of data analysis with 894 middle and high school students in a midsized Great Lakes city reveal similarities and differences between the grade levels (7th–10th) and their perceptions of their schools. Although 7th-grade students enter middle school with the most positive feelings about their schools, they lose this feeling of euphoria by the end of their academic year. In contrast, the 10th-grade females are the most positive of all students, recognizing school characteristics which assist with their self-efficacy. Results from quantitative analyses indicate that student attitudes toward school and a sense of school connectedness are linked to both self-esteem and academic self-efficacy. PMID:25332512

Measuring physical activity environments: a brief history.

PubMed

Sallis, James F

2009-04-01

Physical activity is usually done in specific types of places, referred to as physical activity environments. These often include parks, trails, fitness centers, schools, and streets. In recent years, scientific interest has increased notably in measuring physical activity environments. The present paper provides an historical overview of the contributions of the health, planning, and leisure studies fields to the development of contemporary measures. The emphasis is on attributes of the built environment that can be affected by policies to contribute to the promotion of physical activity. Researchers from health fields assessed a wide variety of built environment variables expected to be related to recreational physical activity. Settings of interest were schools, workplaces, and recreation facilities, and most early measures used direct observation methods with demonstrated inter-observer reliability. Investigators from the city planning field evaluated aspects of community design expected to be related to people's ability to walk from homes to destinations. GIS was used to assess walkability defined by the 3Ds of residential density, land-use diversity, and pedestrian-oriented designs. Evaluating measures for reliability or validity was rarely done in the planning-related fields. Researchers in the leisure studies and recreation fields studied mainly people's use of leisure time rather than physical characteristics of parks and other recreation facilities. Although few measures of physical activity environments were developed, measures of aesthetic qualities are available. Each of these fields made unique contributions to the contemporary methods used to assess physical activity environments.

Girls feeling good at school: School gender environment, internalization and awareness of socio-cultural attitudes associations with self-esteem in adolescent girls.

PubMed

Cribb, Victoria L; Haase, Anne M

2016-01-01

As society continues to advocate an unrealistically thin body shape, awareness and internalization of appearance and its consequent impact upon self-esteem has become increasingly of concern, particularly in adolescent girls. School gender environment may influence these factors, but remains largely unexplored. This study aimed to assess differences between two different school environments in appearance attitudes, social influences and associations with self-esteem. Two hundred and twelve girls (M = 13.8 years) attending either a single-sex or co-educational school completed measures on socio-cultural attitudes towards appearance, social support and self-esteem. Though marginal differences between school environments were found, significantly higher internalization was reported among girls at the co-educational school. School environment moderated relations between internalization and self-esteem such that girls in co-educational environments had poorer self-esteem stemming from greater internalization. Thus, in a single-sex school environment, protective factors may attenuate negative associations between socio-cultural attitudes towards appearance and self-esteem in adolescent girls. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Empirical estimation of school siting parameter towards improving children's safety

NASA Astrophysics Data System (ADS)

Aziz, I. S.; Yusoff, Z. M.; Rasam, A. R. A.; Rahman, A. N. N. A.; Omar, D.

2014-02-01

Distance from school to home is a key determination in ensuring the safety of hildren. School siting parameters are made to make sure that a particular school is located in a safe environment. School siting parameters are made by Department of Town and Country Planning Malaysia (DTCP) and latest review was on June 2012. These school siting parameters are crucially important as they can affect the safety, school reputation, and not to mention the perception of the pupil and parents of the school. There have been many studies to review school siting parameters since these change in conjunction with this ever-changing world. In this study, the focus is the impact of school siting parameter on people with low income that live in the urban area, specifically in Johor Bahru, Malaysia. In achieving that, this study will use two methods which are on site and off site. The on site method is to give questionnaires to people and off site is to use Geographic Information System (GIS) and Statistical Product and Service Solutions (SPSS), to analyse the results obtained from the questionnaire. The output is a maps of suitable safe distance from school to house. The results of this study will be useful to people with low income as their children tend to walk to school rather than use transportation.

Classroom Learning Environment & Student Motivational Differences between Exemplary, Recognized, & Acceptable Urban Middle Level Schools

ERIC Educational Resources Information Center

Waxman, Hersh C.; Garcia, Andres; Read, Lisa L.

2008-01-01

One of the essential principles for improving middle grade education is to establish a safe and healthy school environment (Jackson & Davis, 2000; Price & Waxman, 2005). The overall quality of the school climate or school environment has been argued to be one of the central problems of urban schools (Waxman & Huang, 1997). Several…

Lessons Learned From Evaluations of California's Statewide School Nutrition Standards

PubMed Central

Gosliner, Wendi; Samuels, Sarah E.; Craypo, Lisa; Kao, Janice; Crawford, Patricia B.

2010-01-01

Objectives. We assessed the impact of legislation that established nutrition standards for foods and beverages that compete with reimbursable school meals in California. Methods. We used documentation of available foods and beverages, sales accounts, and surveys of and interviews with students and food service workers to conduct 3 studies measuring pre- and postlegislation food and beverage availability, sales, and student consumption at 99 schools. Results. Availability of nutrition standard–compliant foods and beverages increased. Availability of noncompliant items decreased, with the biggest reductions in sodas and other sweetened beverages, regular chips, and candy. At-school consumption of some noncompliant foods dropped; at-home consumption of selected noncompliant foods did not increase. Food and beverage sales decreased at most venues, and food service à la carte revenue losses were usually offset by increased meal program participation. Increased food service expenditures outpaced revenue increases. Conclusions. Regulation of competitive foods improved school food environments and student nutritional intake. Improvements were modest, partly because many compliant items are fat- and sugar-modified products of low nutritional value. Additional policies and actions are needed to achieve more substantive improvements in school nutrition environments and student nutrition and health. PMID:20864696

Comparing Virtual and Physical Robotics Environments for Supporting Complex Systems and Computational Thinking

ERIC Educational Resources Information Center

Berland, Matthew; Wilensky, Uri

2015-01-01

Both complex systems methods (such as agent-based modeling) and computational methods (such as programming) provide powerful ways for students to understand new phenomena. To understand how to effectively teach complex systems and computational content to younger students, we conducted a study in four urban middle school classrooms comparing…

Ownership, Risk-Taking, and Collaboration in an Elementary Language Arts Classroom.

ERIC Educational Resources Information Center

Sturdivant, Cynthia

1992-01-01

A teacher of fourth-, fifth-, and sixth-grade students with deafness in a residential school shares methods and activities found to be effective. The methods stress the importance of expectations for learners, ways that design of the learning environment can encourage student ownership, risk taking, and responsibility. (Author/DB)

Classroom Learning Environment Differences between Resilient, Average, and Nonresilient Middle School Students in Reading

ERIC Educational Resources Information Center

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

2014-01-01

The lack of achievement of students from high-risk and high-poverty environments necessitates changes in today's middle school environments to create a caring, supportive environment where all middle school students can succeed. This study investigated the classroom learning environments of resilient, average, and nonresilient minority students in…

A framework for understanding school based physical environmental influences on childhood obesity

PubMed Central

Harrison, Flo; Jones, Andrew P

2013-01-01

Schools are inviting settings for the promotion of healthy behaviours in children, and a number of interventions have been trialled to improve diet or increase physical activity levels with the ultimate aim of reducing the prevalence of obesity. However, these have seen mixed results and there is suggestion that consideration needs to be given to a broader definition of the school environment in order to encourage sustainable behaviour changes. This review considers evidence for associations between the physical school environment and diet, physical activity and adiposity. School environment covers the neighbourhood around the school as well as the school grounds, buildings and facilities. Reviewed evidence is used to construct a conceptual framework for understanding associations between the physical school environment and adiposity and related behaviours. The framework highlights how school environments may be modified to promote behaviour changes, and how they may limit or enhance the success of other school-based interventions. Consideration is also given to where future work may best be directed. PMID:22281440

Stepping up to the challenge: the development, implementation, and assessment of a statewide, regional, leadership program for school nutrition directors.

PubMed

Bergman, Jacqueline J; Briggs, Marilyn M; Beall, Deborah L; Curwood, Sandy; Gray, Pilar; Soiseth, Scott; Taylor, Rodney K; Zidenberg-Cherr, Sheri

2015-01-01

A statewide professional development program was developed and implemented throughout California for school nutrition directors with the goal of creating healthy school environments and regional networks for collaboration and healthy school environment sustainability. Needs of school nutrition directors were identified through a needs assessment questionnaire. Results of the needs assessment questionnaire (n = 256) identified (a) planning cost-effective menus; (b) reducing calories, sodium, saturated fat, and trans fat in menus; and (c) using U.S. Department of Agriculture foods cost-effectively as the most useful topics. Highest rated topics informed the content of the professional development program. A post-professional development questionnaire identified key "insights, inspirations, and strategies" as (a) marketing of school foods program, (b) expansion of salad bars, and (c) collaboration with community partners. A 6-month follow-up questionnaire identified that 86% of participants made progress toward implementing at least one of their five insights, inspirations, and strategies in their school districts. Most common areas that were implemented were marketing and branding (32%), revamping salad bars (18%), and motivating staff (16%). School and Community Actions for Nutrition survey analysis showed a significant increase in the use of marketing methods in school nutrition programs from baseline to 6-month post-program implementation (p = .024). © 2014 Society for Public Health Education.

Parental Factors in Children’s Active Transport to School

PubMed Central

Henne, Heather M.; Tandon, Pooja S.; Frank, Larry D.; Saelens, Brian E.

2014-01-01

Objective Identify non-distance factors related to children’s active transport (AT) to school, including parental, home, and environment characteristics. Understanding the factors related to children’s AT to school, beyond distance to school, could inform interventions to increase AT and children’s overall physical activity. Study Design Participants were in the Neighborhood Impact on Kids Study, a longitudinal, observational cohort study of children aged 6 - 11 and their parents in King County, WA and San Diego County, CA between 2007-2009. Parents reported frequency and mode of child transport to school, perceived neighborhood, home and family environments, parental travel behaviors, and sociodemographics. Methods Children living less than a 20 minute walk to school were in this analysis. Children classified as active transporters (walked/bicycled to or from school at least once per week) were compared with those not using AT as often. Results Children using AT were older and had parents who reported themselves using active transport. Having a family rule that restricts the child to stay within sight of the parent or home and more parent working hours was related to lower odds of a child using AT. Conclusions Children’s AT to school is associated with parental AT to work and other locations. Interventions should be considered that enable whole family AT, ameliorate safety concerns and decrease the need for parental supervision, such as walking school buses. PMID:24999161

The Association Between Supportive High School Environments and Depressive Symptoms and Suicidality Among Sexual Minority Students.

PubMed

Denny, Simon; Lucassen, Mathijs F G; Stuart, Jaimee; Fleming, Theresa; Bullen, Pat; Peiris-John, Roshini; Rossen, Fiona V; Utter, Jennifer

2016-01-01

The purpose of this study was to determine if sexual minority students in supportive school environments experienced fewer depressive symptoms and lower rates of suicide ideation, plans and attempts ("suicidality") than sexual minority students in less supportive school environments. In 2007, a nationally representative sample (N = 9,056) of students from 96 high schools in New Zealand used Internet tablets to complete a health and well-being survey that included questions on sexual attractions, depressive symptoms, and suicidality. Students reported their experience of supportive environments at school and gay, lesbian, bisexual, and transgender (GLBT) bullying, and these items were aggregated to the school level. Teachers (n = 2,901) from participating schools completed questionnaires on aspects of school climate, which included how supportive their schools were toward sexual minority students. Multilevel models were used to estimate school effects on depressive symptoms and suicidality controlling for background characteristics of students. Sexual minority students were more likely to report higher levels of depressive symptoms and suicidality than their opposite-sex attracted peers (p < .001). Teacher reports of more supportive school environments for GLBT students were associated with fewer depressive symptoms among male sexual minority students (p = .006) but not for female sexual minority students (p = .09). Likewise in schools where students reported a more supportive school environment, male sexual minority students reported fewer depressive symptoms (p = .006) and less suicidality (p < .001) than in schools where students reported less favorable school climates. These results suggest that schools play an important role in providing safe and supportive environments for male sexual minority students.

Medical Student Perceptions of the Learning Environment in Medical School Change as Students Transition to Clinical Training in Undergraduate Medical School.

PubMed

Dunham, Lisette; Dekhtyar, Michael; Gruener, Gregory; CichoskiKelly, Eileen; Deitz, Jennifer; Elliott, Donna; Stuber, Margaret L; Skochelak, Susan E

2017-01-01

Phenomenon: The learning environment is the physical, social, and psychological context in which a student learns. A supportive learning environment contributes to student well-being and enhances student empathy, professionalism, and academic success, whereas an unsupportive learning environment may lead to burnout, exhaustion, and cynicism. Student perceptions of the medical school learning environment may change over time and be associated with students' year of training and may differ significantly depending on the student's gender or race/ethnicity. Understanding the changes in perceptions of the learning environment related to student characteristics and year of training could inform interventions that facilitate positive experiences in undergraduate medical education. The Medical School Learning Environment Survey (MSLES) was administered to 4,262 students who matriculated at one of 23 U.S. and Canadian medical schools in 2010 and 2011. Students completed the survey at the end of each year of medical school as part of a battery of surveys in the Learning Environment Study. A mixed-effects longitudinal model, t tests, Cohen's d effect size, and analysis of variance assessed the relationship between MSLES score, year of training, and demographic variables. After controlling for gender, race/ethnicity, and school, students reported worsening perceptions toward the medical school learning environment, with the worst perceptions in the 3rd year of medical school as students begin their clinical experiences, and some recovery in the 4th year after Match Day. The drop in MSLES scores associated with the transition to the clinical learning environment (-0.26 point drop in addition to yearly change, effect size = 0.52, p < .0001) is more than 3 times greater than the drop between the 1st and 2nd year (0.07 points, effect size = 0.14, p < .0001). The largest declines were from items related to work-life balance and informal student relationships. There was some, but not complete, recovery in perceptions of the medical school learning environment in the 4th year. Insights: Perceptions of the medical school learning environment worsen as students continue through medical school, with a stronger decline in perception scores as students' transition to the clinical learning environment. Students reported the greatest drop in finding time for outside activities and students helping one another in the 3rd year. Perceptions differed based on gender and race/ethnicity. Future studies should investigate the specific features of medical schools that contribute most significantly to student perceptions of the medical school learning environment, both positive and negative, to pinpoint potential interventions and improvements.

Validity of a self-report survey tool measuring the nutrition and physical activity environment of primary schools.

PubMed

Nathan, Nicole; Wolfenden, Luke; Morgan, Philip J; Bell, Andrew C; Barker, Daniel; Wiggers, John

2013-06-13

Valid tools measuring characteristics of the school environment associated with the physical activity and dietary behaviours of children are needed to accurately evaluate the impact of initiatives to improve school environments. The aim of this study was to assess the validity of Principal self-report of primary school healthy eating and physical activity environments. Primary school Principals (n = 42) in New South Wales, Australia were invited to complete a telephone survey of the school environment; the School Environment Assessment Tool - SEAT. Equivalent observational data were collected by pre-service teachers located within the school. The SEAT, involved 65 items that assessed food availability via canteens, vending machines and fundraisers and the presence of physical activity facilities, equipment and organised physical activities. Kappa statistics were used to assess agreement between the two measures. Almost 70% of the survey demonstrated moderate to almost perfect agreement. Substantial agreement was found for 10 of 13 items assessing foods sold for fundraising, 3 of 6 items assessing physical activity facilities of the school, and both items assessing organised physical activities that occurred at recess and lunch and school sport. Limited agreement was found for items assessing foods sold through canteens and access to small screen recreation. The SEAT provides researchers and policy makers with a valid tool for assessing aspects of the school food and physical activity environment.

HealthLit4Kids study protocol; crossing boundaries for positive health literacy outcomes.

PubMed

Nash, Rose; Elmer, Shandell; Thomas, Katy; Osborne, Richard; MacIntyre, Kate; Shelley, Becky; Murray, Linda; Harpur, Siobhan; Webb, Diane

2018-06-05

Health attitudes and behaviours formed during childhood greatly influence adult health patterns. This paper describes the research and development protocol for a school-based health literacy program. The program, entitled HealthLit4Kids, provides teachers with the resources and supports them to explore the concept of health literacy within their school community, through classroom activities and family and community engagement. HealthLit4Kids is a sequential mixed methods design involving convenience sampling and pre and post intervention measures from multiple sources. Data sources include individual teacher health literacy knowledge, skills and experience; health literacy responsiveness of the school environment (HeLLO Tas); focus groups (parents and teachers); teacher reflections; workshop data and evaluations; and children's health literacy artefacts and descriptions. The HealthLit4Kids protocol draws explicitly on the eight Ophelia principles: outcomes focused, equity driven, co-designed, needs-diagnostic, driven by local wisdom, sustainable, responsive, systematically applied. By influencing on two levels: (1) whole school community; and (2) individual classroom, the HealthLit4Kids program ensures a holistic approach to health literacy, raised awareness of its importance and provides a deeper exploration of health literacy in the school environment. The school-wide health literacy assessment and resultant action plan generates the annual health literacy targets for each participating school. Health promotion cannot be meaningfully achieved in isolation from health literacy. Whilst health promotion activities are common in the school environment, health literacy is not a familiar concept. HealthLit4Kids recognizes that a one-size fits all approach seldom works to address health literacy. Long-term health outcomes are reliant on embedded, locally owned and co-designed programs which respond to local health and health literacy needs.

Children's participation in school: a cross-sectional study of the relationship between school environments, participation and health and well-being outcomes.

PubMed

John-Akinola, Yetunde O; Nic-Gabhainn, Saoirse

2014-09-17

Schools are a key setting for health promotion and improvement activities and the psycho-social environment of the school is an important dimension for promoting the health and well-being of children. The development of Health Promoting Schools (HPS) draws on the settings-based approach to health promotion and includes child participation as one of its basic values. This paper investigates the relationships between child participation, the school environment and child outcomes. Study participants were recruited from nine primary schools, three of which were designated as Health Promoting Schools (HPS). Each HPS was matched with two non-HPS (NHPS) with similar characteristics. Two hundred and thirty-one pupils in the 4th-6th class groups completed self-report questionnaires to document their perspectives on the school socio-ecological environment, how they take part in school life, school processes and their health and well-being. School participation was measured with four scales: participation in school decisions and rules, school activities, school events and positive perception of school participation. The differences in the reported mean score for three of the four scales were marginal and not statistically significant. However, the mean score for reported positive perception of school participation was significantly lower (χ2 = 5.13, df =1, p < 0.05) among pupils in HPS (mean = 26.03; SD 3.37) compared to NHPS (mean = 26.30; SD 3.36). Participation in school decisions and rules (OR 1.22, 95% CI 1.12-1.33), participating in school activities (OR 1.20, 95% CI 1.10-1.31), participating in school events (OR 1.19, 95% CI 1.10-1.29) and reported positive perception of school participation (OR 1.26, 95% CI 1.15-1.39) were all positively associated with health and well-being outcomes for all pupils. Logistic regression analyses indicated positive associations between school participation and school socio-ecological environment. These findings suggest that school participation is important for children in schools and is relevant for improved school environment, relationships and positive health and well-being outcomes. The positive associations between school participation and school socio-ecological environment and health and well-being outcomes suggests that pupil health and well-being and school relationships could be improved or sustained by providing or supporting an environment that encourages pupil participation in school life.

Environmental influences on methods used to collect dietary data from children.

PubMed

Frank, G C

1994-01-01

When collecting dietary data on children, confidence about responses is required. Children exist in multienvironments in their everyday lives, eg, the personal, school, home, peer, medical care, media, food industry, and fast-food facility environments. These macroenvironments influence the format and type of data-collection methods used to interview today's youth. Researchers should identify the influence of each environment on the child's eating pattern and nutrient intake, explore the pros and cons of various data-collection methods amid these environments, and determine unresolved methodological issues to stimulate future research. Standardized protocols for interviewing children, exclusion criteria for surrogate responses, and currency of nutrient data for new food products available to children are needed. Redefining our methods by understanding the macroenvironments of youth can create a dietary methodology for the 21st century--an evolutionary method that builds on past research and incorporates current technology and societal changes.

Educational Game as Supplemental Learning Tool: Benefits, Challenges, and Tensions Arising from Use in an Elementary School Classroom

ERIC Educational Resources Information Center

Warren, Scott; Dondlinger, Mary Jo; Stein, Richard; Barab, Sasha

2009-01-01

This article examines the qualitative findings from a mixed-methods comparison study of the use of an online multi-user virtual environment called Anytown which supplemented face-to-face writing instruction in a fourth grade classroom to determine implications for the design of such environments and the reported impact of this design on students…

Disparities in the food environment surrounding US middle and high schools

PubMed Central

Sturm, Roland

2010-01-01

Summary Background Disparities in the type and density of food retail outlets have been hypothesized as a possible cause of differential obesity rates across racial/ethnic and income groups. Several local studies have documented differences in business environments by sociodemographic neighbourhood characteristics, but no data specific for youth have been published. This study analyses the food environment surrounding all public middle and high schools in the USA. Methods Buffers were calculated with a radius of 400 and 800 m from the main entrance of public secondary schools in the USA (n = 31,622), and business establishments within those buffers were identified using InfoUSA proprietary business listings. Indicators of any convenience store, limited-service restaurant, snack store or off-licences/liquor store and counts of businesses were regressed on the proportion of students eligible for free school meals, Title I eligibility of the school, racial/ethnic composition, location and student/teacher ratio. Results Hispanic youth are particularly likely to attend schools that are surrounded by convenience stores, restaurants, snack stores or off-licences. This effect is independent and in addition to poverty (i.e. students eligible for free school meals or schools that are Title I eligible) or location (urban core, suburban, town, rural). The association between other racial groups and nearby businesses is weaker, with the exception of off-licences, where a higher proportion of minority groups increases the probability of off-licences in close proximity to the school. Middle schools have fewer surrounding businesses than high schools, and larger schools have fewer surrounding businesses than smaller schools. Conclusions Easy availability of snacks, sodas and fast food in the immediate vicinity of a school could easily negate school food policies, especially among students who can leave campus. Surrounding food outlets could also lower the effectiveness of health education in the classroom by setting a highly visible example that counters educational messages. There are several clear differences across sociodemographic groups with, arguably, the most pernicious being the location of off-licences. These disparities may represent an important type of environmental injustice for minorities and lower-income youth, with potential adverse consequences for dietary behaviours. PMID:18207475

The Malaysia DREEM: perceptions of medical students about the learning environment in a medical school in Malaysia

PubMed Central

Al-Naggar, Redhwan A; Abdulghani, Mahfoudh; Osman, Muhamed T; Al-Kubaisy, Waqar; Daher, Aqil Mohammad; Nor Aripin, Khairun Nain Bin; Assabri, Ali; Al-Hidabi, Dawood A; Ibrahim, Mohamed Izham B Mohamed; Al-Rofaai, Ahmed; Ibrahim, Hisham S; Al-Talib, Hassanain; Al-Khateeb, Alyaa; Othman, Gamil Qasem; Abdulaziz, Qaid Ali; Chinna, Karuthan; Bobryshev, Yuri V

2014-01-01

Background Students’ perceptions of their learning environment, by defining its strengths and weaknesses, are important for continuous improvement of the educational environments and curriculum. Therefore, the aim of this study was to explore students’ perceptions of their learning environment, among medical students in Malaysia. Various aspects of the education environment were compared between year levels and sex. Methods This cross-sectional study was conducted at the Management and Science University, Shah Alam, Malaysia in 2012. A total number of 438 medical students participated in this study, and the response rate was 87.6%. Data were analyzed using SPSS. Comparisons of the mean scores of Dundee Ready Education Environment Measure (DREEM) subscales were calculated. The t-test was used to determine statistically significant differences. Results The majority of the study participants were female, Malay, and from year 3 (68.7%, 65.3%, and 55.7%; respectively). Analysis of each of the 50 items of the DREEM inventory showed that 47 items scored ranged between 2.00 and 3.00, and three items scored below 2.00. These were identified as problem areas in this medical school that are required to be critically addressed. The overall score showed that the medical students’ perceptions were positive. The students’ perception toward educational environment was positive for all five DREEM subscales. Conclusion The study found that, in general, the perceptions of the participants about the learning environment were positive. Nevertheless, the study also found there is a need for curriculum improvement in this school and identified priority areas for such improvement. PMID:24959093

‘Obesogenic’ School Food Environments? An Urban Case Study in The Netherlands

PubMed Central

Timmermans, Joris; Dijkstra, Coosje; Kamphuis, Carlijn; van der Zee, Egbert; Poelman, Maartje

2018-01-01

(1) Background: This study aimed to explore and define socio-economic (SES) differences in urban school food environments in The Netherlands. (2) Methods: Retail food outlets, ready-to-eat products, in-store food promotions and food advertisements in public space were determined within 400 m walking distance of all secondary schools in the 4th largest city of The Netherlands. Fisher’s exact tests were conducted. (3) Results: In total, 115 retail outlets sold ready-to-eat food and drink products during school hours. Fast food outlets were more often in the vicinity of schools in lower SES (28.6%) than in higher SES areas (11.5%). In general, unhealthy options (e.g., fried snacks, sugar-sweetened beverages (SSB)) were more often for sale, in-store promoted or advertised in comparison with healthy options (e.g., fruit, vegetables, bottled water). Sport/energy drinks were more often for sale, and fried snacks/fries, hamburgers/kebab and SSB were more often promoted or advertised in lower SES areas than in higher SES-areas. (4) Conclusion: In general, unhealthy food options were more often presented than the healthy options, but only a few SES differences were observed. The results, however, imply that efforts in all school areas are needed to make the healthy option the default option during school time. PMID:29597308

[Psychoactive substances use and health-related quality of life among school age adolescents].

PubMed

Vilugrón Aravena, Fabiola; Hidalgo-Rasmussen, Carlos Alejandro; Molina G, Temístocles; Gras Pérez, María Eugenia; Font-Mayolas, Silvia

2017-12-01

Background The use of psychoactive substances among adolescents is a major social and public health concern. Aim To analyze association of substance abuse and multiple drug use with health-related quality of life (HRQOL) in adolescents attending a high school in Valparaiso, Chile. Material and Methods Analytical cross-sectional study conducted in a sample of adolescents attending high school. HRQOL was assessed using KIDSCREEN-52 questionnaire and substance use was measured using the Global school-based student health survey. Participants had to complete online, self-administered, anonymous questionnaires. Multiple logistic regression analyses were conducted to calculate Odd ratios. Results A total of 550 adolescents aged 16 ± 1 years old completed the questionnaires. Thirty nine percent consumed alcohol during the last month, 31% smoked, 33% used marijuana and 33% admitted the use of multiple drugs. High-risk alcohol consumption was associated with a lower perception of psychological well-being, self-perception and school environment. This last dimension was affected in those who admitted marijuana use during the last month. Multiple drug use (three substances) was associated with a lower perception of physical and psychological well-being, self-perception, relationship with parents, family life and school environment. Conclusions High-risk alcohol consumption and multiple drug use (three substances) have a negative impact on the HRQOL of school age adolescents.

SCHOOL ENVIRONMENT, GUIDE, LAW AND REGULATIONS.

ERIC Educational Resources Information Center

Montana State Board of Health, Helena.

THIS REPORT CONSISTS OF THREE PARTS--(1) GUIDE, (2) LAWS, AND (3) REGULATIONS FOR PROVIDING A HEALTHFUL SCHOOL ENVIRONMENT IN MONTANA. INFORMATION INCLUDED WILL ASSIST IN THE PROPER DESIGN AND CONSTRUCTION OF NEW AND REMODELED SCHOOL BUILDINGS AND IN THE OPERATION AND MAINTENANCE OF A HEALTHFUL ENVIRONMENT FOR SCHOOL CHILDREN AND PERSONNEL. PART…

Building Supportive School Environments for Alternative Education Youth

ERIC Educational Resources Information Center

Edgar-Smith, Susan; Palmer, Ruth Baugher

2015-01-01

This article reports findings from a study of an alternative educational program for at-risk secondary students, comparing student perceptions of their public school environment, measured upon intake in the alternative school, with their perceptions of the alternative school environment after four and eight months of attendance in the program.…

Getting Middle-School Students up and Moving: What's the Role of School and Neighborhood Environments...and the Weather: Studying the Effect of Neighborhood and School Environments on Youth Physical Activity Levels. Program Results

ERIC Educational Resources Information Center

Nakashian, Mary

2008-01-01

Researchers at the Harvard Prevention Research Center at Harvard University School of Public Health examined how physical and social environments of schools and neighborhoods shape routine physical activities of students attending 10 middle schools in the Boston area. They also analyzed the effect of weather conditions on student physical…

Climate Study of the Learning Environment for Faculty, Staff, and Students at a U.S. Dental School: Foundation for Culture Change.

PubMed

Murdoch-Kinch, C A; Duff, R E; Ramaswamy, V; Ester, T V; Sponseller, S A; Seeley, J A

2017-10-01

The aim of this study was to assess the culture and climate for diversity and inclusion and the humanistic learning environment for students, faculty, and staff at the University of Michigan School of Dentistry. From July 2014 to June 2015, two committees of 16 faculty members, staff members, and students, in partnership with trained program evaluators, used a participatory program evaluation (PPE) process to conduct the assessment using key informant interviews, surveys, and focus groups. The topics addressed were humanistic environment, learning environment, diversity and inclusion, microaggressions and bullying, and activities and space. All staff members, all faculty members (both full- and part-time), and all students in all four years were invited to participate in the parallel but distinctive versions of the survey from November 10 to 25, 2014. Response rates for each group were as follows: 50% (318/642) for students, 68% (217/320) for staff, and 40% (147/366) for faculty; numbers responding to individual items varied. Among the respondents, the majority (76% faculty, 67% staff, 80% students) agreed that the environment fostered learning and personal growth and that a humanistic environment was important (97% faculty, 95% staff, 94% students). Many reported having experienced/witnessed a micro-aggression or bullying. Many also reported having "ever had" dissatisfaction with the learning environment (44% faculty, 39% staff, 68% students). The students sought better relationships with the faculty; the staff and faculty members sought opportunities for professional development and mentoring. Recommendations included cultural sensitivity training, courses for interpersonal skills, leadership and team-building efforts, addressing microaggressions and bullying, creating opportunities for collaboration, and increasing diversity of faculty, staff, and students. These recommendations were incorporated into the school's strategic plan. In this study, a utilization-focused PPE process using mixed methods was effective for evaluating the dental school's climate for diversity and inclusion, as well as the learning environment for faculty, staff, and students.

Some Determinants of Classroom Psychosocial Environment in Australian Catholic High Schools: A Multilevel Analysis

ERIC Educational Resources Information Center

Dorman, Jeffrey P.

2009-01-01

This research investigated some determinants of classroom environment in Australian Catholic high schools. The Catholic School Classroom Environment Questionnaire (CSCEQ) was used to assess 7 dimensions of the classroom psychosocial environment: student affiliation, interactions, cooperation, task orientation, order and organization,…

Mapping students' ideas to understand learning in a collaborative programming environment

NASA Astrophysics Data System (ADS)

Harlow, Danielle Boyd; Leak, Anne Emerson

2014-07-01

Recent studies in learning programming have largely focused on high school and college students; less is known about how young children learn to program. From video data of 20 students using a graphical programming interface, we identified ideas that were shared and evolved through an elementary school classroom. In mapping these ideas and their resulting changes in programs and outputs, we were able to identify the contextual features which contributed to how ideas moved through the classroom as students learned. We suggest this process of idea mapping in visual programming environments as a viable method for understanding collaborative, constructivist learning as well as a context under which experiences can be developed to improve student learning.

Medical Student Perceptions of the Learning Environment at the End of the First Year: A 28-Medical School Collaborative.

PubMed

Skochelak, Susan E; Stansfield, R Brent; Dunham, Lisette; Dekhtyar, Michael; Gruppen, Larry D; Christianson, Charles; Filstead, William; Quirk, Mark

2016-09-01

Accreditation and professional organizations have recognized the importance of measuring medical students' perceptions of the learning environment, which influences well-being and professional competency development, to optimize professional development. This study was conducted to explore interactions between students' perceptions of the medical school learning environment, student demographic variables, and students' professional attributes of empathy, coping, tolerance of ambiguity, and patient-centeredness to provide ideas for improving the learning environment. Twenty-eight medical schools at 38 campuses recruited 4,664 entering medical students to participate in the two-cohort longitudinal study (2010-2014 or 2011-2015). The authors employed chi-square tests and analysis of variance to examine the relationship between Medical School Learning Environment Survey (MSLES) scores and student characteristics. The authors used mixed-effects models with random school and campus effects to test the overall variances accounted for in MSLES scores at the end of the first year of medical school. Student attributes and demographic characteristics differed significantly across schools but accounted for only 2.2% of the total variance in MSLES scores. Medical school campus explained 15.6% of the variance in MSLES scores. At year's end, students' perceptions toward the learning environment, as reported on the MSLES, differed significantly according to the medical school campus where they trained. Further studies are needed to identify specific factors, such as grading policies, administrative support, and existence of learning communities, which may influence perceptions of the learning environment at various schools. Identifying such variables would assist schools in developing a positive learning environment.

The association between organic school food policy and school food environment: results from an observational study in Danish schools.

PubMed

He, Chen; Mikkelsen, Bent E

2014-03-01

School food in many countries has become the object of change and innovation processes, not only in relation to policies for healthier eating but also in relation to policies for more sustainable food consumption and procurement. The purpose of this study was to examine the possible influence that organic food sourcing policies in Danish school meal systems may have on the development of healthier school food environments. The study was a cross-sectional analysis undertaken among 179 school food coordinators (SFCs) through a web-based questionnaire (WBQ) in a sample of Danish public primary schools. The 'organic' schools were compared to 'non-organic' schools. The questionnaire explored the attitudes, intentions/policies and actions in relation to organic and healthy foods served in the schools. Data indicates that 20 'organic' schools were associated with the indicators of healthier school environments, including adopting a Food and Nutrition Policy (FNP) in the school (p = .032), recommending children to eat healthily (p = .004). The study suggests that organic food policies in schools may have potential to support a healthier school food environment.

Hierarchical Distributed-Lag Models: Exploring Varying Geographic Scale and Magnitude in Associations Between the Built Environment and Health.

PubMed

Baek, Jonggyu; Sanchez-Vaznaugh, Emma V; Sánchez, Brisa N

2016-03-15

It is well known that associations between features of the built environment and health depend on the geographic scale used to construct environmental attributes. In the built environment literature, it has long been argued that geographic scales may vary across study locations. However, this hypothesized variation has not been systematically examined due to a lack of available statistical methods. We propose a hierarchical distributed-lag model (HDLM) for estimating the underlying overall shape of food environment-health associations as a function of distance from locations of interest. This method enables indirect assessment of relevant geographic scales and captures area-level heterogeneity in the magnitudes of associations, along with relevant distances within areas. The proposed model was used to systematically examine area-level variation in the association between availability of convenience stores around schools and children's weights. For this case study, body mass index (weight kg)/height (m)2) z scores (BMIz) for 7th grade children collected via California's 2001-2009 FitnessGram testing program were linked to a commercial database that contained locations of food outlets statewide. Findings suggested that convenience store availability may influence BMIz only in some places and at varying distances from schools. Future research should examine localized environmental or policy differences that may explain the heterogeneity in convenience store-BMIz associations. © The Author 2016. Published by Oxford University Press on behalf of the Johns Hopkins Bloomberg School of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Influence of home and school environments on specific dietary behaviors among postpartum, high-risk teens, 27 States, 2007-2009.

PubMed

Clarke, Megan A; Haire-Joshu, Debra L; Schwarz, Cynthia D; Tabak, Rachel G; Joshu, Corinne E

2015-05-07

The objective of this study was to determine whether perceptions of the home and school food environments are related to food and beverage intakes of postpartum teens. Our study was a baseline, cross-sectional analysis of 853 postpartum teens enrolled in a weight-loss intervention study across 27 states from 2007 through 2009. Eight-item scales assessed perceived accessibility and availability of foods and beverages in school and home environments. Associations between environments and intakes were assessed by using χ(2) and using logistic regression with generalized estimating equations (GEE), respectively. Overall, 52% of teens perceived their school food environment as positive, and 68% of teens perceived their home food environment as positive. A positive school environment was independently associated with fruit consumption and 100% fruit juice consumption. A positive home environment was independently associated with fruit, vegetable, and water consumption and infrequent consumption of soda and chips (χ(2) P < .05). Having only a positive school environment was associated with fruit consumption (GEE odds ratio [OR], 3.1; 95% confidence interval [CI], 1.5-6.5), and having only a positive home environment was associated with fruit (GEE OR, 2.9; 95% CI, 1.6-5.6), vegetable (GEE OR, 3.1; 95% CI, 1.5-6.2), and water (GEE OR, 2.6; 95% CI, 1.7-4.0) consumption and infrequent consumption of soda (GEE OR, 0.5; 95% CI, 0.3-0.7). Results for positive home and school environments were similar to those for positive home only. Home and school environments are related to dietary behaviors among postpartum teens, with a positive home environment more strongly associated with healthful behaviors.

The Relationship between High School Mathematics Classroom Environment and Student Self-Handicapping.

ERIC Educational Resources Information Center

Dorman, Jeffrey P.; Adams, Joan E.; Ferguson, Janet M.

Classroom environment research investigating the relationship between classroom environment and self-handicapping was conducted in Australian, Canadian, and British high schools. A sample of 3,602 students from 29 schools responded to a questionnaire that assessed student perceptions of classroom environment, self-handicapping, and academic…

Research into Students' Perceptions of Preferred and Actual Learning Environment.

ERIC Educational Resources Information Center

Hattie, John A.; And Others

Measures of both preferred and actual classroom and school environment were administered to 1,675 secondary school students in New South Wales (Australia). Shortened versions of the My Class Inventory, Classroom Environment Scale, and Individualized Classroom Environment Questionnaire, as well as the Quality of School Life questionnaire were…

Students' perceptions of effective learning experiences in dental school: a qualitative study using a critical incident technique.

PubMed

Victoroff, Kristin Zakariasen; Hogan, Sarah

2006-02-01

Students' views of their educational experience can be an important source of information for curriculum assessment. Although quantitative methods, particularly surveys, are frequently used to gather such data, fewer studies have employed qualitative methods to examine students' dental education experiences. The purpose of this study is to explore characteristics of effective learning experiences in dental school using a qualitative method. All third-year (seventy) and fourth-year (seventy) dental students enrolled in one midwestern dental school were invited to participate. Fifty-three dental students (thirty-five male and eighteen female; thirty-two third-year and twenty-one fourth-year) were interviewed using a critical incident interview technique. Each student was asked to describe a specific, particularly effective learning incident that he or she had experienced in dental school and a specific, particularly ineffective learning incident, for comparison. Each interview was audiotaped. Students were assured that only the interviewer and one additional researcher would have access to the tapes. Data analysis resulted in identification of key themes in the data describing characteristics of effective learning experiences. The following characteristics of effective learning experiences were identified: 1) instructor characteristics (personal qualities, "checking-in" with students, and an interactive style); 2) characteristics of the learning process (focus on the "big picture," modeling and demonstrations, opportunities to apply new knowledge, high-quality feedback, focus, specificity and relevance, and peer interactions); and 3) learning environment (culture of the learning environment, technology). Common themes emerged across a wide variety of learning incidents. Although additional research is needed, the characteristics of effective learning experiences identified in this study may have implications for individual course design and for the dental school curriculum as a whole.

Solid waste management problems in secondary schools in Ibadan, Nigeria.

PubMed

Ana, G R E E; Oloruntoba, E O; Shendell, D; Elemile, O O; Benjamin, O R; Sridhar, M K C

2011-09-01

Inappropriate solid waste management practices in schools in less-developed countries, particularly in major urban communities, constitute one of the major factors leading to declining environmental health conditions. The objective of the authors' descriptive, cross-sectional study was to assess solid waste management problems in selected urban schools in Ibadan, Nigeria. Eight secondary schools with average pupil populations not less than 500 per school were selected randomly. Four hundred questionnaires (50 per school) were administered. In addition, an observational checklist was used to assess the physical environment. Paper and plastics were the most frequently generated wastes. Common methods of solid waste disposal reported were use of dustbins for collection and open burning. Major problems perceived with current refuse disposal methods by the study students were odors, pest infestation, and spillages. Littering and spillages of solid waste were also common features reported. Data suggested inadequate waste management facilities and practices in study schools. The lack of refuse bins may have contributed to waste spillages and the burning practices. Odors may have arisen from both the decay of overstored organic waste rich in moisture and emissions from refuse burning. This scenario poses a community environmental health nuisance and may compromise school environmental quality.

Translating school health research to policy. School outcomes related to the health environment and changes in mathematics achievement.

PubMed

Snelling, Anastasia M; Belson, Sarah Irvine; Watts, Erin; George, Stephanie; Van Dyke, Hugo; Malloy, Elizabeth; Kalicki, Michelle

2015-10-01

This paper describes an exploration of the relationship between mathematic achievement and the school health environment relative to policy-driven changes in the school setting, specifically with regard to physical education/physical activity. Using school-level data, the authors seek to understand the relationship between mathematics achievement and the school health environment and physical education minutes. This work provides a description of the aspects of the school health environment, an exploration of the interrelationships between school health and student achievement, and an assessment of the effects of the school health policy and practice on student performance and health status. Based on these findings, we identify additional research necessary to describe the relationship between obesity and learning in children. Copyright © 2015 Elsevier Ltd. All rights reserved.

Effects of Gender on Teachers' Perceptions of School Environment, Teaching Efficacy, Stress and Job Satisfaction

ERIC Educational Resources Information Center

Tran, Van Dat

2015-01-01

This study investigates how teachers' perceptions of school environment factors, teaching efficacy, teacher stress and job satisfaction, and to determine whether gender was a differentiating factor. A total of 387 Vietnamese junior high school teachers completed one questionnaire for four sections about school-level environment, teaching efficacy,…

Socio-Ecological School Environments and Children's Health and Wellbeing Outcomes

ERIC Educational Resources Information Center

John-Akinola, Yetunde O.; Gabhainn, Saoirse Nic

2015-01-01

Purpose: Attention to improving the school environment is a common activity in school health promotion. The role of the school environment in supporting improved health and wellbeing has a theoretical base, but has rarely been directly investigated empirically. The purpose of this paper is to investigate the associations between school…

Emotional and Motivational Engagement at School Transition: A Qualitative Stage-Environment Fit Study

ERIC Educational Resources Information Center

Symonds, Jennifer; Hargreaves, Linda

2016-01-01

Adolescents typically like school less after making age-graded school transitions. Stage-environment fit theory (Eccles & Midgley, 1989) attributes this to a mismatch between developmental needs and new school environments. Our in vivo study provides a basis for future quantitative designs by uncovering the most prevalent stage-environment…

The association between physical environment and cycling to school among Turkish and Moroccan adolescents in Amsterdam.

PubMed

Mäki-Opas, Tomi E; de Munter, Jeroen; Maas, Jolanda; den Hertog, Frank; Kunst, Anton E

2014-08-01

This study examined the effect of physical environment on cycling to and from school among boys and girls of Turkish and Moroccan origin living in Amsterdam. The LASER study (n = 697) was an interview study that included information on cycling to and from school and the perceived physical environment. Objective information on physical environment was gathered from Statistics Netherlands and the Department for Research and Statistics at the Municipality of Amsterdam. Structural equation modelling with latent variables was applied, taking into account age, gender, self-assessed health, education, country of origin, and distance to school. For every unit increase in the latent variable scale for bicycle-friendly infrastructure, we observed a 21% increase in the odds for cycling to and from school. The association was only borderline statistically significant and disappeared after controlling for distance to school. The enjoyable environment was not associated with cycling to and from school after controlling for all background factors. Bicycle-friendly infrastructure and an enjoyable environment were not important factors for cycling to and from school among those with no cultural cycling background.

Toward a critical approach to the study of learning environments in science classrooms

NASA Astrophysics Data System (ADS)

Lorsbach, Anthony; Tobin, Kenneth

1995-03-01

Traditional learning environment research in science classrooms has been built on survey methods meant to measure students' and teachers' perceptions of variables used to define the learning environment. This research has led mainly to descriptions of learning environments. We argue that learning environment research should play a transformative role in science classrooms; that learning environment research should take into account contemporary post-positivist ways of thinking about learning and teaching to assist students and teachers to construct a more emancipatory learning environment. In particular, we argue that a critical perspective could lead to research playing a larger role in the transformation of science classroom learning environments. This argument is supplemented with an example from a middle school science classroom.

Easing the Policy Environments of Small Schools and Schools-within-Schools: Lessons from Six Cities. Policy Brief.

ERIC Educational Resources Information Center

AEL, Inc., Charleston, WV.

Research shows that small schools and schools within schools can yield positive outcomes for students and improved satisfaction and effectiveness among school staff. Small schools can be less costly than larger ones if judged by expenditure per graduate instead of cost per pupil enrolled. Examination of the policy environments of urban schools in…

Perceived barriers to achieving a healthy weight: a qualitative study using focus groups at public and private schools in Guatemala City.

PubMed

Madrigal, Luisa; Adams, Inez; Chacon, Violeta; Barnoya, Joaquin

2017-01-05

Overweight prevalence among Guatemalan girls is higher in public than in private schools. Little is known about adolescent girls' perceptions of the right ways to achieve a healthy weight. This study examines public and private school adolescent girls' perceptions of a "healthy weight," and barriers and facilitators to achieving it. We conducted 4 focus groups in public and private schools in Guatemala City with girls from 13 to 15 years old. The discussion guide included open-ended questions and activities aimed at examining perceptions of "healthy weight" and barriers and motivators to achieving it within the school environment. Focus groups were audio-recorded and transcribed. Data analyses followed established methods of content analysis. Twenty-eight girls (private school, n = 12; public school, n = 16) of ages ranging from 13.1 to 15.9 years (median, 14, IQR, 13.6-14.9) participated in the study. Girls identified images of thin and fit women as healthy. They cited healthy eating and physical activity as ways to achieve a healthy weight. Within the school environment, barriers to maintaining a healthy weight included a lack of healthy food options and the prioritization of sports for boys over girls. In public schools, facilities were less than optimal; in private schools, girls' access to facilities was limited. Public school girls stated that their uniforms were inappropriate for exercising. Our findings support the need to provide more healthy food options in Guatemalan schools. In addition, physical activity for girls should be promoted and facilities made available for their use.

Greening a Chemistry Teaching Methods Course at the School of Educational Studies, Universiti Sains Malaysia

ERIC Educational Resources Information Center

Karpudewan, Mageswary; Hj Ismail, Zurida; Mohamed, Norita

2011-01-01

Green chemistry is the design, development and implementation of chemical products and processes to reduce or eliminate the use of sub-stances hazardous to human health and the environment. This article reports on the integration of green chemistry and sustainable development concepts (SDCs) into an existing teaching methods course for chemistry…

Student-Authored Case Studies as a Learning Tool in Physical Education Teacher Education

ERIC Educational Resources Information Center

Richards, K. Andrew; Hemphill, Michael A.; Templin, Thomas J.; Eubank, Andrew M.

2012-01-01

In order to prepare undergraduate students better for the realities of school life, instructors of some methods courses have started to use case studies for teaching. These cases are used to highlight the complexity and variability of the educational environment. This method of teaching, which has its roots in business, law, and medicine, has…

The school environment and student health: a systematic review and meta-ethnography of qualitative research

PubMed Central

2013-01-01

Background There is increasing interest in promoting young people’s health by modifying the school environment. However, existing research offers little guidance on how the school context enables or constrains students’ health behaviours, or how students’ backgrounds relate to these processes. For these reasons, this paper reports on a meta-ethnography of qualitative studies examining: through what processes does the school environment (social and physical) influence young people’s health? Methods Systematic review of qualitative studies. Sixteen databases were searched, eliciting 62, 329 references which were screened, with included studies quality assessed, data extracted and synthesized using an adaptation of Noblit and Hare’s meta-ethnographic approach. Results Nineteen qualitative studies were synthesised to explore processes through which school-level influences on young people’s health might occur. Four over-arching meta-themes emerged across studies focused on a range of different health issues. First, aggressive behaviour and substance use are often a strong source of status and bonding at schools where students feel educationally marginalised or unsafe. Second, health-risk behaviours are concentrated in unsupervised ‘hotspots’ at the school. Third, positive relationships with teachers appear to be critical in promoting student wellbeing and limiting risk behaviour; however, certain aspects of schools’ organisation and education policies constrain this, increasing the likelihood that students look for a sense of identity and social support via health-risk behaviours. Fourth, unhappiness at school can cause students to seek sources of ‘escape’, either by leaving school at lunchtime or for longer unauthorized spells or through substance use. These meta-themes resonate with Markham and Aveyard’s theory of human functioning and school organisation, and we draw on these qualitative data to refine and extend this theory, in particular conceptualising more fully the role of young people’s agency and student-led ‘systems’ in constituting school environments and generating health risks. Conclusion Institutional features which may shape student health behaviours such as lack of safety, poor student-staff relationships and lack of student voice are amenable to interventions and should be the subject of future investigation. Future qualitative research should focus on health behaviours which are under-theorised in this context such as physical activity, sexual and mental health. PMID:24007211

Traditional Knowledge of Local Wisdom of Ammatoa Kajang Tribe (South Sulawesi) about Environmental Conservation

NASA Astrophysics Data System (ADS)

Surtikanti, H. K.; Syulasmi, A.; Ramdhani, N.

2017-09-01

Education may improve the knowledge how to build the people attitude especially environmental aware surrounding it. The aim was to study about environmental education of the local wisdom people in conserving their environment. The method was qualitative descriptive using second document, questioner/interview instrument and field observation. This research is done in local wisdom of Ammatoa Kajang village (South Sulawesi). The respondens were eldery people (tetua adat), local governmentand people(15 adult couplesand 15children). The majority of local people was educated at elementary school. Environmental education is studied in school, however informal education is heritated from eldery people. The field study showed that the people keep the environment wisely. It can be proved with the presence of sacred forest, waste recycle, moor (tegalan) maintainance, mutual cooperation, no natural resource exploitation, keep clean, etc. The people submissive customs rules and believe that people will get punishment form environment itself. In conclusion, traditional knowledge from community is implemented in caring the environment

Are environmental influences on physical activity distinct for urban, suburban, and rural schools? A multilevel study among secondary school students in Ontario, Canada.

PubMed

Hobin, Erin P; Leatherdale, Scott; Manske, Steve; Dubin, Joel A; Elliott, Susan; Veugelers, Paul

2013-05-01

This study examined differences in students' time spent in physical activity (PA) across secondary schools in rural, suburban, and urban environments and identified the environment-level factors associated with these between school differences in students' PA. Multilevel linear regression analyses were used to examine the environment- and student-level characteristics associated with time spent in PA among grades 9 to 12 students attending 76 secondary schools in Ontario, Canada, as part of the SHAPES-Ontario study. This approach was first conducted with the full data set testing for interactions between environment-level factors and school location. Then, school-location specific regression models were run separately. Statistically significant between-school variation was identified among students attending urban (σ(2) μ0  = 8959.63 [372.46]), suburban (σ(2) μ0  = 8918.75 [186.20]), and rural (σ(2) μ0  = 9403.17 [203.69]) schools, where school-level differences accounted for 4.0%, 2.0%, and 2.1% of the variability in students' time spent in PA, respectively. Students attending an urban or suburban school that provided another room for PA or was located within close proximity to a shopping mall or fast food outlet spent more time in PA. Students' time spent in PA varies by school location and some features of the school environment have a different impact on students' time spent in PA by school location. Developing a better understanding of the environment-level characteristics associated with students' time spent in PA by school location may help public health and planning experts to tailor school programs and policies to the needs of students in different locations. © 2013, American School Health Association.

Parents and Students and Healthy Indoor School Environments

EPA Pesticide Factsheets

School-aged children spend a great deal of time inside school buildings. Parents can play an important role in creating healthy indoor school environments. Parents and students alike can make a powerful case for protecting health in schools.

Association Between School Policies and Built Environment, and Youth's Participation in Various Types of Physical Activities.

PubMed

Ward, Stephanie; Bélanger, Mathieu; Donovan, Denise; Caissie, Isabelle; Goguen, Julie; Vanasse, Allain

2015-07-01

School environmental characteristics may be associated with youth's participation in different types of physical activities (PAs). This study aimed to identify which school policies and built environmental characteristics were associated with participation in organized, nonorganized, individual, and group-based activities. This cross-sectional analysis included 776 students in grade 5 or 6 from 16 schools. The school environment was assessed through school-based questionnaires completed by school representatives. Types of PA and attainment of PA recommendations were obtained using self-administered student questionnaires. Associations between environment and student PA were examined using multilevel logistic regressions. Schools with favorable active commuting environments were positively associated with girls' participation in organized (odds ratio [OR] = 1.34, confidence interval [CI] = 1.04-1.74) and group-based PA (OR = 1.54, CI = 1.19-1.99) and with boys' odds of participating in individual activities (OR = 1.45, CI = 1.04-2.04). There was also a positive relationship between having a school environment favorable to active commuting and boys' odds of meeting PA recommendations (OR = 2.19, CI = 1.43-3.37). School policies supporting PA were positively associated with girls' odds of participating in nonorganized activities (OR = 1.18, CI = 1.00-1.40). School environments that favor active commuting may encourage participation in different types of PA. School policies promoting PA also may encourage girls to participate in organized activities. © 2015, American School Health Association.

School and residential neighborhood food environment and diet among California youth.

PubMed

An, Ruopeng; Sturm, Roland

2012-02-01

Various hypotheses link neighborhood food environments and diet. Greater exposure to fast-food restaurants and convenience stores is thought to encourage overconsumption; supermarkets and large grocery stores are claimed to encourage healthier diets. For youth, empirical evidence for any particular hypothesis remains limited. This study examines the relationship between school and residential neighborhood food environment and diet among youth in California. Data from 8226 children (aged 5-11 years) and 5236 adolescents (aged 12-17 years) from the 2005 and 2007 California Health Interview Survey were analyzed in 2011. The dependent variables are daily servings of fruits, vegetables, juice, milk, soda, high-sugar foods, and fast food, which were regressed on measures of food environments. Food environments were measured by counts and density of businesses, distinguishing fast-food restaurants, convenience stores, small food stores, grocery stores, and large supermarkets within a specific distance (varying from 0.1 to 1.5 miles) from a respondent's home or school. No robust relationship between food environment and consumption is found. A few significant results are sensitive to small modeling changes and more likely to reflect chance than true relationships. This correlational study has measurement and design limitations. Longitudinal studies that can assess links between environmental, dependent, and intervening food purchase and consumption variables are needed. Reporting a full range of studies, methods, and results is important as a premature focus on correlations may lead policy astray. Copyright © 2012 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Adapted intervention mapping: a strategic planning process for increasing physical activity and healthy eating opportunities in schools via environment and policy change.

PubMed

Belansky, Elaine S; Cutforth, Nick; Chavez, Robert; Crane, Lori A; Waters, Emily; Marshall, Julie A

2013-03-01

School environment and policy changes have increased healthy eating and physical activity; however, there has been modest success in translating research findings to practice. The School Environment Project tested whether an adapted version of Intervention Mapping (AIM) resulted in school change. Using a pair randomized design, 10 rural elementary schools were assigned to AIM or the School Health Index (SHI). Baseline measures were collected fall 2005, AIM was conducted 2005-2006, and follow-up measures were collected fall 2006 and 2007. Outcome measures included number and type of effective environment and policy changes implemented; process measures included the extent to which 11 implementation steps were used. AIM schools made an average of 4.4 effective changes per school with 90% still in place a year later. SHI schools made an average of 0.6 effective changes with 66% in place a year later. Implementation steps distinguishing AIM from SHI included use of external, trained facilitators; principal involvement; explicitly stating the student behavior goals; identifying effective environment and policy changes; prioritizing potential changes based on importance and feasibility; and developing an action plan. The AIM process led to environment and policy changes known to increase healthy eating and physical activity. © 2013, American School Health Association.

Postpartum Teens' Perception of the Food Environments at Home and School

ERIC Educational Resources Information Center

Tabak, Rachel G.; Joshu, Corinne E.; Clarke, Megan A.; Schwarz, Cynthia D.; Haire-Joshu, Debra L.

2016-01-01

Background: An environment that supports healthy eating is one factor to prevent obesity. However, little is known about postpartum teen's perceptions of their home and school environments and how this relates to dietary behaviors. Purpose: This study explores the relationship between home and school environments and dietary behaviors for…

The Influence of Leadership Styles, Work Environment and Job Satisfaction of Employee Performance--Studies in the School of SMPN 10 Surabaya

ERIC Educational Resources Information Center

Chandra, Teddy; Priyono

2016-01-01

This research aims to know and test the influence of leadership styles, work environment and job satisfaction of employees on performance. Research methods with the use of a quantitative approach, the population in this study as many as 45 people while the sample in this research is 45 people. In this study the researchers data analysis using SPSS…

Supporting adolescent emotional health in schools: a mixed methods study of student and staff views in England.

PubMed

Kidger, Judi; Donovan, Jenny L; Biddle, Lucy; Campbell, Rona; Gunnell, David

2009-10-31

Schools have been identified as an important place in which to support adolescent emotional health, although evidence as to which interventions are effective remains limited. Relatively little is known about student and staff views regarding current school-based emotional health provision and what they would like to see in the future, and this is what this study explored. A random sample of 296 English secondary schools were surveyed to quantify current level of emotional health provision. Qualitative student focus groups (27 groups, 154 students aged 12-14) and staff interviews (12 interviews, 15 individuals) were conducted in eight schools, purposively sampled from the survey respondents to ensure a range of emotional health activity, free school meal eligibility and location. Data were analysed thematically, following a constant comparison approach. Emergent themes were grouped into three areas in which participants felt schools did or could intervene: emotional health in the curriculum, support for those in distress, and the physical and psychosocial environment. Little time was spent teaching about emotional health in the curriculum, and most staff and students wanted more. Opportunities to explore emotions in other curriculum subjects were valued. All schools provided some support for students experiencing emotional distress, but the type and quality varied a great deal. Students wanted an increase in school-based help sources that were confidential, available to all and sympathetic, and were concerned that accessing support should not lead to stigma. Finally, staff and students emphasised the need to consider the whole school environment in order to address sources of distress such as bullying and teacher-student relationships, but also to increase activities that enhanced emotional health. Staff and students identified several ways in which schools can improve their support of adolescent emotional health, both within and outside the curriculum. However, such changes should be introduced as part of a wider consideration of how the whole school environment can be more supportive of students' emotional health. Clearer guidance at policy level, more rigorous evaluation of current interventions, and greater dissemination of good practice is necessary to ensure adolescents' emotional health needs are addressed effectively within schools.

Associations between Food Outlets around Schools and BMI among Primary Students in England: A Cross-Classified Multi-Level Analysis

PubMed Central

Williams, Julianne; Scarborough, Peter; Townsend, Nick; Matthews, Anne; Burgoine, Thomas; Mumtaz, Lorraine; Rayner, Mike

2015-01-01

Introduction Researchers and policy-makers are interested in the influence that food retailing around schools may have on child obesity risk. Most previous research comes from North America, uses data aggregated at the school-level and focuses on associations between fast food outlets and school obesity rates. This study examines associations between food retailing and BMI among a large sample of primary school students in Berkshire, England. By controlling for individual, school and home characteristics and stratifying results across the primary school years, we aimed to identify if the food environment around schools had an effect on BMI, independent of socio-economic variables. Methods We measured the densities of fast food outlets and food stores found within schoolchildren’s home and school environments using Geographic Information Systems (GIS) and data from local councils. We linked these data to measures from the 2010/11 National Child Measurement Programme and used a cross-classified multi-level approach to examine associations between food retailing and BMI z-scores. Analyses were stratified among Reception (aged 4-5) and Year 6 (aged 10-11) students to measure associations across the primary school years. Results Our multilevel model had three levels to account for individual (n = 16,956), home neighbourhood (n = 664) and school (n = 268) factors. After controlling for confounders, there were no significant associations between retailing near schools and student BMI, but significant positive associations between fast food outlets in home neighbourhood and BMI z-scores. Year 6 students living in areas with the highest density of fast food outlets had an average BMI z-score that was 0.12 (95% CI: 0.04, 0.20) higher than those living in areas with none. Discussion We found little evidence to suggest that food retailing around schools influences student BMI. There is some evidence to suggest that fast food outlet densities in a child’s home neighbourhood may have an effect on BMI, particularly among girls, but more research is needed to inform effective policies targeting the effects of the retail environment on child obesity. PMID:26186610

Parental safety concerns and active school commute: correlates across multiple domains in the home-to-school journey

PubMed Central

2014-01-01

Background Empirical evidence of the relationship between safety concerns and walking to school (WTS) is growing. However, current research offers limited understanding of the multiple domains of parental safety concerns and the specific mechanisms through which parents articulate safety concerns about WTS. A more detailed understanding is needed to inform environmental and policy interventions. This study examined the relationships between both traffic safety and personal safety concerns and WTS in the U.S. Methods This cross-sectional analysis examined data from the Texas Childhood Obesity Prevention Policy Evaluation (T-COPPE) project, an evaluation of state-wide obesity prevention policy interventions. All study data were from the survey (n = 830) of parents with 4th grade students attending 81 elementary schools across Texas, and living within two miles from their children's schools. Traffic safety and personal safety concerns were captured for the home neighborhood, en-route to school, and school environments. Binary logistic regression analysis was used to assess the odds of WTS controlling for significant covariates. Results Overall, 18% of parents reported that their child walked to school on most days of the week. For traffic safety, students were more likely to walk to school if their parent reported favorable perceptions about the following items in the home neighborhood environment: higher sidewalk availability, well maintained sidewalks and safe road crossings. For the route to school, the odds of WTS were higher for those who reported "no problem" with each one of the following: traffic speed, amount of traffic, sidewalks/pathways, intersection/crossing safety, and crossing guards, when compared to those that reported "always a problem". For personal safety in the en-route to school environment, the odds of WTS were lower when parents reported concerns about: stray or dangerous animals and availability of others with whom to walk. Conclusions Findings offered insights into the specific issues that drive safety concerns for elementary school children’s WTS behaviors. The observed associations between more favorable perceptions of safety and WTS provide further justification for practical intervention strategies to reduce WTS barriers that can potentially bring long-term physical activity and health benefits to school-aged children. PMID:24602213

Managing School Environments.

ERIC Educational Resources Information Center

Berry, Michael A.

Asserting that successfully managing a school environment is a necessary and essential educational investment, this paper details common problems with school environments and how to address them. These include environmental awareness training, moisture and water management, effective ventilation, mold removal, and cleaning and restoration…

The Effect of Principal's Leadership Style on School Environment and Outcome

ERIC Educational Resources Information Center

Al-Safran, Eissa; Brown, David; Wiseman, Alexander

2014-01-01

The main objective of this study was to investigate the effect of principal's leadership style on school outcome. This study focused on the indirect relationship between the leadership style and the school environment. An additional objective was to investigate the impact of culture on leadership style as related to school environment and outcome.…

How Does a Principal in Detroit Public Schools Produce a Productive Learning Environment within the Current System?

ERIC Educational Resources Information Center

Davenport, Marcus G.

2017-01-01

In this dissertation, the researcher investigates the success of productive learning environments in Detroit Public Schools. Using interviews with three productive principals from the Detroit school system, the researcher explores three related issues in public schooling. The first issue is the definition of a productive learning environment. By…

The Provision of a Health Promoting Environment for HIV/AIDS Education: The Case of Namibian Senior Secondary Schools

ERIC Educational Resources Information Center

Campbell, Bob; Lubben, Fred

2003-01-01

HIV/AIDS programmes in schools ultimately intend to decrease high risk sexual behaviour. One factor facilitating this outcome is a strong health promoting environment in the school. This paper reports a study surveying the health promoting environments supporting HIV/AIDS education in Namibian senior secondary schools. It develops a…

Logistics in the Computer Lab.

ERIC Educational Resources Information Center

Cowles, Jim

1989-01-01

Discusses ways to provide good computer laboratory facilities for elementary and secondary schools. Topics discussed include establishing the computer lab and selecting hardware; types of software; physical layout of the room; printers; networking possibilities; considerations relating to the physical environment; and scheduling methods. (LRW)

Collaborations between home healthcare agencies and schools of nursing: bridging the theory-practice gap at home.

PubMed

Mager, Diana R; Bradley, Sharon

2013-10-01

Home healthcare (HHC) agencies and schools of nursing (SONs) share the mutual goal of using evidence-based knowledge to deliver care while fostering a professionally stimulating environment. As HHC agencies strive to deliver clinically effective, cost-efficient, patient-centered nursing care, SONs use scholarly methods to develop sound practitioners with investigative skills. Collaborations have long existed between these two entities, but few studies describe how theory and practice meld in the ever-growing HHC arena. The purpose of this article is to highlight the need for such future collaborations and to summarize some of the successful collaborative methods used by schools and agencies. Additionally, the collaboration between one nonprofit HHC agency and a university-based SON is described along with the challenges and benefits to both partners.

Greenhouse Schools in Boston: School Leadership Practices across a High-Performing Charter Sector

ERIC Educational Resources Information Center

McGovern, Kate

2014-01-01

TNTP has been investigating the importance of school environment and leadership practices using a survey tool called "Instructional Culture Insight," which measures teachers' perceptions of their school environments. In "Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive (2012)," TNTP found…

Measurement and Model Linkages in Assessing School Environments.

ERIC Educational Resources Information Center

Schmitt, Neal

Detailed methodology used to evaluate a causal model of school environment is presented in this report. The model depicts societal features that influence school district values and organizational characteristics, which in turn influence school operations and personnel attitudes and values. These school variables affect school community members'…

An Innovative Method of Measuring Changes in Access to Healthful Foods in School Lunch Programs: Findings from a Pilot Evaluation

PubMed Central

Hawkes, Allison P.; Weinberg, Stacy L.; Janusz, Ruth; Demont-Heinrich, Christine; Vogt, Richard L.

2016-01-01

Introduction A large local health department in Colorado partnered with 15 school districts to develop an approach to evaluate changes in access to healthy foods in reimbursable school lunches and a la carte offerings. Materials and Methods School district nutrition managers were engaged at the start of this project. Health department dietitians developed criteria to classify food items as “Lower Fat and less added Sugar” (LFS) and “Higher Fat and more added Sugar” (HFS) based on the percentage of calories from fat and grams of added sugar. Lunch production sheets were obtained for two time periods, food items and the number of planned servings recorded. LFS and HFS planned servings were summed for each time period, and a LFS to HFS ratio calculated by dividing LFS planned servings by HFS planned servings. Additional analyses included calculating LFS: HFS ratios by school district, and for a la carte offerings. Results In 2009, the LFS: HFS ratio was 2.08, in 2011, 3.71 (P<0.0001). The method also detected changes in ratios at the school district level. For a la carte items, in 2009 the ratio of LFS: HFS was 0.53, and in 2011, 0.61 (not statistically significant). Conclusions This method detected an increase in the LFS: HFS ratio over time and demonstrated that the school districts improved access to healthful food/drink by changing the contents of reimbursable school lunches. The evaluation method discussed here can generate information that districts can use in helping sustain and expand their efforts to create healthier environments for children and adults. Although federal regulations now cover all food and beverages served during the school day, there are still opportunities to improve and measure changes in food served in other settings such as child care centers, youth correction facilities, or in schools not participating in the National School Lunch Program. PMID:26800523

A photovoice study of school belongingness among high school students in Norway.

PubMed

Lieblein, Vaiva Sunniva Deraas; Warne, Maria; Huot, Suzanne; Laliberte Rudman, Debbie; Raanaas, Ruth Kjærsti

2018-12-01

Although high school graduation is important for living conditions and health throughout life, many students do not complete. In Norway's northern most county, Finnmark, up to 45% of students do not complete high school. Contrary to prior research that has primarily focused on causes for dropout, this study's aim was to deepen understanding of factors that support high school attendance. A strengths-based participatory approach using photovoice addressed attendance factors as perceived by seven participating students from one high school in Finnmark. Qualitative content analysis of data generated through group dialogue about participant-generated photos and individual interviews identified six factors important for students' school attendance: a supportive school environment, a good learning environment, recuperation and recreation, family and friends, goals and ambitions, and place attachment. Related aspects of a supportive environment and belongingness, where school staff made important contributions to promoting a positive environment, were essential.

Hand Washing Among School Children in Bogotá, Colombia

PubMed Central

Lopez-Quintero, Catalina; Freeman, Paul

2009-01-01

Objectives. We assessed hand-washing behaviors and intentions among school children in Bogotá, Colombia, to help identify and overcome barriers to proper hygiene practices. Methods. Data on hand-washing behavior and intentions and individual and contextual factors were collected from 2042 sixth- through eighth-grade students in 25 schools in Bogotá via anonymous questionnaires. A member of the school administration or teaching staff completed a questionnaire about the school environment. Site inspections of bathroom facilities were conducted. Results. Only 33.6% of the sample reported always or very often washing hands with soap and clean water before eating and after using the toilet. About 7% of students reported regular access to soap and clean water at school. A high level of perceived control was the strongest predictor of positive hand-washing intentions (adjusted odds ratio [AOR] = 6.0; 95% confidence interval [CI] = 4.8, 7.5). Students with proper hand-washing behavior were less likely to report previous-month gastrointestinal symptoms (OR = 0.8; 95% CI = 0.6, 0.9) or previous-year school absenteeism (OR = 0.7; 95% CI = 0.6, 0.9). Conclusions. Scarcity of adequate facilities in most schools in Bogotá prevents children from adopting proper hygienic behavior and thwarts health promotion efforts. The current renovation program of public schools in Bogotá provides a unique opportunity to meet the challenges of providing a supportive environment for adoption of healthy behaviors. PMID:19008513

Differences in the Psychosocial Work Environment of Different Types of Schools.

ERIC Educational Resources Information Center

Docker, John G.; And Others

1989-01-01

Discusses the use of the Work Environment Scale (WES) to measure teachers' perceptions of psychosocial dimensions of their school environment. Describes an application of WES in which work climates of different school types were compared and contrasted. (RJC)

Women of Color School Leaders: Leadership Schools Should Not Ignore

ERIC Educational Resources Information Center

Haar, Jean M.; Robicheau, Jerry W.

2009-01-01

School districts are faced with challenges resulting from the changing demographics of the student population. Consequently, school districts are creating positive, multicultural learning environments. School districts intent on establishing multicultural learning environments should consider the contributions people of color, specifically women…

Endotoxins in indoor air and settled dust in primary schools in a subtropical climate.

PubMed

Salonen, Heidi; Duchaine, Caroline; Létourneau, Valérie; Mazaheri, Mandana; Clifford, Sam; Morawska, Lidia

2013-09-03

Endotoxins can significantly affect the air quality in school environments. However, there is currently no reliable method for the measurement of endotoxins, and there is a lack of reference values for endotoxin concentrations to aid in the interpretation of measurement results in school settings. We benchmarked the "baseline" range of endotoxin concentration in indoor air, together with endotoxin load in floor dust, and evaluated the correlation between endotoxin levels in indoor air and settled dust, as well as the effects of temperature and humidity on these levels in subtropical school settings. Bayesian hierarchical modeling indicated that the concentration in indoor air and the load in floor dust were generally (<95th percentile) <13 EU/m(3) and <24,570 EU/m(2), respectively. Exceeding these levels would indicate abnormal sources of endotoxins in the school environment and the need for further investigation. Metaregression indicated no relationship between endotoxin concentration and load, which points to the necessity for measuring endotoxin levels in both the air and settled dust. Temperature increases were associated with lower concentrations in indoor air and higher loads in floor dust. Higher levels of humidity may be associated with lower airborne endotoxin concentrations.

A Case Study: The Potential of Energy Efficiency in Senior High School of Semarang Regency, Central Java, Indonesia

NASA Astrophysics Data System (ADS)

Yustika, Ana; Purwanto; Hermawan, H.

2018-02-01

The increasing of energy supply trend in Indonesia seems to be a serious problem in the implementation of sustainable development. This study case research aimed to determine the potential of energy efficiency in school environment. The subject of this research was SMA N 1 Ambarawa, located on Semarang Regency of Central Java, Indonesia. The data collection was done by used documentation, observation and interview method. The results showed that the average of electrical energy consumption in this school reached 11022.008 kWh/month, which resulted in the emergence of secondary emissions of CO2 by 9644.257 kg CO2/month. Overall, the consumption of electrical energy in this school was very efficient, with an Intensity of Energy Consumption (IEC) average 1.7957 kWh/m2/month. In this case, the implementation of short-term no cost, long-term no cost, middle-cost, short-term high cost and long-term high-cost recommendation could save electricity energy sequent by 3.159%; 7.536%; 9.499%; 35.278% - 36.626%; and 42.084%. In conclusion, the school environment had a big potential of energy efficiency that could reduce the energy consumption and CO2 gas emissions.

Well-being in 15-year-old adolescents: a matter of relationship with school

PubMed Central

Lemma, Patrizia; Borraccino, Alberto; Berchialla, Paola; Dalmasso, Paola; Charrier, Lorena; Vieno, Alessio; Lazzeri, Giacomo; Cavallo, Franco

2015-01-01

Background Psychosomatic health complaints are significant indicators of adolescent well-being. The aim of this study is to describe the full set of interactions between health complaints and the presence of subjective resources, represented by the quality of relationships with parents and peers and by a positive school perception, in a population of 15-year-old adolescents. Smoking and alcohol consumption were also included in the analyses. Methods Bayesian networks were built for males and females separately, in order to understand the interactions among all considered variables in a representative sample of 16 018 Italian adolescents participating in the Health Behaviour in School-Aged Children survey 2009–10. Results The resulting networks show that school is the crucial node linking adolescents’ well-being with parents and peer relationships, as well as with smoking and alcohol consumption. Conclusions Adolescents' well-being, as well as the prevalence of typical risk behaviours, such as smoking and alcohol consumption, is mediated by the adolescents' academic stress. Therefore, public health interventions, to be effective, should consider addressing the school environment by making it a more inclusive environment promoting critical thinking and sense of belonging rather than just focusing on personal behaviours. PMID:25525193

Evaluation of the childhood obesity prevention program Kids--'Go for your life'.

PubMed

de Silva-Sanigorski, Andrea; Prosser, Lauren; Carpenter, Lauren; Honisett, Suzy; Gibbs, Lisa; Moodie, Marj; Sheppard, Lauren; Swinburn, Boyd; Waters, Elizabeth

2010-05-28

Kids--'Go for your life' (K-GFYL) is an award-based health promotion program being implemented across Victoria, Australia. The program aims to reduce the risk of childhood obesity by improving the socio-cultural, policy and physical environments in children's care and educational settings. Membership of the K-GFYL program is open to all primary and pre-schools and early childhood services across the State. Once in the program, member schools and services are centrally supported to undertake the health promotion (intervention) activities. Once the K-GFYL program 'criteria' are reached the school/service is assessed and 'awarded'. This paper describes the design of the evaluation of the statewide K-GFYL intervention program. The evaluation is mixed method and cross sectional and aims to: 1) Determine if K-GFYL award status is associated with more health promoting environments in schools/services compared to those who are members only; 2) Determine if children attending K-GFYL award schools/services have higher levels of healthy eating and physical activity-related behaviors compared to those who are members only; 3) Examine the barriers to implementing and achieving the K-GFYL award; and 4) Determine the economic cost of implementing K-GFYL in primary schools. Parent surveys will capture information about the home environment and child dietary and physical activity-related behaviors. Environmental questionnaires in early childhood settings and schools will capture information on the physical activity and nutrition environment and current health promotion activities. Lunchbox surveys and a set of open-ended questions for kindergarten parents will provide additional data. Resource use associated with the intervention activities will be collected from primary schools for cost analysis. The K-GFYL award program is a community-wide intervention that requires a comprehensive, multi-level evaluation. The evaluation design is constrained by the lack of a non-K-GFYL control group, short time frames and delayed funding of this large scale evaluation across all intervention settings. However, despite this, the evaluation will generate valuable evidence about the utility of a community-wide environmental approach to preventing childhood obesity which will inform future public health policies and health promotion programs internationally. ACTRN12609001075279.

Understanding the Role of Noncognitive Skills and School Environments in Students' Transitions to High School. REL 2018-282

ERIC Educational Resources Information Center

Stoker, Ginger; Liu, Feng; Arellano, Brenda

2017-01-01

The purpose of this study was to: examine differences in students' perceptions of their noncognitive skills and school environments by race/ethnicity, and explore whether students' perceptions of their noncognitive skills and school environments were related to three outcomes that have been identified in the research as mattering most for a…

Teacher respiratory health symptoms in relation to school and home environment.

PubMed

Lin, Shao; Lawrence, Wayne R; Lin, Ziqiang; Francois, Melissa; Neamtiu, Iulia A; Lin, Qiaoxuan; Csobod, Eva; Gurzau, Eugen S

2017-11-01

Few studies have evaluated teachers' respiratory health, especially its relationship with school/home environment, and school policies. This study assessed asthma and smoking prevalence among teachers in Romania, teacher's perception and knowledge of the school environment, policies and asthma management, and how school and home environment affected asthma, allergy, and respiratory infection symptoms. This cross-sectional study obtained information from 104 Romanian teachers utilizing teacher questionnaire data for Romania only, as part of the Schools Indoor Pollution and Health: Observatory Network in Europe (SINPHONIE) study, a multicenter European research project conducted between 2010 and 2012. The SINPHONIE questionnaire collected comprehensive information on school and home environment, respiratory symptoms, smoking, and school policies. We used unconditional logistic regression analysis to examine environment-outcome relationships while controlling for socio-demographics and co-exposures. Our results showed the prevalence of asthma-like symptoms and smoking among teachers in Romania was higher than in other SINPHONIE schools and among US teachers. Factors statistically associated with asthma, allergy, and respiratory infection (all p < 0.05) include perception of health related to poor air quality in school, inappropriate cleaning of ventilation systems, dwelling proximity to busy traffic, and multiple school/home exposures. We also found lack of asthma management and environmental policies in the investigated Romanian schools. We concluded that multiple school and home environmental factors were related to respiratory and allergic symptoms. High asthma burden and smoking are important public health problems in Romania. Future studies including larger sample size and exposure measurements are needed to confirm our findings.

School and Community Predictors of Smoking: A Longitudinal Study of Canadian High Schools

PubMed Central

Watts, Allison; Brown, K. Stephen; Lee, Derrick; Sabiston, Catherine; Nykiforuk, Candace; Eyles, John; Manske, Steve; Campbell, H. Sharon; Thompson, Mary

2013-01-01

Objectives. We identified the most effective mix of school-based policies, programs, and regional environments associated with low school smoking rates in a cohort of Canadian high schools over time. Methods. We collected a comprehensive set of student, school, and community data from a national cohort of 51 high schools in 2004 and 2007. Hierarchical linear modeling was used to predict school and community characteristics associated with school smoking prevalence. Results. Between 2004 and 2007, smoking prevalence decreased from 13.3% to 10.7% in cohort schools. Predictors of lower school smoking prevalence included both school characteristics related to prevention programming and community characteristics, including higher cigarette prices, a greater proportion of immigrants, higher education levels, and lower median household income. Conclusions. Effective approaches to reduce adolescent smoking will require interventions that focus on multiple factors. In particular, prevention programming and high pricing for cigarettes sold near schools may contribute to lower school smoking rates, and these factors are amenable to change. A sustained focus on smoking prevention is needed to maintain low levels of adolescent smoking. PMID:23237165

The “Path” Not Taken: Exploring Structural Differences in Mapped- Versus Shortest-Network-Path School Travel Routes

PubMed Central

Larsen, Kristian; Faulkner, Guy E. J.; Stone, Michelle R.

2013-01-01

Objectives. School route measurement often involves estimating the shortest network path. We challenged the relatively uncritical adoption of this method in school travel research and tested the route discordance hypothesis that several types of difference exist between shortest network paths and reported school routes. Methods. We constructed the mapped and shortest path through network routes for a sample of 759 children aged 9 to 13 years in grades 5 and 6 (boys = 45%, girls = 54%, unreported gender = 1%), in Toronto, Ontario, Canada. We used Wilcoxon signed-rank tests to compare reported with shortest-path route measures including distance, route directness, intersection crossings, and route overlap. Measurement difference was explored by mode and location. Results. We found statistical evidence of route discordance for walkers and children who were driven and detected it more often for inner suburban cases. Evidence of route discordance varied by mode and school location. Conclusions. We found statistically significant differences for route structure and built environment variables measured along reported and geographic information systems–based shortest-path school routes. Uncertainty produced by the shortest-path approach challenges its conceptual and empirical validity in school travel research. PMID:23865648

An evaluation of outdoor school environments to promote physical activity in Delhi, India.

PubMed

Tarun, Samiksha; Arora, Monika; Rawal, Tina; Benjamin Neelon, Sara E

2017-01-05

Increasing physical activity in children is an important public health goal in India. Schools may be a target for physical activity promotion, but little is known about outdoor school environments. The purpose of this study was to describe characteristics of the surrounding outdoor school environments that may promote children's physical activity in Delhi, India. For this cross-sectional study, we conducted a structured observation of outdoor school environments in a random sample of 16 private schools in Delhi, India using the Sport, Physical activity and Eating behavior: Environmental Determinants in Young people (SPEEDY) audit tool. The SPEEDY school audit measured six categories, including (1) access to the school; (2) surrounding area; (3) school grounds; (4) aesthetics; (5) usage; and (6) overall environment. Six trained data collectors conducted the audit independently in the summer of 2012 while schools were in session. Of the 16 schools, one had cycle lanes separated from the road while two schools had cycle lanes on the road. Two schools had pavement on both sides of the road for pedestrians. One school had marked pedestrian crossings. No schools had school warning signs, road safety signs, or route signs for cyclists that would help calm vehicular traffic. Fifteen schools had playground equipment and nine had courts, an assault course (a sequence of equipment designed to be used together), and a quadrangle (an enclosed or semi-enclosed courtyard) for outdoor physical activity. The majority of schools were shielded from the surrounding area by hedges, trees, or fences (n = 13) and were well maintained (n = 10). One school had evidence of vandalism. Two schools had graffiti, seven had litter, and 15 had murals or art. The majority of schools did not have infrastructure to support physical activity, such as cycle lanes, marked pedestrian crossings, or traffic calming mechanisms such as school warning signs. However, most had playground equipment, courts, and outdoor play areas. Nearly all were free from vandalism and many had murals or art. These results provide preliminary data for future work examining outdoor school environments, active transport to school, and children's physical activity in India.

The Independent School Experience: Aspects of the Normative Environments of Single-Sex and Coed Secondary Schools.

ERIC Educational Resources Information Center

Trickett, Edison J.; And Others

1982-01-01

The normative environments of single-sex independent schools were found to be more academic, with greater task and competition orientation, than coeducational independent schools. Representative independent schools were compared to each other and to public schools with a discussion of learning involvement, function, purpose, and student and…

Relations between Student Perceptions of Their School Environment and Academic Achievement

ERIC Educational Resources Information Center

Gietz, Carmen; McIntosh, Kent

2014-01-01

This study examined student perceptions of their school environment (specifically, safety and inclusion in the school, experiences being bullied, and clear expectations for behaviour) and their relation with academic achievement at the school level. Participants were students in 969 elementary schools and 73 middle schools who took part in a…

Health and education: a partnership required for school success.

PubMed

Pereira, Samantha; Santos, Juliana Nunes; Nunes, Maria Aparecida; Oliveira, Moisés Gonçalves; Santos, Tâmara Simone; Martins-Reis, Vanessa de Oliveira

2015-01-01

To investigate the association between home environment resources and the school performance of children from a public school in Belo Horizonte, Brazil, enrolled in the fourth year of the second cycle of Elementary School. This is a cross-sectional descriptive study in which 48 children aged between 8 and 12 years old participated. It included 28 boys, 20 girls, and their respective guardians. The children were evaluated in hearing and school performance regarding reading, writing, and arithmetic. In the home environment, the resources that promote proximal processes, activities that indicate stability in family life, parent's practices that promote a family-school connection, the resources that may contribute to the development of academic learning, the child's health, the presence of altered communication, family literacy, and socioeconomic data were assessed. There is a relationship between the home environment resources and the academic performance in reading and writing (for all categories of the Home Environment Resources Scale, HERS). The statistical relationship between performances in arithmetics was found in two of HERS' categories: home environment resources and family-school connection. The home environment influenced the learning development of the assessed children.

Supporting successful inclusive practices for learners with disabilities in high schools: a multisite, mixed method collective case study.

PubMed

Maciver, Donald; Hunter, Cathleen; Adamson, Amanda; Grayson, Zoe; Forsyth, Kirsty; McLeod, Iona

2018-07-01

The increase in the number of individuals with disabilities in general education has led to an increased interest in how to best provide support. Despite an emphasis on inclusion and participation in policy and practice, defining and describing the support provided for these learners is still an important task. This multisite, mixed method collective case study reports on 125 education and other staff from seven schools who took part in interviews and focus groups to reflect on a range of topics related to learners with disabilities in high schools. We focused on what the participants did, what they considered to be successful and what their "best" practices were. Descriptions of practices were rich, nuanced and complex. The analysis identified over 200 "strategies" which were synthesized into two meta-themes and eight subthemes. We discuss the results in the context of an ecological perspective, and the importance of focusing on the full range of influences and outcomes for young people in designing supports. We have drawn on evidence from this study as a basis for professional development activities and identified that focusing on the environment and the role of practitioners has a potential to improve the inclusion outcomes for older learners with disabilities. Implications for Rehabilitation Inclusion is influenced by the physical environment, attitudes, expectations and opportunities, in addition to a learner's skills and abilities. Schools should focus on the environment and teachers' practices, rather than on what an individual learner can or cannot do. The practices discussed in this study reflect those that a range of educators and related services personnel agree are realistic, appropriate and effective. Change may be led by the school management team; however, there are many ways in which all staff can contribute; indeed, approaches will not work effectively unless they are understood and implemented by everyone.

What Matters When Children Play: Influence of Social Cognitive Theory and Perceived Environment on Levels of Physical Activity Among Elementary-Aged Youth

PubMed Central

Harmon, Brook E.; Nigg, Claudio R.; Long, Camonia; Amato, Katie; Anwar, Mahabub-Ul; Kutchman, Eve; Anthamatten, Peter; Browning, Raymond C.; Brink, Lois; Hill, James O.

2014-01-01

Objectives Social Cognitive Theory (SCT) has often been used as a guide to predict and modify physical activity (PA) behavior. We assessed the ability of commonly investigated SCT variables and perceived school environment variables to predict PA among elementary students. We also examined differences in influences between Hispanic and non-Hispanic students. Design This analysis used baseline data collected from eight schools who participated in a four-year study of a combined school-day curriculum and environmental intervention. Methods Data were collected from 393 students. A 3-step linear regression was used to measure associations between PA level, SCT variables (self-efficacy, social support, enjoyment), and perceived environment variables (schoolyard structures, condition, equipment/supervision). Logistic regression assessed associations between variables and whether students met PA recommendations. Results School and sex explained 6% of the moderate-to-vigorous PA models' variation. SCT variables explained an additional 15% of the models' variation, with much of the model's predictive ability coming from self-efficacy and social support. Sex was more strongly associated with PA level among Hispanic students, while self-efficacy was more strongly associated among non-Hispanic students. Perceived environment variables contributed little to the models. Conclusions Our findings add to the literature on the influences of PA among elementary-aged students. The differences seen in the influence of sex and self-efficacy among non-Hispanic and Hispanic students suggests these are areas where PA interventions could be tailored to improve efficacy. Additional research is needed to understand if different measures of perceived environment or perceptions at different ages may better predict PA. PMID:24772004

"Together at school"--a school-based intervention program to promote socio-emotional skills and mental health in children: study protocol for a cluster randomized controlled trial.

PubMed

Björklund, Katja; Liski, Antti; Samposalo, Hanna; Lindblom, Jallu; Hella, Juho; Huhtinen, Heini; Ojala, Tiina; Alasuvanto, Paula; Koskinen, Hanna-Leena; Kiviruusu, Olli; Hemminki, Elina; Punamäki, Raija-Leena; Sund, Reijo; Solantaus, Tytti; Santalahti, Päivi

2014-10-07

Schools provide a natural context to promote children's mental health. However, there is a need for more evidence-based, high quality school intervention programs combined with an accurate evaluation of their general effectiveness and effectiveness of specific intervention methods. The aim of this paper is to present a study protocol of a cluster randomized controlled trial evaluating the "Together at School" intervention program. The intervention program is designed to promote social-emotional skills and mental health by utilizing whole-school approach and focuses on classroom curriculum, work environment of school staff, and parent-teacher collaboration methods. The evaluation study examines the effects of the intervention on children's socio-emotional skills and mental health in a cluster randomized controlled trial design with 1) an intervention group and 2) an active control group. Altogether 79 primary school participated at baseline. A multi-informant setting involves the children themselves, their parents, and teachers. The primary outcomes are measured using parent and teacher ratings of children's socio-emotional skills and psychological problems measured by the Strengths and Difficulties Questionnaire and the Multisource Assessment of Social Competence Scale. Secondary outcomes for the children include emotional understanding, altruistic behavior, and executive functions (e.g. working memory, planning, and inhibition). Secondary outcomes for the teachers include ratings of e.g. school environment, teaching style and well-being. Secondary outcomes for both teachers and parents include e.g. emotional self-efficacy, child rearing practices, and teacher-parent collaboration. The data was collected at baseline (autumn 2013), 6 months after baseline, and will be collected also 18 months after baseline from the same participants. This study protocol outlines a trial which aims to add to the current state of intervention programs by presenting and studying a contextually developed and carefully tested intervention program which is tailored to fit a national school system. Identification of effective intervention elements to promote children's mental health in early school years is crucial for optimal later development. ClinicalTrials.gov register: NCT02178332.

The relationship between mentoring on healthy behaviors and well-being among Israeli youth in boarding schools: a mixed-methods study.

PubMed

Agmon, Maayan; Zlotnick, Cheryl; Finkelstein, Anat

2015-02-15

Although 10% of Israeli youth live in boarding schools, few studies, except for those focusing on mental health, have examined the well-being of this population subgroup. Thus, the aims of this study were to explore: (1) the prevalence rates of five aspects of well-being (i.e., healthy habits, avoidance of risky behaviors, peer relationships, adult relationships, and school environment) in youth residing at Israeli boarding schools; (2) the relationships between youth well-being and youth perception of their mentor; and (3) the different subgroups of youth with higher rates of risky and healthy behaviors. This study used a mixed-methods approach including a quantitative survey of youth (n = 158) to examine the association between youth behaviors and perception of their mentor; and a qualitative study consisting of interviews (n = 15) with boarding school staff to better understand the context of these findings. Greater proportions of boarding school youth, who had positive perceptions of their mentor (the significant adult or parent surrogate), believed both that their teachers thought they were good students (p < 0.01), and that they themselves were good students (p < 0.01). This finding is supported by the qualitative interviews with mentors. Youth living in a boarding school had very similar healthy habits compared to other youth living in Israel; however, youth in the general population, compared to those in the boarding schools, were eating more sweets (OR = 1.39, 95% CI = 1.02-1.90) and engaging in higher levels of television use (OR = 2.64, 95% CI = 1.97-3.54). Mentors, the significant adult for youth living in residential education environments, have a major influence on school performance, the major focus of their work; mentors had no impact on healthy behaviors. Overall, there were many similarities in healthy behaviors between youth at boarding schools and youth in the general population; however, the differences in healthy habits seemed related to policies governing the boarding schools as well as its structural elements.

Voices from Networked Classrooms.

ERIC Educational Resources Information Center

Brownlee-Conyers, Jean; Kraber, Brenda

1996-01-01

In 1994, the Glenview (Illinois) Public Schools created three technology-rich educational environments (TREEs) that use alternative teaching and learning methods through networked communication technologies. Each setting consists of three teachers and about 75 heterogeneously grouped students (ages 9-12) who work collaboratively to solve problems…

School health promotion and use of drugs among students in Southern Brazil

PubMed Central

Paz, Fernanda Marques; Teixeira, Vanessa Andina; Pinto, Raquel Oliveira; Andersen, Cristine Scattolin; Fontoura, Larissa Prado; de Castro, Luís César; Pattussi, Marcos Pascoal; Horta, Rogério Lessa

2018-01-01

ABSTRACT OBJECTIVE: To analyze the relationship between the health promotion conditions in schools and the consumption of alcohol and other drugs by students. METHODS: This is a cross-sectional study with a probabilistic sample of 3,464 students aged 12 to 17 from all schools of the cities of Lajeado and Sapiranga, state of Rio Grande do Sul, Brazil, and 53 managers from the same schools; the data was collected in 2012. Reports of the use of tobacco, alcohol, and illicit drugs in 2012 were used as outcomes, and the health promotion score in the school environment was used as the exposure of interest. We submitted the data to multilevel analysis. RESULTS: The prevalence of the annual use of tobacco was 9.8% (95%CI 8.8-10.8), alcohol was 46.2% (95%CI 44.5-47.8), and other drugs was 10.9% (95%CI 9.9-12.0). In the crude analysis, only the use of tobacco was associated with less health promoting schools (OR = 1.89, 95%CI 1.16-3.09) when compared to those with better conditions. This association lost statistical significance in the adjusted analysis (OR = 1.27, 95%CI 0.74-2.19). CONCLUSIONS: The effects of the school environment on the use of drugs, especially tobacco and alcohol, are manifested mainly by the individual and family conditions of the adolescents. PMID:29791679

Impact of virtual learning environment (VLE): A technological approach to genetics teaching on high school students' content knowledge, self-efficacy and career goal aspirations

NASA Astrophysics Data System (ADS)

Kandi, Kamala M.

This study examines the effect of a technology-based instructional tool 'Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and two have not. Students in both types of schools were taught genetics either through Geniverse, a virtual learning environment or Dragon genetics, a paper-pencil activity embedded in traditional instructional method. Results indicated that students in all schools increased their knowledge of genetics using either type of instructional approach. Students who were taught using Geniverse demonstrated an advantage for genetics knowledge although the effect was small. These increases were more pronounced in the schools that had been meeting the AYP goal. The other significant effect for Geniverse was that students in the technology-enhanced classrooms increased in science Self-Efficacy while students in the non-technology enhanced classrooms decreased. In addition, students from Non-AYP schools showed an improvement in Science and Technology Self-Efficacy; however the effects were small. The implications of these results for the future use of technology-enriched classrooms were discussed. Keywords: Technology-based instruction, Self-Efficacy, career goals and Adequate Yearly Progress (AYP).

Healthy School Environment and Enhanced Educational Performance: The Case of Charles Young Elementary School, Washington, DC.

ERIC Educational Resources Information Center

Berry, Michael A.

This report presents a case study of the renovation of Charles Young Elementary School in Washington, DC, focusing on how an improved school environment contributed to higher levels of educational performance. The school was chosen as a school revitalization demonstration project for the Urban Schools Initiative. The objective of the project was…

Some Effects of School Building Renovation on Pupil Attitudes and Behavior in Selected Junior High Schools.

ERIC Educational Resources Information Center

Cramer, Robert Joseph

A study of 2,300 junior high school students from three schools determined the effect of a newly renovated school, a new school environment, and an old dilapidated school environment on their attitudes and behavior. Points were assigned to their answers; high scores indicated a positive attitude. Results show attitudes were lowest in the old…

Change of School in Early Adolescence and Adverse Obesity-Related Dietary Behavior: A Longitudinal Cohort Study, Victoria, Australia, 2013-2014.

PubMed

Marks, Jennifer; Barnett, Lisa M; Allender, Steven

2015-09-10

Environments that facilitate energy-dense, nutrient-poor diets are associated with childhood obesity. We examined the effect of a change of school environment on the prevalence of obesity and related dietary behavior in early adolescence. Fifteen schools in Victoria, Australia, were recruited at random from the bottom 2 strata of a 5-level socioeconomic scale. In 9 schools, students in grade 6 primary school transitioned to different schools for grade 7 secondary school, whereas in 6 schools, students remained in the same school from grade 6 to grade 7. Time 1 measures were collected from students (N = 245) in grade 6 (aged 11-13 y). Time 2 data were collected from 243 (99%) of the original cohort in grade 7. Data collected were dietary recall self-reported by students via questionnaire, measured height and weight of students, and aspects of the school food environment via school staff survey. Comparative and mixed model regression analyses were conducted. Of 243 students, 63% (n = 152) changed schools from time 1 to time 2, with no significant difference in weight status. Students who changed schools reported an increase in purchases of after-school snack food, greater sweetened beverage intake, fewer fruit-and-vegetable classroom breaks, and less encouragement for healthy eating compared with students who remained in the same school. School staff surveys showed that more primary than secondary schools had written healthy canteen policies and fewer days of canteen or food services operation. A change of school environment has negative effects on children's obesity-related dietary behavior. Consistent policy is needed across school types to support healthy eating in school environments.

Paul Revere Rides through High School Government Class: Teacher Research and the Power of Discussion to Motivate Thinking

ERIC Educational Resources Information Center

Newstreet, Carmen

2008-01-01

Teachers in the secondary social studies classroom do not regularly take the time to practice structured reflection on their teaching methods. In our current standards-driven environment, social studies classrooms are often not seen as places of higher learning. To combat these stereotypes, the author presents a method for accomplishing reflection…

Teacher Education Preparation and Implementation for Multicultural and Diverse School Environments in the 21st Century: A Mixed Methods Study

ERIC Educational Resources Information Center

Cole, Patricia Ann

2013-01-01

This sequential explanatory mixed methods study investigated 24 college and university syllabi for content consisting of multicultural education that used the framework for multicultural education devised by James A. Banks (2006). This framework was used to analyze data collected using descriptive statistics for quantitative phase one. The four…

Healthful School Environment.

ERIC Educational Resources Information Center

Wilson, Charles C., Ed.; Wilson, Elizabeth Avery, Ed.

A broad range of topics deals with the development, maintenance, and full utilization of a healthful school environment, encompassing such areas as--(1) school organizations which affect the student environment, (2) accident prevention, (3) the criteria for healthful food services, (4) physical education and the necessary athletic facilities, (5)…

Social interactions of eating behaviour among high school students: a cellular automata approach

PubMed Central

2012-01-01

Background Overweight and obesity in children and adolescents is a global epidemic posing problems for both developed and developing nations. The prevalence is particularly alarming in developed nations, such as the United States, where approximately one in three school-aged adolescents (ages 12-19) are overweight or obese. Evidence suggests that weight gain in school-aged adolescents is related to energy imbalance exacerbated by the negative aspects of the school food environment, such as presence of unhealthy food choices. While a well-established connection exists between the food environment, presently there is a lack of studies investigating the impact of the social environment and associated interactions of school-age adolescents. This paper uses a mathematical modelling approach to explore how social interactions among high school adolescents can affect their eating behaviour and food choice. Methods In this paper we use a Cellular Automata (CA) modelling approach to explore how social interactions among school-age adolescents can affect eating behaviour, and food choice. Our CA model integrates social influences and transition rules to simulate the way individuals would interact in a social community (e.g., school cafeteria). To replicate these social interactions, we chose the Moore neighbourhood which allows all neighbours (eights cells in a two-dimensional square lattice) to influence the central cell. Our assumption is that individuals belong to any of four states; Bring Healthy, Bring Unhealthy, Purchase Healthy, and Purchase Unhealthy, and will influence each other according to parameter settings and transition rules. Simulations were run to explore how the different states interact under varying parameter settings. Results This study, through simulations, illustrates that students will change their eating behaviour from unhealthy to healthy as a result of positive social and environmental influences. In general, there is one common characteristic of changes across time; students with similar eating behaviours tend to form groups, represented by distinct clusters. Transition of healthy and unhealthy eating behaviour is non-linear and a sharp change is observed around a critical point where positive and negative influences are equal. Conclusions Conceptualizing the social environment of individuals is a crucial step to increasing our understanding of obesogenic environments of high-school students, and moreover, the general population. Incorporating both contextual, and individual determinants found in real datasets, in our model will greatly enhance calibration of future models. Complex mathematical modelling has a potential to contribute to the way public health data is collected and analyzed. PMID:23046793

Effective Learning Environment Characteristics as a Requirement of Constructivist Curricula: Teachers' Needs and School Principals' Views

ERIC Educational Resources Information Center

Temli Durmus, Yeliz

2016-01-01

The purpose of this study is to determine elementary school teachers' and school principals' views on physical learning environments of schools where teachers are expected to implement the constructivist philosophy/approach. In this qualitative study, the researcher interviewed 48 elementary school teachers and 6 school administrators working in…

School Policy on Teaching and School Learning Environment: Direct and Indirect Effects upon Student Outcome Measures

ERIC Educational Resources Information Center

Kyriakides, Leonidas; Creemers, Bert P. M.

2012-01-01

School policy on teaching and the school learning environment (SLE) are the main school factors of the dynamic model of educational effectiveness (Creemers & Kyriakides, 2008). A longitudinal study in which 50 primary schools, 108 classes, and 2369 students participated generated evidence supporting the validity of the dynamic model. This…

A Well Designed School Environment Facilitates Brain Learning.

ERIC Educational Resources Information Center

Chan, Tak Cheung; Petrie, Garth

2000-01-01

Examines how school design facilitates learning by complementing how the brain learns. How the brain learns is discussed and how an artistic environment, spaciousness in the learning areas, color and lighting, and optimal thermal and acoustical environments aid student learning. School design suggestions conclude the article. (GR)

Promoting Connectedness through Whole-School Approaches: A Qualitative Study

ERIC Educational Resources Information Center

Rowe, Fiona; Stewart, Donald

2009-01-01

Purpose: School connectedness, or a sense of belonging to the school environment, is an established protective factor for child and adolescent health, education, and social well-being. While a comprehensive, whole-school approach that addresses the school organisational environment is increasingly endorsed as an effective approach to promote…

Health and Safety in the School Environment. A Manual of Recommended Practice.

ERIC Educational Resources Information Center

Center for Disease Control (DHEW/PHS), Atlanta, GA.

This manual emphasizes the health relationships in the physical school environment and provides environmental criteria by which existing or planned facilities can be evaluated. Individual chapters deal with school health programs; planning for new schools; school site selection, building plan, and plan review; water supply; plumbing; sewage…

To What Extent Do School Leaders in Slovenia Understand Physical School Environments as a Learning Factor?

ERIC Educational Resources Information Center

Cencic, Majda

2017-01-01

School leaders are a central factor of the quality of learning and teaching in schools. It is generally believed that the staff model their behaviour on leaders, which means if school leaders understand the physical school environment to be an important factor of learning, school staff (teachers and other professional staff) will also do so. To…

Assessment of Changes in School Nutrition Programs and the School Environment as a Result of Following the HealthierUS School Challenge Program

ERIC Educational Resources Information Center

Brown, Jennifer S.; Bednar, Carolyn; DiMarco, Nancy M.; Connors, Priscilla L.

2012-01-01

Purpose/Objectives: The purpose of this study was to determine changes in school nutrition programs and the school environment as reported by school nutrition directors who are following the U.S. Department of Agriculture's HealthierUS School Challenge (HUSSC) program. The objective was to determine before and after changes in the average lunch…

Support for healthy eating at schools according to the comprehensive school health framework: evaluation during the early years of the Ontario School Food and Beverage Policy implementation.

PubMed

Orava, Taryn; Manske, Steve; Hanning, Rhona

2017-09-01

Provincial, national and international public health agencies recognize the importance of school nutrition policies that help create healthful environments aligned with healthy eating recommendations for youth. School-wide support for healthy living within the pillars of the comprehensive school health (CSH) framework (social and physical environments; teaching and learning; healthy school policy; and partnerships and services) has been positively associated with fostering improvements to student health behaviours. This study used the CSH framework to classify, compare and describe school support for healthy eating during the implementation of the Ontario School Food and Beverage Policy (P/PM 150). We collected data from consenting elementary and secondary schools in a populous region of Ontario in Time I (2012/13) and Time II (2014). Representatives from the schools completed the Healthy School Planner survey and a food environmental scan (FES), which underwent scoring and content analyses. Each school's support for healthy eating was classified as either "initiation," "action" or "maintenance" along the Healthy School Continuum in both time periods, and as "high/increased," "moderate" or "low/decreased" within individual CSH pillars from Time I to Time II. Twenty-five school representatives (8 elementary, 17 secondary) participated. Most schools remained in the "action" category (n = 20) across both time periods, with varying levels of support in the CSH pillars. The physical environment was best supported (100% high/increased support) and the social environment was the least (68% low/decreased support). Only two schools achieved the highest rating (maintenance) in Time II. Supports aligned with P/PM 150 were reportedly influenced by administration buy-in, stakeholder support and relevancy to local context. Further assistance is required to sustain comprehensive support for healthy eating in Ontario school food environments.

Examining the Relationship between Neighborhood Environment and School Readiness for Kindergarten Children

ERIC Educational Resources Information Center

Lapointe, Vanessa R.; Ford, Laurie; Zumbo, Bruno D.

2007-01-01

In the current research project, the relationship between neighborhood environment and school readiness was investigated. To measure neighbourhood environment, data from the 2001 Canadian Census were used, while school readiness was measured using the Early Development Instrument (EDI). EDI data were collected for kindergarten children across…

Strategies for Creating Supportive School Nutrition Environments

ERIC Educational Resources Information Center

Centers for Disease Control and Prevention, 2014

2014-01-01

Good nutrition is vital to optimal health. The school environment plays a fundamental role in shaping lifelong healthy behaviors and can have a powerful influence on students' eating habits. A supportive school nutrition environment includes multiple elements: access to healthy and appealing foods and beverages available to students in school…

A Professional Development School Staff's Perceptions of Actual and Preferred Learning Environments.

ERIC Educational Resources Information Center

Kiley, Therese J.; Jensen, Rita A.

A study assessed the teaching/learning environment of one professional development school in a variety of ways that included a combination of quantitative and qualitative measures. Results were analyzed using the eight scales of the "School Level Environment Questionnaire" (SLEQ) as categories: Student Support, Affiliation, Professional…

Immigrant Parents' Perceptions of School Environment and Children's Mental Health and Behavior

ERIC Educational Resources Information Center

Hamilton, Hayley A.; Marshall, Lysandra; Rummens, Joanna A.; Fenta, Haile; Simich, Laura

2011-01-01

Backgrouond: Research has increasingly identified the perception of school environment as an influential factor in children's lives. There has been sparse research attention, however, on the potential importance of parents' perceptions of school environment on child adjustment. This study examined the relationship between parents' perceptions of…

Innovative Methods to Acquire and Adapt Soldier Skills (INMASS) in the Operational Environment

DTIC Science & Technology

2009-08-01

handing out soccer balls to kids in the street one minute, then fighting an insurgent stronghold the next, and then quickly reacting to an improvised...send their kids to school. Soldiers also must use situational cues to assess whether there is danger in the immediate area, such as from an emplaced...cues is normal or not. For example, if kids should be getting out of school right now and there are no kids in sight – then it is likely that a

Protective factors at school: reciprocal effects among adolescents' perceptions of the school environment, engagement in learning, and hope.

PubMed

Van Ryzin, Mark J

2011-12-01

Although some research suggests that schools can be a source of protective factors for students, the processes by which school environments impact students' behavior, performance and adjustment over time are not clear. Guided by both self-determination theory and hope theory, this article evaluated reciprocal effects among adolescent perceptions of the school environment, engagement in learning, hope, and academic achievement. Using a sample of 423 students (M age 15.72 years; 46.7% female; 77.6% white; 30.9% eligible for FRPL) from five small secondary schools in the upper Midwest, students' perceptions of the school environment were linked to engagement in learning, which, in turn, was linked to change in academic achievement and hope over the span of 1 year. Evidence was found for reciprocal links between earlier levels of engagement and hope and later perceptions of the environment. These results suggest that the school environment represents a potential leverage point for educational reform, and interventions that target students' perceptions of autonomy, teacher/peer support, and goal orientation may be able to promote engagement, hope, and academic achievement. In addition, such changes may create a positive feedback loop in which change in academic performance and adjustment accelerate over time.

Physical, policy, and sociocultural characteristics of the primary school environment are positively associated with children's physical activity during class time.

PubMed

Martin, Karen; Bremner, Alexandra; Salmon, Jo; Rosenberg, Michael; Giles-Corti, Billie

2014-03-01

The objective of this study was to develop a multidomain model to identify key characteristics of the primary school environment associated with children's physical activity (PA) during class-time. Accelerometers were used to calculate time spent in moderate-to-vigorous physical activity during class-time (CMVPA) of 408 sixth-grade children (mean ± SD age 11.1 ± 0.43 years) attending 27 metropolitan primary schools in Perth Western Australia. Child and staff self-report instruments and a school physical environment scan administered by the research team were used to collect data about children and the class and school environments. Hierarchical modeling identified key variables associated with CMVPA. The final multilevel model explained 49% of CMVPA. A physically active physical education (PE) coordinator, fitness sessions incorporated into PE sessions and either a trained PE specialist, classroom teacher or nobody coordinating PE in the school, rather than the deputy principal, were associated with higher CMVPA. The amount of grassed area per student and sporting apparatus on grass were also associated with higher CMVPA. These results highlight the relevance of the school's sociocultural, policy and physical environments in supporting class-based PA. Interventions testing optimization of the school physical, sociocultural and policy environments to support physical activity are warranted.

Biscuits, sausage, gravy, milk, and orange juice: school breakfast environment in 4 rural Appalachian schools.

PubMed

Graves, Andrea; Haughton, Betsy; Jahns, Lisa; Fitzhugh, Eugene; Jones, Sonya J

2008-04-01

The purpose of this study was to assess the school breakfast environment in rural Appalachian schools to inform school environment intervention and policy change. A total of 4 rural schools with fourth- and fifth-grade students in East Tennessee were assessed. A cross-sectional descriptive examination of the school food environment where food service managers submitted school menus, production sheets, and vendor bid sheets as part of the dietary data collection protocol for a school-based nutrition intervention study. The school breakfast environment was characterized in terms of calories, fat, saturated fat, and fiber from foods served on a per person basis using menus entered into Nutrient Data Systems for Research and production sheets for amounts of each food item served. Food items were grouped by the meal components of the School Breakfast Program (SBP) and ranked according to the items served most frequently. Total fat provided slightly less than half the calories (43%); 15% of calories were from saturated fat. The top-ranked foods for each meal component were biscuits, sausage, 2% milk, orange juice, and gravy. Results suggest that clearer policies or regulations for the SBP are warranted to support policy efforts to promote childhood health. These should include technical assistance and provision of resources for school food service managers to provide low-fat meal options. Further research is needed to determine whether what is offered at school breakfast is actually consumed and how that might affect children's weight because of the high fat content.

Influence of School Beverage Environment on the Association of Beverage Consumption With Physical Education Participation Among US Adolescents

PubMed Central

Chen, Hsin-Jen

2013-01-01

Objectives. We examined the association of adolescents’ beverage consumption with physical activity and studied how their school beverage environment influences the association. Methods. We used nationally representative data from the 2007 Early Childhood Longitudinal Study—Kindergarten Cohort (n = 8850). We examined nonlinear associations of eighth graders’ self-report of beverage consumption (milk, 100% juices, soft drinks) with moderate to vigorous physical activity and physical education (PE) participation using piecewise linear regression models. Results. We found a nonlinear association of participation in PE class with beverage consumption, especially in schools with vending machines and those selling soft drinks. For students participating in PE less than 3 days per week, beverage consumption was not significantly associated with participation in PE class frequency. For students participating in PE 3 to 5 days per week, 1 more day of participation in PE class was associated with 0.43 (SE = 0.14; P = .002) more times per week of soft drink consumption and 0.41 (SE = 0.17; P = .021) fewer glasses per week of milk consumption. Conclusions. The more soft drink and less milk consumption related to high participation in PE class might be prevented by improving the beverage environment in schools. Systematic environmental interventions are needed to prevent such potential unintended consequences of promoting physical activity. PMID:24028221

The effects on student health of interventions modifying the school environment: systematic review.

PubMed

Bonell, C; Wells, H; Harden, A; Jamal, F; Fletcher, A; Thomas, J; Campbell, R; Petticrew, M; Whitehead, M; Murphy, S; Moore, L

2013-08-01

Owing to the limited effectiveness of traditional health education curricula in schools, there is increasing interest in interventions aiming to promote young people's health by modifying the school environment. Existing systematic reviews cannot determine whether environmental intervention is effective because they examine interventions combining environmental modifications and traditional health education. This gap is significant because school-environment interventions are complex to implement and may be sidelined in underfunded and attainment-focused school systems without evidence to support such an approach. This systematic review examined the effectiveness of school-environment interventions without health-education components on student health and inequalities. This was a systematic review of experimental/quasi-experimental studies of school-environment interventions. Sixteen databases were searched, eliciting 62 329 references which were screened, with included studies quality assessed, data extracted and narratively synthesised. Sixteen reports of 10 studies were included, all from the USA and the UK. Five evaluations of interventions aiming to develop a stronger sense of community and/or improve relationships between staff and students suggested potential benefits particularly regarding violence and aggression. Two trials of interventions enabling students to advocate for changes in school catering and physical activity reported benefits for physical activity but not diet. Three evaluations of improvements to school playgrounds offered weak evidence of effects on physical activity. School environment interventions show the potential to improve young people's health particularly regarding violence, aggression and physical activity. Further trials are required to provide a stronger and more generalisable evidence base.

High School Students' Recommendations to Improve School Food Environments: Insights from a Critical Stakeholder Group

ERIC Educational Resources Information Center

Asada, Yuka; Hughes, Alejandro G.; Read, Margaret; Schwartz, Marlene B.; Chriqui, Jamie F.

2017-01-01

Background: The Healthy, Hunger-Free Kids Act of 2010 (HHFKA) directed the US Department of Agriculture (USDA) to revise school meal standards. Students are most affected by efforts to improve the school food environment; yet, few studies directly include students. This study examined high school students' experiences of school meal reform to gain…

Developing systems interventions in a school setting: an application of community-based participatory research for mental health.

PubMed

Mulvaney-Day, Norah E; Rappaport, Nancy; Alegría, Margarita; Codianne, Leslie M

2006-01-01

The goal of this study was to develop systems interventions in a public school district using community-based participatory research (CBPR) methods to improve the social and academic functioning of children from racial and ethnic minority populations. The study used qualitative methods in the process of problem definition and intervention planning, including in-depth qualitative interviews and stakeholder dialogue groups. The study was conducted at three levels--the school system as a whole, two individual schools, and a multiple-stakeholder participatory group. The study took place in a public school system in an urban city with a population of 101,355 and in two public schools located in this city. The CBPR team included two researchers, a researcher/consulting psychiatrist in the schools, the director of the special education office, her management team, four teachers, and two school-based administrators. The CBPR group engaged in a process of problem definition and intervention planning at all three levels of the system. In addition, both schools initiated systems interventions to target the needs of their school environments. The project led to system interventions at both schools, clarity about the policy constraints to effective collaboration, and increased awareness regarding the behavioral and academic needs of minority children in the schools. The process produced a series of questions to use as a framework in CBPR partnership development. The CBPR approach can expand the scope of mental-health services research, particularly related to services for racial and ethnic minorities.

Geographic Disparity in Funding for School Nutrition Environments: Evidence from Mississippi Schools

ERIC Educational Resources Information Center

Chang, Yunhee; Carithers, Teresa; Leeke, Shannon; Chin, Felicia

2016-01-01

Background: Despite the federal initiatives on equitable provision of school nutrition programs, geographic disparity in childhood obesity persists. It may be partly because built-in school nutrition environments rely on each school's efficient use of existing operational funds or its ability to obtain expanded financial support. This study…

Quick Guide on Making School Climate Improvements. School Climate Improvement Resource Package

ERIC Educational Resources Information Center

National Center on Safe Supportive Learning Environments, 2016

2016-01-01

Students learn best when they are in environments in which they feel safe, supported, challenged, and accepted. In addition, environments that have strong school climates foster the social, emotional, and academic well-being of all students. Research shows that when schools and districts effectively focus on improving school climate, students are…

Observations of the Middle School Environment: The Context for Student Behavior beyond the Classroom

ERIC Educational Resources Information Center

Rusby, Julie C.; Crowley, Ryann; Sprague, Jeffrey; Biglan, Anthony

2011-01-01

This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school-wide Positive Behavior Support. The observations were…

School Search and Seizure Law: A Guideline for K-12 Administrators

ERIC Educational Resources Information Center

Frandsen, Scott

2010-01-01

In an effort to safeguard the learning environment, school administrators generally rely on district or local school guidelines and professional judgment. With new technology, the proliferation of drug use, and increased school violence, schools have become a complex environment to manage for both system and local leadership. Administrators are…

Unsecure School Environment and School Phobic Behavior

ERIC Educational Resources Information Center

Tukur, Abubakar Hamman; Muhammad, Khadijatu

2017-01-01

This study determines the level of student's school phobic behavior as a result of insecurity of school environment. The study was guided by one research question and one null hypothesis. The population of the study was all the secondary schools in Maiduguri, Borno state numbering about the same of the study was senior secondary students in…

Present and future of the undergraduate ophthalmology curriculum: a survey of UK medical schools

PubMed Central

Hill, Sophie; Dennick, Reg

2017-01-01

Objectives To investigate the current undergraduate ophthalmology curricula provided by the UK medical schools, evaluate how they compare with the guidelines of the Royal College of Ophthalmologists (RCOphth) and International Council for Ophthalmology (ICO), and determine the views of the UK ophthalmology teaching leads on the future direction of the curriculum. Methods A cross-sectional questionnaire was sent to teaching leads in 31 medical schools across the UK. The questionnaire evaluated eight themes of the curriculum: content and learning outcomes, communication of learning outcomes, organisation of the curriculum, assessment, educational resources, teaching methods used, and the educational environment. The ophthalmology teaching leads were also asked their opinion on the current and future management of the curriculum. These were compared with RCOphth and ICO guidelines and descriptive statistical analysis performed. Results A response rate of 93% (n=29/31) was achieved. The knowledge and clinical skills taught by the UK medical schools match the  RCOphth guidelines, but fail to meet the ICO recommendations. A diverse range of assessment methods are used by UK medical schools during ophthalmology rotations. Variation was also observed in the organisation and methods of ophthalmology teaching.  However, a significant consensus about the future direction of the curriculum was reported by teaching leads. Conclusions Comprehensive RCOphth guidance, and resource sharing between medical schools could help to ensure ophthalmology’s continuing presence in the medical curriculum and improve the effectiveness of undergraduate ophthalmology teaching, while reducing the workload of local teaching departments and medical schools.  PMID:29103017

Socioeconomic Factors Influence Physical Activity and Sport in Quebec Schools.

PubMed

Morin, Pascale; Lebel, Alexandre; Robitaille, Éric; Bisset, Sherri

2016-11-01

School environments providing a wide selection of physical activities and sufficient facilities are both essential and formative to ensure young people adopt active lifestyles. We describe the association between school opportunities for physical activity and socioeconomic factors measured by low-income cutoff index, school size (number of students), and neighborhood population density. A cross-sectional survey using a 2-stage stratified sampling method built a representative sample of 143 French-speaking public schools in Quebec, Canada. Self-administered questionnaires collected data describing the physical activities offered and schools' sports facilities. Descriptive and bivariate analyses were performed separately for primary and secondary schools. In primary schools, school size was positively associated with more intramural and extracurricular activities, more diverse interior facilities, and activities promoting active transportation. Low-income primary schools were more likely to offer a single gym. Low-income secondary schools offered lower diversity of intramural activities and fewer exterior sporting facilities. High-income secondary schools with a large school size provided a greater number of opportunities, larger infrastructures, and a wider selection of physical activities than smaller low-income schools. Results reveal an overall positive association between school availability of physical and sport activity and socioeconomic factors. © 2016, American School Health Association.

Healthier School Environment Leads to Decreases in Childhood Obesity – The Kearney Nebraska Story

PubMed Central

Heelan, Kate A.; Bartee, R. Todd; Nihiser, Allison; Sherry, Bettylou

2016-01-01

Background Schools play a role in addressing childhood obesity by implementing healthy eating and physical activity strategies. The primary aim of this case study was to describe prevalence of overweight and obesity among elementary school students in a rural Mid-western community between 2006 and 2012. The secondary aim was to use a novel approach called “population dose” to retrospectively evaluate the impact dose of each strategy implemented and its estimated potential population level impact on changes in overweight and obesity. Methods Weight and height were directly measured annually beginning in January 2006 to assess weight status, using body mass index (kg·m2), for all kindergarten – fifth grade students (N ≈ 2,400 per year). Multiple evidence-based strategies were implemented in nine schools to increase physical activity and healthy eating behaviors. BMI reporting and revised school meal programs were implemented district-wide. Comprehensive school physical activity programs (CSPAP), school food environment, and supportive/promotional strategies were implemented at individual schools. Results The absolute change in prevalence of obesity (BMI ≥ 95th percentile) decreased from 16.4% to 13.9%, indicating a 15.2% relative change in prevalence of obesity in 6 years. There was an inverse relationship between the number of strategies implemented and prevalence of overweight and obesity over time. Conclusions District and school-level approaches have the potential to impact childhood obesity. Schools can successfully implement strategies to address overweight and obesity, but the extent of implementation between schools may vary. Population dose analysis can be used to estimate impact of clusters of strategies to address overweight/obesity. PMID:26440386

Training in Innovative Technologies for Close-Range Sensing in Alpine Terrain

NASA Astrophysics Data System (ADS)

Rutzinger, M.; Bremer, M.; Höfle, B.; Hämmerle, M.; Lindenbergh, R.; Oude Elberink, S.; Pirotti, F.; Scaioni, M.; Wujanz, D.; Zieher, T.

2018-05-01

The 2nd international summer school "Close-range sensing techniques in Alpine terrain" was held in July 2017 in Obergurgl, Austria. Participants were trained in selected close-range sensing methods, such as photogrammetry, laser scanning and thermography. The program included keynotes, lectures and hands-on assignments combining field project planning, data acquisition, processing, quality assessment and interpretation. Close-range sensing was applied for different research questions of environmental monitoring in high mountain environments, such as geomorphologic process quantification, natural hazard management and vegetation mapping. The participants completed an online questionnaire evaluating the summer school, its content and organisation, which helps to improve future summer schools.

The school environment and sugar-sweetened beverage consumption among Guatemalan adolescents.

PubMed

Godin, Katelyn M; Chacón, Violeta; Barnoya, Joaquin; Leatherdale, Scott T

2017-11-01

The current study sought to examine Guatemalan adolescents' consumption of sugar-sweetened beverages (SSB), identify which individual-level characteristics are associated with SSB consumption and describe school characteristics that may influence students' SSB consumption. Within this observational pilot study, a questionnaire was used to assess students' consumption of three varieties of SSB (soft drinks, energy drinks, sweetened coffees/teas), as well as a variety of sociodemographic and behavioural characteristics. We collected built environment data to examine aspects of the school food environment. We developed Poisson regression models for each SSB variety and used descriptive analyses to characterize the sample. Guatemala City, Guatemala. Guatemalan adolescents (n 1042) from four (two public, two private) secondary schools. Built environment data revealed that students from the two public schools lacked access to water fountains/coolers. The SSB industry had a presence in the schools through advertisements, sponsored food kiosks and products available for sale. Common correlates of SSB consumption included school type, sedentary behaviour, frequency of purchasing lunch in the cafeteria, and frequency of purchasing snacks from vending machines in school and off school property. Guatemalan adolescents frequently consume SSB, which may be encouraged by aspects of the school environment. Schools represent a viable setting for equitable population health interventions designed to reduce SSB consumption, including increasing access to clean drinking-water, reducing access to SSB, restricting SSB marketing and greater enforcement of existing food policies.

Food environment and policies in private schools in Kolkata, India.

PubMed

Rathi, Neha; Riddell, Lynn; Worsley, Anthony

2017-04-01

School food policies and services have the potential to influence the food practices and eating behaviours of adolescents which in turn may affect their lifestyles and health in adulthood. The aim of this qualitative investigation was to describe the opinions of adolescents, their parents, nutrition educators and school principals about the prevailing food environment and canteen policies in Indian schools. Fifteen adolescents aged 14-15 years, 15 parents, 12 teachers and 10 principals from 10 private schools in Kolkata, India participated in semi-structured interviews. The interview questions were primarily based on the existing literature related to school food environments and policies. Audio recordings were transcribed verbatim and assessed thematically. Throughout the 52 interviews, a number of inadequacies of the school food environment and policies were revealed. These included the absence of written food policies, the widespread supply of unhealthy foods, inadequate provision of healthy foods, misleading messages about food communicated by school authorities, lack of cleanliness in the school canteen and the high cost of canteen food. Current school food environments do not appear to promote healthy eating among adolescents. Therefore, it is important to upgrade the quality of food services in Indian schools through adoption of healthy eating policies. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Development and Testing of the Observational System for Recording Physical Activity in Children: Elementary School

PubMed Central

McIver, Kerry L.; Brown, William H.; Pfeiffer, Karin A.; Dowda, Marsha; Pate, Russell R.

2016-01-01

Purpose This study describes the development and pilot testing of the Observational System for Recording Physical Activity-Elementary School (OSRAC-E) version. Methods This system was developed to observe and document the levels and types of physical activity and physical and social contexts of physical activity in elementary school students during the school day. Inter-observer agreement scores and summary data were calculated. Results All categories had Kappa statistics above 0.80, with the exception of the activity initiator category. Inter-observer agreement scores were 96% or greater. The OSRAC-E was shown to be a reliable observation system that allows researchers to assess physical activity behaviors, the contexts of those behaviors, and the effectiveness of physical activity interventions in the school environment. Conclusion The OSRAC-E can yield data with high interobserver reliability and provide relatively extensive contextual information about physical activity of students in elementary schools. PMID:26889587

School Nurse Workload.

PubMed

Endsley, Patricia

2017-02-01

The purpose of this scoping review was to survey the most recent (5 years) acute care, community health, and mental health nursing workload literature to understand themes and research avenues that may be applicable to school nursing workload research. The search for empirical and nonempirical literature was conducted using search engines such as Google Scholar, PubMed, CINAHL, and Medline. Twenty-nine empirical studies and nine nonempirical articles were selected for inclusion. Themes that emerged consistent with school nurse practice include patient classification systems, environmental factors, assistive personnel, missed nursing care, and nurse satisfaction. School nursing is a public health discipline and population studies are an inherent research priority but may overlook workload variables at the clinical level. School nurses need a consistent method of population assessment, as well as evaluation of appropriate use of assistive personnel and school environment factors. Assessment of tasks not directly related to student care and professional development must also be considered in total workload.

Built Environment Predictors of Active Travel to School Among Rural Adolescents

PubMed Central

Dalton, Madeline A.; Longacre, Meghan R.; Drake, Keith M.; Gibson, Lucinda; Adachi-Mejia, Anna M.; Swain, Karin; Xie, Haiyi; Owens, Peter M.

2011-01-01

Background Most studies of active travel to school (ATS) have been conducted in urban or suburban areas and focused on young children. Little is known about ATS among rural adolescents. Purpose Describe adolescent ATS in two predominantly rural states and determine if school neighborhood built environment characteristics (BECs) predict ATS after adjusting for school and individual characteristics. Methods Sixteen BECs were assessed through census data and onsite observations of 45 school neighborhoods in 2007. ATS and individual characteristics were assessed through telephone surveys with 1552 adolescents and their parents between 2007 and 2008. Active travelers were defined as those who walked/cycled to/from school >= 1 day/week. Hierarchic linear modeling was used for analysis, conducted in 2009. Results Slightly less than half (n=735) of the sample lived within 3 miles of school, of whom 388 (52.8%) were active travelers. ATS frequency varied by season, ranging from a mean of 1.7 (SD=2.0) days/week in the winter to 3.7 (SD=1.6) in the spring. Adolescents who attended schools in highly dense residential neighborhoods with sidewalks were most likely to be active travelers. ATS frequency was greater in school neighborhoods with high residential and intersection densities, on-street parking, food outlets, and taller and continuous buildings with small setbacks. Conclusions BECs that support safe travel may be necessary to allow for ATS, whereas ATS frequency among adolescents may be influenced by a wider variety of design characteristics. Additional strategies to promote ATS and physical activity are needed in rural areas due to long commuting distances for many students. PMID:21335262

Childhood Obesity and Physical Activity-Friendly School Environments.

PubMed

Ip, Patrick; Ho, Frederick Ka-Wing; Louie, Lobo Hung-Tak; Chung, Thomas Wai-Hung; Cheung, Yiu-Fai; Lee, So-Lun; Hui, Stanley Sai-Chuen; Ho, Walter King-Yan; Ho, Daniel Sai-Yin; Wong, Wilfred Hing-Sang; Jiang, Fan

2017-12-01

Childhood obesity may be related to school environment, but previous studies often focused on food environment only. This study aimed to examine the relationship between school physical activity environment and childhood obesity. This is a cross-sectional study with multilevel data collected on school physical activity environment using teacher questionnaires, students' growth, and obesity status from electronic health records, and neighborhood socioeconomic status from census data. This study included 208 280 students (6-18 years of age) from 438 schools (45% of Hong Kong). Prevalence of obesity was 5.0%. After controlling for socioeconomic status and intraschool correlation, robust Poisson regression revealed a reduced obesity risk associated with higher teachers' perceived physical activity benefits (risk ratio 0.96, 95% CI 0.94-0.99, P = .02), physical activity teaching experience (0.93, 0.91-0.96, P < .001), school campus size (0.93, 0.87-0.99, P = .02), physical activity ethos (0.91, 0.88-0.94, P < .001), number of physical activity programs (0.93, 0.90-0.96, P < .001), and physical activity facilities (0.87, 0.84-0.90, P < .001). Students in schools with at least 3 physical activity-friendly environmental factors (11.7%) had a much lower risk of obesity (0.68, 0.62-0.75, P < .001) than those without (23.7%). A physical activity-friendly school environment is associated with lower risk of obesity. School physical activity environment should be considered in future epidemiologic and intervention studies. Copyright © 2017 Elsevier Inc. All rights reserved.

Nutrition Knowledge and Training Needs in the School Environment

ERIC Educational Resources Information Center

Jones, Anna Marie

2013-01-01

The nutrition environment in schools can influence the risk for childhood overweight and obesity, which in turn can have life-long implications for risk of chronic disease. This dissertation aimed to examine the nutrition environment in primary public schools in California with regards to the amount of nutrition education provided in the…

Reacting to 'Irregular' Learning Environments in a Senior Secondary School

ERIC Educational Resources Information Center

Alterator, Scott; Deed, Craig

2016-01-01

Modern school design continues to incorporate openness and irregularity as a means of achieving improvement. Irregular learning environments can act as a catalyst for student unsettling and enable possibilities of teacher practice. We outline a case study of teacher adaptation to irregular environments in a senior school setting. We argue that…

School Culture: A Validation Study and Exploration of Its Relationship with Teachers' Work Environment

ERIC Educational Resources Information Center

Guo, Ping

2012-01-01

This study was aimed at exploring the relationship between school culture and teachers' work environment and further exploring the roles of school culture, teachers' efficacy, beliefs, and behaviors for character education, and teachers' work environment in the relationship between a character education intervention and students' social emotional…

Conserving and Enhancing the Natural Environment: A Guide for Planning, Design, Construction, and Maintenance on New & Existing School Sites.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore. School Facilities Branch.

Natural environments on school sites provide considerable multi-disciplinary educational opportunities, many of which are "hands-on" experiences that stimulate learning. This document presents guidelines on conserving and enhancing the natural environment on school sites. It provides guidance for developing the site requirements in…

A Study on High School Students' Perceptions of "Geographical Environment"

ERIC Educational Resources Information Center

Nurettin, Bilgen

2015-01-01

This research investigates how high school students perceive the concept "environment". The research was conducted on 191 Social Science High School students from 9 to 12th grades in Istanbul and Denizli within 2012 to 2013 academic year. In the study, students were asked to draw a picture of the "environment". The research…

A fuzzy MCDM approach for evaluating school performance based on linguistic information

NASA Astrophysics Data System (ADS)

Musani, Suhaina; Jemain, Abdul Aziz

2013-11-01

Decision making is the process of finding the best option among the feasible alternatives. This process should consider a variety of criteria, but this study only focus on academic achievement. The data used is the percentage of candidates who obtained Malaysian Certificate of Education (SPM) in Melaka based on school academic achievement for each subject. 57 secondary schools in Melaka as listed by the Ministry of Education involved in this study. Therefore the school ranking can be done using MCDM (Multi Criteria Decision Making) methods. The objective of this study is to develop a rational method for evaluating school performance based on linguistic information. Since the information or level of academic achievement provided in linguistic manner, there is a possible chance of getting incomplete or uncertain problems. So in order to overcome the situation, the information could be provided as fuzzy numbers. Since fuzzy set represents the uncertainty in human perceptions. In this research, VIKOR (Multi Criteria Optimization and Compromise Solution) has been used as a MCDM tool for the school ranking process in fuzzy environment. Results showed that fuzzy set theory can solve the limitations of using MCDM when there is uncertainty problems exist in the data.

Consumption of psychoactive substances in educational institutions: an inquiry into the state of affairs in the schools of Córdoba.

PubMed

Lucchese, M S M; Burrone, M S; Enders, J E; Fernández, A R

2014-01-01

This study describes and analyses the consumption of psychoactive substances in educational institutions, the school environment conditions and its relation to the school standing of the students. In the first stage, a quantitative evaluation was performed, based on the records of the Second National Survey of Secondary School Students carried out in Córdoba in 2005; the second stage used a qualitative approach. A multistage probabilistic sample of 4593 students was used for the quantitative assessment. The analysis comprised summary measurements, multivariate and factorial correspondence analysis, in all cases with a significance level of p < 0.05. For the qualitative stage, an ethnographic approach was applied. The state schools were chosen using an intentional, cumulative and sequential sampling method. Ten in-depth interviews were carried out to gather qualitative data that was analyzed using the comparative constant method. Results evince that consumption is lower among morning-shift students and that grade repetition and behavior problems are associated to consumption of illegal drugs. Furthermore, it was detected that students in night-shift schools with low academic and disciplinary demand standards have a higher probability of consumption. It is clear that as academic standards decrease, consumption increases.

Schools and obesity prevention: creating school environments and policies to promote healthy eating and physical activity.

PubMed

Story, Mary; Nanney, Marilyn S; Schwartz, Marlene B

2009-03-01

Research consistently shows that the majority of American children do not consume diets that meet the recommendations of the Dietary Guidelines for Americans, nor do they achieve adequate levels of daily physical activity. As a result, more children are overweight today than at any other time in U.S. history. Schools offer many opportunities to develop strategies to prevent obesity by creating environments in which children eat healthfully and engage regularly in physical activity. This article discusses the role of schools in obesity prevention efforts. Current issues in schools' food and physical activity environments are examined, as well as federal, state, and local policies related to food and physical activity standards in schools. The article is organized around four key areas: (1) school food environments and policies, (2) school physical activity environments and policies, (3) school body mass index measurements, and (4) school wellness policies. Recommendations for accelerating change also are addressed. The article found that (1) competitive foods (foods sold outside of federally reimbursed school meals) are widely available in schools, especially secondary schools. Studies have related the availability of snacks and drinks sold in schools to students' high intake of total calories, soft drinks, total fat and saturated fat, and lower intake of fruits and vegetables; (2) physical activity can be added to the school curriculum without academic consequences and also can offer physical, emotional, and social benefits. Policy leadership has come predominantly from the districts, then the states, and, to a much lesser extent, the federal government; (3) few studies have examined the effectiveness or impact of school-based BMI measurement programs; and (4) early comparative analyses of local school wellness policies suggest that the strongest policies are found in larger school districts and districts with a greater number of students eligible for a free or reduced-price lunch. Studies show that schools have been making some progress in improving the school food and physical activity environments but that much more work is needed. Stronger policies are needed to provide healthier meals to students at schools; limit their access to low-nutrient, energy-dense foods during the school day; and increase the frequency, intensity, and duration of physical activity at school.

Adolescent Assertiveness: Problems and Programs.

ERIC Educational Resources Information Center

Reece, Randi S.; Wilborn, Bobbie L.

1980-01-01

Assertiveness training programs in the school setting provide a method to work with students with behavior problems. When students can manage their environments more effectively, they view the educational experience more positively and find that their present world and their transition to the adult world proceeds more productively. (Author)

Developing Digital Portfolios for Childhood Education. Research Reports.

ERIC Educational Resources Information Center

Kankaanranta, Marja

This action research study developed, explored, and analyzed the use of digital portfolios as a multiperspective ecological assessment method in primary education learning environments in Finland. Participating in the study were kindergarten and primary school teachers who were challenged and encouraged to utilize networking and digital portfolios…

Environmental influences on the longitudinal covariance of expressive vocabulary: measuring the home literacy environment in a genetically sensitive design

PubMed Central

Hart, Sara A.; Petrill, Stephen A.; DeThorne, Laura S.; Deater-Deckard, Kirby; Thompson, Lee A.; Schatschneider, Chris; Cutting, Laurie E.

2010-01-01

Background Despite the well-replicated relationship between the home literacy environment and expressive vocabulary, few studies have examined the extent to which the home literacy environment is associated with the development of early vocabulary ability in the context of genetic influences. This study examined the influence of the home literacy environment on the longitudinal covariance of expressive vocabulary within a genetically sensitive design. Methods Participants were drawn from the Western Reserve Reading Project, a longitudinal twin project of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school; expressive vocabulary was measured via the Boston Naming Test (BNT), and the Home Literacy Environment (HLE) was assessed using mothers’ report. Results The heritability of the BNT was moderate and significant at each measurement occasion, h2 = .29–.49, as were the estimates of the shared environment, c2 = .27–.39. HLE accounted for between 6–10% of the total variance in each year of vocabulary assessment. Furthermore, 7–9% of the total variance of the stability over time in BNT was accounted for by covariance in the home literacy environment. Conclusions These results indicate that aspects of the home literacy environment, as reported by mothers, account for some of the shared environmental variance associated with expressive vocabulary in school aged children. PMID:19298476

Television Viewing, Educational Quality of the Home Environment, and School Readiness.

ERIC Educational Resources Information Center

Clarke, Angela Teresa; Kurtz-Costes, Beth

1997-01-01

Researchers examined relationships among children's television viewing, school readiness, parental employment, and the home environment's educational quality. Thirty low-income parents completed surveys. Their preschoolers completed IQ and school readiness assessments. Television viewing adversely related to school readiness and the home…

Does the school food environment influence the dietary behaviours of Norwegian 11-year-olds? The HEIA study.

PubMed

Gebremariam, Mekdes K; Andersen, Lene F; Bjelland, Mona; Klepp, Knut-Inge; Totland, Torunn H; Bergh, Ingunn H; Lien, Nanna

2012-07-01

The aim of the study is to investigate the influence of the school food environment on the dietary behaviours of 11-year-old Norwegian children in elementary schools. Baseline data from a school-based intervention study: the Health In Adolescents study was used. A total of 1425 11-year-old children from 35 schools from the eastern part of Norway were included. School administrators provided information on the physical, political, and sociocultural school food environment and students reported their intake of fruits, vegetables, sugar-sweetened beverages (SSB), and snacks. Multilevel modelling was used to assess the school-level variance in dietary behaviours and to investigate the association of school food environmental factors with these dietary behaviours. After adjustment for student characteristics, the school level accounted for a small proportion (1.1%-3.0%) of the variance in the dietary behaviours investigated. None of the investigated school food environmental factors were found to be related to the children's reported intake of fruits, vegetables, snacks or SSB. Most of the variance in the dietary behaviours investigated was at the personal level. Thus in this sample, the investigated school-level factors do not appear to exert a strong influence on the dietary behaviours of children. Longitudinal studies using validated measures of the school food environment are needed.

The Healthy School Canteen Programme: A Promising Intervention to Make the School Food Environment Healthier

PubMed Central

Mensink, Fréderike; Schwinghammer, Saskia Antoinette; Smeets, Astrid

2012-01-01

The environment can exert a strong influence on people's food decisions. In order to facilitate students to make more healthy food choices and to develop healthy eating habits, it is important that the school food environment is healthy. The Healthy School Canteen programme of The Netherlands Nutrition Centre is an intervention that helps schools to make their cafeteria's offering healthier. A descriptive study was conducted by an independent research agency to survey the perceptions, experiences, and opinions of users of the programme (school directors, parents, students, and health professionals). Results show that directors and students of participating schools perceive their cafeteria's offering to be healthier after implementing the programme than prior to implementation. Next, further important results of the study are highlighted and relations with other projects, caveats, and practical recommendations are discussed. It is concluded that the Healthy School Canteen programme is a promising intervention to change the school food environment but that further research is needed to ultimately establish its effectiveness. Also, it will be a challenge to motivate all schools to enroll in the programme in order to achieve the goal of the Dutch Government of all Dutch school cafeterias being healthy by 2015. PMID:22690228

[Elementary schoolchildren nutritional behaviors in pupils' and their parents' opinion].

PubMed

Gajewska, Małgorzata; Zawieska, Dorota

2009-01-01

The aim of this study was to compare pupils' and their parents' opinions of children nutrition behaviors. There were 97 pupils at the age of 10 and 87 parents participating in the study. Data was collected using questionnaire, filled by pupils and parents separately, including questions about: number and frequency of meals a day, frequency of fast food consumption and providing buying food in school shops. It was noted that parents' knowledge about children's nutrition behaviors was inadequate in comparison to pupils' declarations. School environment becomes important place to form health behaviors. It seems necessary to change nutrition policy in Polish schools by: changing of methods and teaching ranges of rational nutrition, improving school meals organization, changing assortment of food in school shops and regular education of people who are responsible for children nutrition behaviors.

The Role of Schools in Children's Physical Activity Participation: Staff Perceptions

ERIC Educational Resources Information Center

Huberty, J.; Dinkel, D.; Coleman, J.; Beighle, A.; Apenteng, B.

2012-01-01

The school setting provides a promising environment to increase children's physical activity (PA), however, staff often impact the success of PA within schools. The purpose of this article was to describe the knowledge of elementary school staff related to PA and their perception of the importance of the school environment being conducive to PA…

Networking and Cooperation as School Improvement Elements

ERIC Educational Resources Information Center

Suárez-Guerrero, Cristóbal; Muñoz Moreno, José Luís

2017-01-01

The school is an enriched learning environment, but it is not the only educational environment. The educational mission of the school should take into account the school-family coordination as a feature of its social project. A great part of this bridge between school and family is based on dialogue through the participation of the family in the…

Finnish Children's Views on the Ideal School and Learning Environment

ERIC Educational Resources Information Center

Kangas, Marjaana

2010-01-01

This grounded-theory study involved how Finnish children describe their ideal school and learning environment and considers how their notions should be valued in the development of schools to better respond to the challenges of the future. The school children, aged 10-12 years, participated in the study by writing a story about a school in which…

Food for Thought: Analysing the Internal and External School Food Environment

ERIC Educational Resources Information Center

Callaghan, Mary; Molcho, Michal; Nic Gabhainn, Saoirse; Kelly, Colette

2015-01-01

Purpose: Availability and access to food is a determinant of obesity. The purpose of this paper is to examine food availability within and outside of post-primary schools in Ireland. Design/methodology/approach: Data on the internal school food environment were collected from 63 post-primary schools using questionnaires. The external school food…

Youth Walking and Biking Rates Vary by Environments around 5 Louisiana Schools

ERIC Educational Resources Information Center

Gustat, Jeanette; Richards, Katherine; Rice, Janet; Andersen, Lori; Parker-Karst, Kathryn; Cole, Shalanda

2015-01-01

Background: The prevalence of obesity in children is high, and many do not meet physical activity recommendations. The Safe Routes to School (SRTS) program encourages school-aged children to walk and bike to school. We assessed the condition of the walking/biking environment around schools in Louisiana prior to the state's first SRTS program.…

Can changing the timing of outdoor air intake reduce indoor concentrations of traffic-related pollutants in schools?

PubMed

MacNeill, M; Dobbin, N; St-Jean, M; Wallace, L; Marro, L; Shin, T; You, H; Kulka, R; Allen, R W; Wheeler, A J

2016-10-01

Traffic emissions have been associated with a wide range of adverse health effects. Many schools are situated close to major roads, and as children spend much of their day in school, methods to reduce traffic-related air pollutant concentrations in the school environment are warranted. One promising method to reduce pollutant concentrations in schools is to alter the timing of the ventilation so that high ventilation time periods do not correspond to rush hour traffic. Health Canada, in collaboration with the Ottawa-Carleton District School Board, tested the effect of this action by collecting traffic-related air pollution data from four schools in Ottawa, Canada, during October and November 2013. A baseline and intervention period was assessed in each school. There were statistically significant (P < 0.05) reductions in concentrations of most of the pollutants measured at the two late-start (9 AM start) schools, after adjusting for outdoor concentrations and the absolute indoor-outdoor temperature difference. The intervention at the early-start (8 AM start) schools did not have significant reductions in pollutant concentrations. Based on these findings, changing the timing of the ventilation may be a cost-effective mechanism of reducing traffic-related pollutants in late-start schools located near major roads. © 2015 Her Majesty the Queen in Right of Canada. Indoor Air published by John Wiley & Sons Ltd. Reproduced with the permission of the Minister of Health Canada.

Competitive foods in schools: Availability and purchasing in predominately rural small and large high schools

PubMed Central

Nollen, Nicole L.; Befort, Christie; Davis, Ann McGrath; Snow, Tricia; Mahnken, Jonathan; Hou, Qingjiang; Story, Mary; Ahluwalia, Jasjit S.

2013-01-01

OBJECTIVES Schools have an important role to play in obesity prevention, but little is known about the food environment in small, predominately rural schools. The primary purpose of this study was to compare the availability and student purchasing of foods sold outside of the reimbursable meals program through a la carte (ALC) or vending (i.e., competitive foods) in small (n = 7) and large (n = 6) Kansas high schools. METHODS A cross-sectional observational study design was used to capture the number of ALC and vending items available and purchased, and the fat and caloric content of all available and purchased items on a single school day between January and May 2005. RESULTS Small schools had significantly fewer vending machines than large schools [median=3.0 (range=2.0–5.0) versus 6.5 (range=4.0–8.0), p<0.01]. Vending and ALC items at small schools contained a median of 2.3 fewer fat grams per item (p≤0.05), while vending products contained a median of 25.0 fewer calories per item (p≤0.05) than at large schools. Significantly less fat (median= −15.4 grams/student) and fewer calories (median= −306.8 kcal/student) were purchased per student from all competitive food sources and from ALC (median= −12.9 fat grams and −323.3 kcal/student) by students in small schools compared to students in large schools (p≤0.05). CONCLUSIONS The findings, which highlight less availability and lower energy content from competitive foods at small compared to large schools, have implications for understanding how small schools support their food service programs with limited dependence on competitive foods and the impact that food and nutrition professionals can have on the school environment by providing more oversight into the nutritional quality of foods available. PMID:19394472

[Effectiveness of School-based Interventions for the Prevention and/or Reduction of Psychosocial Problems among Children and Adolescents: A Review of Reviews].

PubMed

Muellmann, S; Landgraf-Rauf, K; Brand, T; Zeeb, H; Pischke, C R

2017-04-01

Objective: To summarize the current evidence on the effectiveness of school-based interventions for the maintenance of mental health and the prevention of psychosocial problems among pupils. Methods: A systematic literature search of reviews published between 2007 and 2015 was carried out. Databases searched included Medline, PsycINFO, Campbell Library, Cochrane Library, NICE, ERIC, and Web of Science. Study selection, data extraction, and quality assessment (using AMSTAR criteria) were performed by 2 independent reviewers. Results: 6 reviews covering 331 primary studies were included in this review of reviews. Findings of three reviews with a focus on the maintenance and/or promotion of mental health and general well-being suggested that interventions aimed at changes in the social and the school environment were more effective than those that only targeted individual behavior change among pupils. Interventions for the reduction of mobbing/bullying were most effective if they comprised organizational changes at schools, such as playground and schoolyard supervision, and disciplinary measures. One review suggested strong evidence for the effectiveness of classroom management to reduce violent behavior among pupils. Conclusions: Participation in interventions promoting changes in the school environment, in addition to individual behavior change, appears to be associated with improved mental health among pupils and reductions in mobbing/bullying and violent behavior at schools. © Georg Thieme Verlag KG Stuttgart · New York.

Schoolheads and the Environment.

ERIC Educational Resources Information Center

Wolff, Bretta Weiss; Werner, Pat

1999-01-01

Examines what the prepared environment means to the Heads of Montessori schools. Maintains that the physical environment must be safe, healthful, aesthetically pleasing, and communicative to all the school's constituents. Suggests that the psychological environment is determined by underlying beliefs guiding expectations and actions of…

Barriers to delivering extracurricular school sport and physical activity in Wales: a qualitative study of 5x60 officers' views and perspectives.

PubMed

Rainer, Paul; Griffiths, Robert; Cropley, Brendan; Jarvis, Stuart

2015-02-01

In light of recent reports, schools must be realistic in that physical activity recommendations cannot be met through curriculum PE alone. However, extracurricular PE and school sport has the potential to further promote physical activity in adolescents. Consequently, the Welsh Government, UK, proposed through its Climbing Higher strategy (2006) for secondary school children to achieve 60 minutes of physical activity a day. This was implemented through Sport Wales and the 5×60 scheme. This study aimed to examine the experiences of the 5×60 officers responsible for implementing the program, with a view to gain an understanding of the barriers associated with increasing participation in physical activity. Officers from 14 unitary authorities across Wales were interviewed using a socioecological approach that considered the impact of: personal behaviors, physical environment, social environment, and policy. Participants reported a number of challenges affecting the delivery of the program, including: availability of facilities, lack of support from senior management, time, and conflict with PE staff. This study suggests that current methods used by personnel to facilitate extracurricular school sport may not be the most appropriate, and future direction should consider the place and contribution of physical activity to young people's lives.

Building capacity for skilled birth attendance: An evaluation of the Maternal and Child Health Aides training programme in Sierra Leone.

PubMed

Jones, Susan; Ameh, Charles A; Gopalakrishnan, Somasundari; Sam, Betty; Bull, Florence; Labicane, Roderick R; Dabo, Fatmata; van den Broek, Nynke

2015-12-01

Maternal and Child Health Aides (MCH Aide) in Sierra Leone provide the majority of maternity services at primary care level. To formulate recommendations for improving the quality and scale-up of MCH Aides training an evaluation of all schools across Sierra Leone was undertaken. Structured, direct observation of two randomly selected teaching sessions per school using pre-tested standardised review forms. Event sampling with random selection of timetabled sessions across all 14 MCH Aide Training Schools. All MCH Aide training schools across Sierra Leone. Tutors across 14 MCH Aide training schools observed in August 2013. Assessment of four key elements of teaching and learning: (1) teaching style, (2) use of visual aids, (3) teaching environment and (4) student involvement. In the majority of teaching schools there was over-crowding (11/14), lack of furniture and inconsistent electricity supply. Ten of 26 tutors used lesson plans and teaching was mostly tutor- rather than student-focused. Majority of tutors use a didactic approach rather than active learning methods. Teaching aides were rarely available (15% of lessons). Tutors were knowledgeable in their subject area and there was evidence of an excellent tutor-student relationship. Training for Maternal and Child health Aides relies on teacher focused didactic methods, which may hinder student learning. Teaching and learning within the schools needs to be enhanced by a combination of tutor development and improvements in the learning environment. Interventions to improve the quality of teaching are urgently needed and should include training on teaching techniques and student assessment for tutors, provision of audio visual equipment and teaching aides such as posters and mannequins. Monitoring and Evaluation of interventions is critical to be able to amend the programmes approach and address further challenges at an early stage. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Powerful Learning Environments: The Critical Link between School and Classroom Cultures.

ERIC Educational Resources Information Center

Finnan, Christine; Schnepel, Katherine C.; Anderson, Lorin W.

2003-01-01

Evaluated classrooms within four Accelerated Schools Project (ASP) schools, operationalizing the ASP principles, values, and concepts of a "powerful learning environment" (PLE), examining how similarly PLE was implemented in different classrooms and schools, and analyzing the relation between degree of implementation and differences in…

Organizational Learning in Primary Schools

ERIC Educational Resources Information Center

Tas, Ali

2005-01-01

The purpose of this study is to make suggestions for primary schools to become organizational learning environments, by searching the relationship between the characteristics and behaviors of school administrators and the formation of an organizational learning environment in primary schools. The author used a survey model in this research and…

The community and consumer food environment and children’s diet: a systematic review

PubMed Central

2014-01-01

Background While there is a growing body of research on food environments for children, there has not been a published comprehensive review to date evaluating food environments outside the home and school and their relationship with diet in children. The purpose of this paper is to review evidence on the influence of the community and consumer nutrition environments on the diet of children under the age of 18 years. Methods Our search strategy included a combination of both subject heading searching as well as natural language, free-text searching. We searched nine databases (MEDLINE, Web of Science, CINAHL, Embase, Scopus, ProQuest Public Health, PsycINFO, Sociological Abstracts, and GEOBASE) for papers published between 1995 and July 2013. Study designs were included if they were empirically-based, published scholarly research articles, were focused on children as the population of interest, fit within the previously mentioned date range, included at least one diet outcome, and exposures within the community nutrition environment (e.g., location and accessibility of food outlets), and consumer nutrition environment (e.g., price, promotion, and placement of food choices). Results After applying exclusion and inclusion criteria, a total of 26 articles were included in our review. The vast majority of the studies were cross-sectional in design, except for two articles reporting on longitudinal studies. The food environment exposure(s) included aspects of the community nutrition environments, except for three that focused on the consumer nutrition environment. The community nutrition environment characterization most often used Geographic Information Systems to geolocate participants’ homes (and/or schools) and then one or more types of food outlets in relation to these. The children included were all of school age. Twenty-two out of 26 studies showed at least one positive association between the food environment exposure and diet outcome. Four studies reported only null associations. Conclusions This review found moderate evidence of the relationship between the community and consumer nutrition environments and dietary intake in children up to 18 years of age. There is wide variation in measures used to characterize both the community and consumer nutrition environments and diet, and future research should work to decrease this heterogeneity. PMID:24884443

Rationale, design and methods for process evaluation in the HEALTHY study.

PubMed

Schneider, M; Hall, W J; Hernandez, A E; Hindes, K; Montez, G; Pham, T; Rosen, L; Sleigh, A; Thompson, D; Volpe, S L; Zeveloff, A; Steckler, A

2009-08-01

The HEALTHY study was a multi-site randomized trial designed to determine whether a 3-year school-based intervention targeting nutrition and physical activity behaviors could effectively reduce risk factors associated with type 2 diabetes in middle school children. Pilot and formative studies were conducted to inform the development of the intervention components and the process evaluation methods for the main trial. During the main trial, both qualitative and quantitative assessments monitored the fidelity of the intervention and motivated modifications to improve intervention delivery. Structured observations of physical education classes, total school food environments, classroom-based educational modules, and communications and promotional campaigns provided verification that the intervention was delivered as intended. Interviews and focus groups yielded a multidimensional assessment of how the intervention was delivered and received, as well as identifying the barriers to and facilitators of the intervention across and within participating schools. Interim summaries of process evaluation data were presented to the study group as a means of ensuring standardization and quality of the intervention across the seven participating centers. Process evaluation methods and procedures documented the fidelity with which the HEALTHY study was implemented across 21 intervention schools and identified ways in which the intervention delivery might be enhanced throughout the study.

Comparison of student's satisfaction on school food service environment by the eating place and gender

PubMed Central

Jung, Jisook; Oh, Yu-jin

2009-01-01

The purpose of this study was to compare student's satisfaction with school food service environment to improve the quality of middle school meal service. A survey was conducted of 680 students (boys 246, girls 433) from 6 middle schools providing school meals from October to November 2007. The questionnaires were directly distributed to the subjects for comparison of satisfaction of school meals depending on the eating place. As for the quantity of food, classroom group (3.40) expressed significantly higher satisfaction than cafeteria group (3.16, P < 0.01), but as for the satisfaction on hygiene, classroom group (2.76) showed significantly lower satisfaction than cafeteria group (3.03, P < 0.01). About the satisfaction of school meal environment, classroom group showed more satisfaction on distribution time, eating place, eating atmosphere (P < 0.001). The classroom group showed higher satisfaction than cafeteria group in cases of quantity, diversity of types of soup, dessert, and the cost of school meal. To improve eating place and hygiene of school meal, sufficient cafeteria space and pleasant environment is needed to be established. PMID:20098582

Perceptions about interpersonal relationships and school environment among middle school students with asthma.

PubMed

Rhee, Hyekyun; McQuillan, Brenda; Chen, Ding-Geng; Atis, Shannska

2017-11-01

To examine interpersonal relationships involving peers and teachers and perceptions about school environment among middle school students with asthma in comparison to their healthy counterparts. The study also assesses asthma prevalence in a large sample of middle school students representing different geographic locations. Cross-sectional data were collected from 1059 middle school students in grades 6-8 enrolled in schools in a northeastern region of the United States. Students reported their chronic health conditions including asthma and completed questionnaires measuring perceptions about their relationships with peers and teachers as well as school environment. Analyses of covariance (ANCOVAs) were used to compare students with asthma and their healthy counterparts in the study variables. Asthma was reported by 16.5% of the sample (n = 169). The rate was higher among minority students (23%) than their white counterparts (15%). Greater proportion of urban students (28%) reported asthma than rural (18%) and suburban (14%) students. Students with asthma reported significantly poorer relationships with peers (B = -1.74, p <.001) and teachers (B = -1.41, p =.009), and their perceptions about overall school environment (B = -1.30, p =.009) were also lower than their healthy counterparts. Race showed no significant effects on school factors. Overall asthma prevalence was substantially higher than the national average of adolescent asthma, particularly those residing in the urban area. Poor perceptions of interpersonal relationships with peers and teachers among students with asthma may indicate compromised quality of life. Suboptimal interpersonal relationships and school environment need to be identified and adequately addressed, given their implications for asthma management at the school setting among middle school students.

Executive function treatment and intervention in schools.

PubMed

Otero, Tulio M; Barker, Lauren A; Naglieri, Jack A

2014-01-01

This selective review article examines treatment and intervention strategies for executive function (EF) deficits within the school environment. We begin by providing a broad definition of EF. We then examine the scope of EF deficits within the school setting and identify profiles of special populations of students who present with such deficits. A focus is placed on the developmental trajectory that both EF and the frontal lobes follow and how this drives the selection and effectiveness of treatments and interventions at particular "critical periods" throughout a child's academic career. Direct and indirect school-based diagnostic assessment methods to identify EF deficits in students will be briefly reviewed. Against that background, various treatment methods and intervention strategies to remediate both cognitive and affective EF deficits within the confines of the school setting will be presented. Individual and group intervention strategies will be presented as will their current acceptance within the scientific community and applicability to the educational arena. The importance of incorporating school-based neuropsychological assessment methods that aid in the differential diagnosis of academic and behavioral difficulties directly related to EF will also be discussed, as the accurate identification of these impairments is necessary to facilitate data-based decision making when selecting the most appropriate interventions following a developmental model in educational settings. Topics addressing EF treatment modalities and research-based interventions for clinical and school-based practitioners to consider within educational settings will also be presented as suggestions for future research with pediatric populations.

Do schools differ in suicide risk? the influence of school and neighbourhood on attempted suicide, suicidal ideation and self-harm among secondary school pupils

PubMed Central

2011-01-01

Background Rates of suicide and poor mental health are high in environments (neighbourhoods and institutions) where individuals have only weak social ties, feel socially disconnected and experience anomie - a mismatch between individual and community norms and values. Young people spend much of their time within the school environment, but the influence of school context (school connectedness, ethos and contextual factors such as school size or denomination) on suicide-risk is understudied. Our aim is to explore if school context is associated with rates of attempted suicide and suicide-risk at age 15 and self-harm at age 19, adjusting for confounders. Methods A longitudinal school-based survey of 1698 young people surveyed when aged 11, (primary school), 15 (secondary school) and in early adulthood (age 19). Participants provided data about attempted suicide and suicide-risk at age 15 and deliberate self-harm at 19. In addition, data were collected about mental health at age 11, social background (gender, religion, etc.), and at age 15, perception of local area (e.g. neighbourhood cohesion, safety/civility and facilities), school connectedness (school engagement, involvement, etc.) and school context (size, denomination, etc.). A dummy variable was created indicating a religious 'mismatch', where pupils held a different faith from their school denomination. Data were analysed using multilevel logistic regression. Results After adjustment for confounders, pupils attempted suicide, suicide-risk and self-harm were all more likely among pupils with low school engagement (15-18% increase in odds for each SD change in engagement). While holding Catholic religious beliefs was protective, attending a Catholic school was a risk factor for suicidal behaviours. This pattern was explained by religious 'mismatch': pupils of a different religion from their school were approximately 2-4 times more likely to attempt suicide, be a suicide-risk or self-harm. Conclusions With several caveats, we found support for the importance of school context for suicidality and self-harm. School policies promoting school connectedness are uncontroversial. Devising a policy to reduce risks to pupils holding a different faith from that of their school may be more problematic. PMID:22093491

The school food environment and adolescent obesity: qualitative insights from high school principals and food service personnel.

PubMed

Nollen, Nicole L; Befort, Christie A; Snow, Patricia; Daley, Christine Makosky; Ellerbeck, Edward F; Ahluwalia, Jasjit S

2007-05-18

To examine high school personnel's perceptions of the school environment, its impact on obesity, and the potential impact of legislation regulating schools' food/beverage offerings. Semi-structured interviews were conducted with the principal (n = 8) and dietitian/food service manager (n = 7) at 8 schools (4 rural, 4 suburban) participating in a larger study examining the relationship between the school environment and adolescent health behavior patterns. Principal themes included: 1) Obesity is a problem in general, but not at their school, 2) Schools have been unfairly targeted above more salient factors (e.g., community and home environment), 3) Attempts at change should start before high school, 4) Student health is one priority area among multiple competing demands; academic achievement is the top priority, 5) Legislation should be informed by educators and better incorporate the school's perspective. Food service themes included: 1) Obesity is not a problem at their school; school food service is not the cause, 2) Food offerings are based largely on the importance of preparing students for the real world by providing choice and the need to maintain high participation rates; both healthy and unhealthy options are available, 3) A la carte keeps lunch participation high and prices low but should be used as a supplement, not a replacement, to the main meal, 4) Vending provides school's additional revenue; vending is not part of food service and is appropriate if it does not interfere with the lunch program. Discrepancies exist between government/public health officials and school personnel that may inhibit collaborative efforts to address obesity through modifications to the school environment. Future policy initiatives may be enhanced by seeking the input of school personnel, providing recommendations firmly grounded in evidence-based practice, framing initiatives in terms of their potential impact on the issues of most concern to schools (e.g., academic achievement, finances/revenue), and minimizing barriers by providing schools adequate resources to carry out and evaluate the effectiveness of their efforts.

The Safety of the Neighborhood Environment and Physical Activity in Czech and Polish Adolescents.

PubMed

Mitáš, Josef; Sas-Nowosielski, Krzysztof; Groffik, Dorota; Frömel, Karel

2018-01-12

(1) Background : An increase in or at least the sustainment of walking activities across a wide section of the population is a crucial health-related task for Central and East European countries. The aim of this study was to assess the associations between adolescents' walking activities and various levels of perceived safety of the built environment in differing socio-demographic backgrounds of Poland and the Czech Republic. Furthermore, we aimed to determine major moderators affecting the walking habits of adolescents in areas with different levels of walkability. (2) Methods : The surveys were conducted during the 2008-2009 and 2013-2014 school years in 24 Polish and 35 Czech secondary schools, with a sample of 2001 adolescents. All participants completed the International Physical Activity Questionnaire-Long Form and the NEWS-Abbreviated. Selected students took part in objective weekly monitoring of physical activity (PA). (3) Results : Boys and girls who perceived their neighborhood environment as the safest were significantly more likely to meet the recommendations for leisure-time walking. Adolescents from the safest environment achieved 11,024 steps/day on average, while those from the least safe environment achieved 9686 steps/day. (4) Conclusions : A safe neighborhood environment significantly predicts walking activities among girls. Environmental safety improvement can support the active transport and better use of leisure time PA.

Mental health promotion in comprehensive schools.

PubMed

Onnela, A M; Vuokila-Oikkonen, P; Hurtig, T; Ebeling, H

2014-09-01

The purpose of this paper is to describe a participatory action research process on the development of a professional practice model of mental health nurses in mental health promotion in a comprehensive school environment in the city of Oulu, Finland. The developed model is a new method of mental health promotion for mental health nurses working in comprehensive schools. The professional practice model has been developed in workshops together with school staff, interest groups, parents and students. Information gathered from the workshops was analysed using action research methods. Mental health promotion interventions are delivered at three levels: universal, which is an intervention that affects the whole school or community; selective, which is an intervention focusing on a certain group of students; and indicated, which is an individually focused intervention. All interventions are delivered within the school setting, which is a universal setting for all school-aged children. The interventions share the goal of promoting mental health. The purposes of the interventions are enhancing protective factors, reducing risk factors relating to mental health problems and early identification of mental health problems as well as rapid delivery of support or referral to specialized services. The common effect of the interventions on all levels is the increase in the experience of positive mental health. © 2014 John Wiley & Sons Ltd.

School Social Fragmentation, Economic Deprivation and Social Cohesion and Adolescent Physical Inactivity: A Longitudinal Study

PubMed Central

Pabayo, Roman; Janosz, Michel; Bisset, Sherri; Kawachi, Ichiro

2014-01-01

Objectives To examine the independent influence of school economic deprivation, social fragmentation, and social cohesion on the likelihood of participating in no physical activity among students. Methods Data are from a large-scale longitudinal study of schools based in disadvantaged communities in Quebec, Canada. Questionnaires were administered every year between 2002 and 2008 among n = 14,924 students aged 12 to 18 from a sample of 70 schools. Cross-sectional and longitudinal analyses were conducted. Multilevel modeling was utilized to account for the clustering of students within schools. Schools were categorized as being low, moderate or high economic deprivation, social fragmentation and social cohesion. Those who indicated that they do no participate in any physical activity during the week were identified as being physically inactive. Results In baseline multilevel cross-sectional analyses, adolescents attending schools in the highest (compared to the lowest) levels of socioeconomic deprivation and social fragmentation were more likely to be physically inactive (OR = 1.33, 95% CI = 1.03, 1.72; and OR = 1.24, 95% CI = 0.98, 1.56, respectively). Conversely, students attending schools with the highest cohesion were less likely to be physically inactive (OR = 0.78, 95% CI = 0.61, 0.99). In longitudinal analysis, physically active students who attended schools with the highest social fragmentation were more likely to become physically inactive over two years (OR = 1.65, 95% CI = 1.09, 2.51). Conclusion The school socioeconomic environment appears to be an important contextual influence on participation in no physical activity among adolescents. Following adolescents beyond two years is necessary to determine if these environments have a lasting effect on physical activity behavior. PMID:24932679

The Aftercare and School Observation System (ASOS): Reliability and Component Structure.

PubMed

Ingoldsby, Erin M; Shelleby, Elizabeth C; Lane, Tonya; Shaw, Daniel S; Dishion, Thomas J; Wilson, Melvin N

2013-10-01

This study examines the psychometric properties and component structure of a newly developed observational system, the Aftercare and School Observation System (ASOS). Participants included 468 children drawn from a larger longitudinal intervention study. The system was utilized to assess participant children in school lunchrooms and recess and various afterschool environments. Exploratory factor analyses examined whether a core set of component constructs assessing qualities of children's relationships, caregiver involvement and monitoring, and experiences in school and aftercare contexts that have been linked to children's behavior problems would emerge. Construct validity was assessed by examining associations between ASOS constructs and questionnaire measures assessing children's behavior problems and relationship qualities in school and aftercare settings. Across both settings, two factors showed very similar empirical structures and item loadings, reflecting the constructs of a negative/aggressive context and caregiver positive involvement, with one additional unique factor from the school setting reflecting the extent to which caregiver methods used resulted in less negative behavior and two additional unique factors from the aftercare setting reflecting positivity in the child's interactions and general environment and negativity in the child's interactions and setting. Modest correlations between ASOS factors and aftercare provider and teacher ratings of behavior problems, adult-child relationships, and a rating of school climate contributed to our interpretation that the ASOS scores capture meaningful features of children's experiences in these settings. This study represents the first step of establishing that the ASOS reliably and validly captures risk and protective relationships and experiences in extra-familial settings.

Humanism in Dental Education: A Comparison of Theory, Intention, and Stakeholder Perceptions at a North American Dental School.

PubMed

Lyon, Lucinda; Itaya, Lisa E; Hoover, Terry; Booth, Mark T; Nadershahi, Nader

2017-08-01

In today's dental education environment, a humanistic culture is an expectation for all U.S. dental schools, codified in 2013 by its inclusion in the Commission on Dental Accreditation's standards for accreditation. The University of the Pacific Arthur A. Dugoni School of Dentistry has made an active commitment to humanism since the mid-1970s. The aim of this study was to determine how well the school's students and faculty and staff members perceived the school was living up to its formal aspirational values and who was benefitting from the humanistic culture. Using an electronic survey, data were collected from a total of 195 students, faculty members, and staff members in 2014. Respondents were 15% of the 492 full- and part-time faculty members; 9% of the total student population of 540; and 29% of 255 staff members. In the responses, humanism was described as manifest by attributes such as caring, understanding, respect, and compassion. Although the findings confirmed the value of a humanistic culture, some portions of the school's formal definition and goals, such as good work ethic, professional responsibility, high ethical standards, increasing independence, and attainment of competence, appeared less frequently in responses. Authentic assessment of institutional culture proved challenging. Focus groups offered additional ways to assess how effectively the school lives its core value of humanism. There was recognition that more varied, robust methods were needed to assess institutional alignment with stated goals for a humanistic learning environment.

Developing the School Physical Activity and Nutrition Environment Tool to Measure Qualities of the Obesogenic Context

ERIC Educational Resources Information Center

John, Deborah H.; Gunter, Katherine; Jackson, Jennifer A.; Manore, Melinda

2016-01-01

Background: Practical tools are needed that reliably measure the complex physical activity (PA) and nutrition environments of elementary schools that influence children's health and learning behaviors for obesity prevention. The School Physical Activity and Nutrition-Environment Tool (SPAN-ET) was developed and beta tested in 6 rural Oregon…

School Environment Handbook Part II: Environmental Awareness and Assessment of the School Environment.

ERIC Educational Resources Information Center

deHaas, Patricia; Gillespie, Judith

This handbook is divided into two sections focusing on awareness and assessment activities designed to improve the total environment of the school. The activities can be used by one or more persons, and are appropriate for students, teachers, support staff, and administrators. The first section presents suggestions and activities to help explore…

School and the Cultural-Heritage Environment: Pedagogical, Creative and Artistic Aspects

ERIC Educational Resources Information Center

Ivon, Hicela; Kušcevic, Dubravka

2013-01-01

The present paper explores the idea that learning, both in and out of school, is a cultural act, and that school and its cultural-heritage environment stamp their own characteristics on pupils. This implies that pupils gradually, with the help of teachers and other relevant adults from their close social environment, develop and adjust their…

Development of an Instrument for Assessing Senior High School Students' Preferred and Perceived Laboratory Classroom Environment

ERIC Educational Resources Information Center

Hsiao, Chien-Hua; Wu, Ying-Tien; Lin, Chung-Yen; Wong, Terrence William; Fu, Hsieh-Hai; Yeh, Ting-Kuang; Chang, Chung-Yen

2014-01-01

This study aimed to develop an instrument, named the inquiry-based laboratory classroom environment instrument (ILEI), for assessing senior high-school science students' preferred and perceived laboratory environment. A total of 262 second-year students, from a senior-high school in Taiwan, were recruited for this study. Four stages were included…

Teachers' Perceptions of Their Work Environment in Swedish Junior High Schools

ERIC Educational Resources Information Center

Allodi, Mara Westling; Fischbein, Siv

2012-01-01

The aims of this study were to explore the organisational characteristics of junior high schools, to identify typologies of work environments and to explore the relationships between the type of work environment and how schools function. The educational profession and the role of teachers have been influenced by policies inspired by the principles…

A multilevel examination of gender differences in the association between features of the school environment and physical activity among a sample of grades 9 to 12 students in Ontario, Canada.

PubMed

Hobin, Erin P; Leatherdale, Scott T; Manske, Steve; Dubin, Joel A; Elliott, Susan; Veugelers, Paul

2012-01-24

Creating school environments that support student physical activity (PA) is a key recommendation of policy-makers to increase youth PA. Given males are more active than females at all ages, it has been suggested that investigating gender differences in the features of the environment that associate with PA may help to inform gender-focused PA interventions and reduce the gender disparity in PA. The purpose of this cross-sectional study was to explore gender differences in the association between factors of the school environment and students' time spent in PA. Among a sample of 10781 female and 10973 male students in grades 9 to 12 from 76 secondary schools in Ontario, Canada, student- and school-level survey PA data were collected and supplemented with GIS-derived measures of the built environment within 1-km buffers of the 76 schools. Findings from the present study revealed significant differences in the time male and female students spent in PA as well as in some of the school- and student-level factors associated with PA. Results of the gender-specific multilevel analyses indicate schools should consider providing an alternate room for PA, especially for providing flexibility activities directed at female students. Schools should also consider offering daily physical education programming to male students in senior grades and providing PA promotion initiatives targeting obese male students. Although most variation in male and female students' time spent in PA lies between students within schools, there is sufficient between-school variation to be of interest to practitioners and policy-makers. More research investigating gender differentials in environment factors associated with youth PA are warranted.

The Effects of Classroom and School Environments on Student Engagement: The Case of High School Students in Abu Dhabi Public Schools

ERIC Educational Resources Information Center

Yang, Guang; Badri, Masood; Al Rashedi, Asma; Almazroui, Karima; Qalyoubi, Rula; Nai, Peng

2017-01-01

Drawing on data from a merged data set from a student survey and a parent survey that were conducted in the Emirate of Abu Dhabi in 2013, this article uses a multilevel framework to investigate the effects of individual characteristics and the classroom and school environments on high school students' school engagement in a modernising education…

A repeated measurement study investigating the impact of school outdoor environment upon physical activity across ages and seasons in Swedish second, fifth and eighth graders.

PubMed

Pagels, Peter; Raustorp, Anders; De Leon, Antonio Ponce; Mårtensson, Fredrika; Kylin, Maria; Boldemann, Cecilia

2014-08-07

School children are confined to and exposed to outdoor environment that happens to be at their disposal during compulsory school time. The health-promoting potential of outdoor environment, and the use of it, is therefore important. We have studied the impact of school outdoor environment in terms of playground features, space, topography and vegetation upon the patterns of moderate to vigorous physical activity (MVPA) across ages and seasons in Swedish pupils at compulsory school. Four schools in the Middle and Southern parts of Sweden, with outdoor environments differing in playground features, space, topography and vegetation were analyzed during one school year. A sample of 196 children was drawn from eligible pupils in grades 2, 5 and 8, aged 7-14 years. PA was monitored with time-stamped Actigraph accelerometers GT3X+, measuring different intensity levels during outdoor time. Maps were used to mark places where the children stayed and what they did during outdoor time. Mean MVPA during outdoor stay was 39 minutes for the entire school year, time in MVPA correlated positively with outdoor time, as did MVPA with used outdoor play area (p < 0.001). Outdoor MVPA declined with age, boys accumulated more MVPA than girls at all ages (p < 0.001). Ball play areas increased MVPA in 5th graders in September and May (p < 0.001). Overall, ball play areas increased 5th graders' relative MVPA, and helped maintaining it with increasing age in boys but not in girls, whereas woodland stimulated and contributed to maintaining girls' MVPA with increasing age. Outdoor temperature significantly impacted (p < 0.01) MVPA throughout all seasons. We conclude that school outdoor environment design and outdoor play time impact physical activity on a daily basis and may contribute to increasing girls' physical activity and moderate the sharp decline in physical activity by age. The school outdoor environment may thus be a potential health promoter during school time.

Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical Core

ERIC Educational Resources Information Center

Spillane, James P.; Parise, Leigh Mesler; Sherer, Jennifer Zoltners

2011-01-01

The institutional environment of America's schools has changed substantially as government regulation has focused increasingly on the core technical work of schools--instruction. The authors explore the school administrative response to this changing environment, describing how government regulation becomes embodied in the formal structure of four…

How Do We Create ASD-Friendly Schools? A Dilemma of Placement

ERIC Educational Resources Information Center

Goodall, Craig

2015-01-01

Scope exists within the Northern Ireland (NI) education system to transform mainstream schools into autistic spectrum disorder (ASD)-friendly environments. The efficacy of mainstream inclusion is discussed prior to discussing the creation of ASD-friendly schools. The transformation of mainstream school environments is underpinned by concepts such…

Student Perceptions of High-Security School Environments

ERIC Educational Resources Information Center

Bracy, Nicole L.

2011-01-01

Public schools have transformed significantly over the past several decades in response to concerns about rising school violence. Today, most public schools are high-security environments employing police officers, security cameras, and metal detectors, as well as strict discipline policies to keep students in line and maintain safe campuses.…

Why Green Clean Our Schools?

ERIC Educational Resources Information Center

Brown, Margot; Grevatt, Peter; Merse, Cynthia

2012-01-01

Healthy school environments are essential to ensure the best setting for learning. When school environments are unhealthy, students and staff may be exposed to harmful pollutants and chemicals that can cause their health, attendance, and scholastic performance to suffer. Among the factors that can affect the environmental quality of school indoor…

ESCOs: Helping Schools Save Money and Energy.

ERIC Educational Resources Information Center

School Planning & Management, 2000

2000-01-01

Discusses the use of energy savings performance contracts to help reduce costs and improve school infrastructure and the educational environment. Further discussed are how indoor air quality reduces health, productivity, and costs; and examples are provided of how other schools have achieved better school environments and reduced energy costs. (GR)

School and Family Partnerships. Report No. 6.

ERIC Educational Resources Information Center

Epstein, Joyce L.

The theoretical perspectives of school and family partnerships discussed in this report are based on the influences of families and schools on children's learning and development. A review of research deals with three topics: (1) the importance of family environments and involvement; (2) the influence of school environments on family involvement;…

Towards global benchmarking of food environments and policies to reduce obesity and diet-related non-communicable diseases: design and methods for nation-wide surveys.

PubMed

Vandevijvere, Stefanie; Swinburn, Boyd

2014-05-15

Unhealthy diets are heavily driven by unhealthy food environments. The International Network for Food and Obesity/non-communicable diseases (NCDs) Research, Monitoring and Action Support (INFORMAS) has been established to reduce obesity, NCDs and their related inequalities globally. This paper describes the design and methods of the first-ever, comprehensive national survey on the healthiness of food environments and the public and private sector policies influencing them, as a first step towards global monitoring of food environments and policies. A package of 11 substudies has been identified: (1) food composition, labelling and promotion on food packages; (2) food prices, shelf space and placement of foods in different outlets (mainly supermarkets); (3) food provision in schools/early childhood education (ECE) services and outdoor food promotion around schools/ECE services; (4) density of and proximity to food outlets in communities; food promotion to children via (5) television, (6) magazines, (7) sport club sponsorships, and (8) internet and social media; (9) analysis of the impact of trade and investment agreements on food environments; (10) government policies and actions; and (11) private sector actions and practices. For the substudies on food prices, provision, promotion and retail, 'environmental equity' indicators have been developed to check progress towards reducing diet-related health inequalities. Indicators for these modules will be assessed by tertiles of area deprivation index or school deciles. International 'best practice benchmarks' will be identified, against which to compare progress of countries on improving the healthiness of their food environments and policies. This research is highly original due to the very 'upstream' approach being taken and its direct policy relevance. The detailed protocols will be offered to and adapted for countries of varying size and income in order to establish INFORMAS globally as a new monitoring initiative to reduce obesity and diet-related NCDs. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Perspectives of Elementary School Teachers on Outdoor Education

ERIC Educational Resources Information Center

Palavan, Ozcan; Cicek, Volkan; Atabay, Merve

2016-01-01

Outdoor education stands out as one of the methods to deliver the desired educational outcomes taking the needs of the students, teachers and the curricular objectives into consideration. Outdoor education focuses on experimental, hands-on learning in real-life environments through senses, e.g., through visual, auditory, and tactile means,…

Movement Education-Past-Present-Future.

ERIC Educational Resources Information Center

Fowler, John S.

Physical education in England at the secondary school level was dominated in the 1950's by a formal, disciplinary method of teaching known as the "Swedish Drill," developed from the remedial gymnastics of P. H. Ling. However, at the elementary education level, a change towards informality, discovery learning, learning environments, and…

Building a Virtual Learning Network for Teachers in a Suburban School District

ERIC Educational Resources Information Center

Kurtzworth-Keen, Kristin A.

2011-01-01

Emerging research indicates that learning management systems such as Moodle can function as virtual, collaborative environments, where collegial interactions promote professional learning opportunities. This study deployed a mixed methods design in order to describe and analyze teacher participation in a virtual learning network (VLN) that was…

Food Fight: The Battle over Redefining Competitive Foods

ERIC Educational Resources Information Center

Fleischhacker, Sheila

2007-01-01

Background: Environmental and policy influences are potentially the most powerful and yet the least understood strategies for reversing the current childhood obesity epidemic. Methods: This essay focuses on the school lunch environment and examines the key legal and policy factors that affect competitive foods or foods of minimal nutritional value…

Quantitative Literacy for Undergraduate Business Students in the 21st Century

ERIC Educational Resources Information Center

McClure, Richard; Sircar, Sumit

2008-01-01

The current business environment is awash in vast amounts of data that ongoing transactions continually generate. Leading-edge corporations are using business analytics to achieve competitive advantage. However, educators are not adequately preparing business school students in quantitative methods to meet this challenge. For more than half a…

Open Education: Promise and Problems. Fastback Series, No. 3.

ERIC Educational Resources Information Center

Perrone, Vito

The term "open education" is used to designate the curriculum and instruction methods associated with an open plan school -- one without interior walls. Such a program consists of more advanced children assisting those less advanced, independent study, children progressing at their own rate, extensive use of the outdoor environment,…

Six Sigma and Introductory Statistics Education

ERIC Educational Resources Information Center

Maleyeff, John; Kaminsky, Frank C.

2002-01-01

A conflict exists between the way statistics is practiced in contemporary business environments and the way statistics is taught in schools of management. While businesses are embracing programs, such as six sigma and TQM, that bring statistical methods to the forefront of management decision making, students do not graduate with the skills to…

A Review of Functional Analysis Methods Conducted in Public School Classroom Settings

ERIC Educational Resources Information Center

Lloyd, Blair P.; Weaver, Emily S.; Staubitz, Johanna L.

2016-01-01

The use of functional behavior assessments (FBAs) to address problem behavior in classroom settings has increased as a result of education legislation and long-standing evidence supporting function-based interventions. Although functional analysis remains the standard for identifying behavior--environment functional relations, this component is…

Authorized Course of Instruction for the Quinmester Program. Science: Man and Nature.

ERIC Educational Resources Information Center

McCarthy, Nancy D.; Silver, Barbara A.

Performance objectives are stated for this secondary school unit prepared for the Dade County Florida Quinmester Program. The unit examines scientific method, biological classification, evolution, population ecology, and pays attention to problems of the human environment. The booklet lists related state-adopted textbooks, cites descriptions of…

High School Biology: A Group Approach to Concept Mapping.

ERIC Educational Resources Information Center

Brown, David S.

2003-01-01

Explains concept mapping as an instructional method in cooperative learning environments, and describes a study investigating the effectiveness of concept mapping on student learning during a photosynthesis and cellular respiration unit. Reports on the positive effects of concept mapping in the experimental group. (Contains 16 references.) (YDS)

Using ICT-Supported Narratives in Teaching Science and Their Effects on Middle School Students

ERIC Educational Resources Information Center

Ekici, Fatma Taskin; Pekmezci, Sultan

2015-01-01

Effective and sustainable science education is enriched by the use of visuals, auditory, and tactile experiences. In order to provide effective learning, instruction needs to include multimodal approaches. Integrating ICT supported narrations into learning environments may provide effective and sustainable learning methods. Investigated in this…

Pedagogical Approaches to Develop Critical Thinking and Crisis Leadership

ERIC Educational Resources Information Center

Powley, Edward H.; Taylor, Scott N.

2014-01-01

Management schools must be prepared to aid leaders and managers to succeed in uncertain environments. We offer two approaches, each designed for critical thinking skill development, to teach graduate management students about leading in and through potential disruption to organizational life. First, we present a personalized case method that…

Neighborhood, route, and school environments and children's active commuting.

PubMed

Panter, Jenna R; Jones, Andrew P; Van Sluijs, Esther M F; Griffin, Simon J

2010-03-01

Walking and cycling to school represent an opportunity for children to achieve regular physical activity. These behaviors may be influenced by characteristics of the environment around homes and schools, yet few studies have quantified the potential associations between these two sets of factors. This study aims to assess whether objectively measured characteristics of the neighborhood, route, and school environments are associated with active commuting to school among children, and it explores whether distance acts as a moderator in this association. A cross-sectional study was conducted of 2012 children (899 boys and 1113 girls) aged 9-10 years attending 92 schools in the county of Norfolk, United Kingdom. Questionnaires were completed by children and parents during Summer 2007. Attributes around the home and children's route to school were assessed using a GIS. School environments were assessed using a newly developed school audit and via questionnaires completed by head teachers. Data were analyzed in 2008. Almost half of the children usually walked or cycled to school. Children who lived in a more deprived area and whose route to school was direct were less likely to walk or cycle to school, whereas those who had a higher density of roads in their neighborhood were more likely to walk. Further, children whose routes had a high density of streetlights were less likely to cycle to school. Distance did not moderate the observed associations. Objectively measured neighborhood and route factors are associated with walking and cycling to school. However, distance did not moderate the associations found here. Creating safe environments by improving urban design may influence children's commuting behavior. Intervention studies are needed to confirm the findings from this observational cross-sectional study. Copyright (c) 2010 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Influence of School Environment on the Management of Secondary School Education in Makurdi Metropolis of Benue State, Nigeria

ERIC Educational Resources Information Center

Bua, Felix Terhile

2013-01-01

The study investigated the influence of school environment on the management of secondary school education in Makurdi Metropolis of Benue State. Two research questions and two hypotheses guided the study. The survey design was adopted for the study. Four hundred (400) teachers from 20 grant aided secondary schools in Markurdi Metropolis of Benue…

An Urban School Principal Encounters a Group of Teachers Who Seek to Address Racism in Their School

ERIC Educational Resources Information Center

Scheurich, James Joseph; Williams, Nathanial

2017-01-01

Urban principals lead complex schools. Although such schools often serve racially marginalized students from low-income families, they also exist within an environment that negatively stereotypes the students and their parents. Such stereotypes are even often held by school leaders and teachers in these environments. At the same time, there are…

Adolescents' Perception of the Psychological Security of School Environment, Emotional Development and Academic Performance in Secondary Schools in Gombe Metropolis

ERIC Educational Resources Information Center

Musa, Alice K. J.; Meshak, Bibi; Sagir, Jummai Ibrahim

2016-01-01

The purpose of the study was to determine adolescents' perceptions of the psychological security of their schools environments and their relationship with their emotional development and academic performance in secondary schools in Gombe Metropolis. A sample of 239 (107 males and 133 females) secondary school students selected via stratified…

Where Does the Teaching of Advertising Belong?: The Case for the Business School Environment. Faculty Working Paper No. MK 78-28.

ERIC Educational Resources Information Center

Patti, Charles H.

Compelling arguments have been offered supporting both the journalism/ communication school and the business school as the ideal setting for advertising education. While relatively few advertising programs now exist in business schools, a growing number of undergraduates are finding the study of advertising in a business school environment to be…

Vaccination perceptions of school employees in a rural school district.

PubMed

Macintosh, Janelle; Luthy, Karlen E; Beckstrand, Renea L; Eden, Lacey M; Orton, Jennifer

2014-08-20

There continues to be a need for increases in adult vaccination rates, especially among those working in environments which may easily become communicable disease outbreak centers, such as school employees in the school environment. The purpose of this study was to evaluate why rural Utah school employees were non-compliant with the influenza and measles, mumps, and rubella (MMR) vaccines, as well as to identify their views on mandatory vaccination policies. A questionnaire was distributed to all school employees in a rural Utah school district. Data analysis included frequencies and measures of central tendency and dispersion for quantitative items and theme identification for qualitative items. Only 51% of school employees were adequately vaccinated for influenza. Reasons for noncompliance with the influenza vaccine included inconvenience, lack of perceived need, and questionable vaccine efficacy. There were 39.3% school employees who had not received an MMR during adulthood, which was commonly attributed to lack of knowledge regarding the need for this vaccine. Almost half (45.7%) of school employees believed a mandatory vaccination policy should be instituted, although 24.2% of school employees were opposed to mandatory adult vaccination policies. Reasons for opposing vaccination mandates included violation of personal choice, lack of perceived vaccination safety and efficacy, lack of perceived need for adult vaccines, and vaccine cost. Suboptimal vaccination rates of school employees may negatively affect the health and well-being of individuals in the school environment. School employees report a variety of beliefs regarding the influenza and MMR vaccines. While over half of school employees support mandatory vaccination policies for adults working in the school environment, those opposing such a policy report concerns regarding violation of personal choice. Public health officials and school administrators should coordinate efforts to increase vaccination rates among adults in the school environment. Copyright © 2014 Elsevier Ltd. All rights reserved.

Too Few, Too Weak: Conflict of Interest Policies at Canadian Medical Schools

PubMed Central

Shnier, Adrienne; Lexchin, Joel; Mintzes, Barbara; Jutel, Annemarie; Holloway, Kelly

2013-01-01

Introduction The education of medical students should be based on the best clinical information available, rather than on commercial interests. Previous research looking at university-wide conflict of interest (COI) policies used in Canadian medical schools has shown very poor regulation. An analysis of COI policies was undertaken to document the current policy environment in all 17 Canadian medical schools. Methods A web search was used to initially locate COI policies supplemented by additional information from the deans of each medical school. Strength of policies was rated on a scale of 0 to 2 in 12 categories and also on the presence of enforcement measures. For each school, we report scores for all 12 categories, enforcement measures, and summative scores. Results COI policies received summative scores that ranged from 0 to 19, with 0 the lowest possible score obtainable and 24 the maximum. The highest mean scores per category were for disclosure and ghostwriting (0.9) and for gifts and scholarships (0.8). Discussion This study provides the first comprehensive evaluation of all 17 Canadian medical school-specific COI policies. Our results suggest that the COI policy environment at Canadian medical schools is generally permissive. Policy development is a dynamic process. We therefore encourage all Canadian medical schools to develop restrictive COI policies to ensure that their medical students are educated based on the best clinical evidence available, free of industry biases and COI relationships that may influence the future medical thinking and prescribing practices of medical students in Canada once they graduate. PMID:23861928

Camden active spaces: Does the construction of active school playgrounds influence children's physical activity levels? A longitudinal quasi-experiment protocol

PubMed Central

Smith, Lee; Kipps, Courtney; Aggio, Daniel; Fox, Paul; Robinson, Nigel; Trend, Verena; Munnery, Suzie; Kelly, Barry; Hamer, Mark

2014-01-01

Introduction Physical activity is essential for every facet of children's health. However, physical activity levels in British children are low. The school environment is a promising setting to increase children's physical activity but limited empirical evidence exists on how a change in the outdoor physical school environment influences physical activity behaviour. The London Borough of Camden is redesigning seven existing school playgrounds to engage children to become more physically active. The primary aim of this project is to evaluate the impact of the redesigned playgrounds on children's physical activity, well-being and physical function/fitness. Method and analysis This project will use a longitudinal quasi-experimental design. Seven experimental schools and one control school will take part. One baseline data collection session and two follow-ups will be carried out. Between baseline and follow-up, the experimental school playgrounds will be redesigned. At baseline, a series of fitness tests, anthropometric and questionnaire measurements, and 7-day objective physical activity monitoring (Actigraph accelerometer) will be carried out on children (aged 5–16 years). This will be repeated at follow-up. Changes in overall physical activity levels and levels during different times of the day (eg, school breaks) will be examined. Multilevel regression modelling will be used to analyse the data. Ethics and dissemination The results of this study will be disseminated through peer-review publications and scientific presentations. Ethical approval was obtained through the University College London Research Ethics Committee (Reference number: 4400/002). PMID:25232566

Social support from teachers mediates physical activity behavior change in children participating in the Fit-4-Fun intervention

PubMed Central

2013-01-01

Background Few studies have examined the mediators of behavior change in successful school-based physical activity interventions. The aim of this study was to explore potential mediators of physical activity in the Fit-4-Fun program for primary school children. Design Group randomized controlled trial. Methods Four primary schools were recruited in April, 2011 and randomized by school into intervention or control conditions. Participants included 213 children (mean age = 10.7 years ± 0.6; 52.2% female) with the treatment group (n = 118) completing the 8-week multi-component Fit-4-Fun program. Participants were assessed at baseline, 3- and 6-months. Physical activity was measured using Yamax SW700 pedometers (mean steps/day) and questionnaires were used to assess constructs from Social Cognitive Theory and Competence Motivation Theory. Hypothesized mediators measured included social support from peers, parents and teachers; physical activity self-efficacy (barrier and task); enjoyment; and perceived school physical environment. Mediation was assessed using Preacher and Hayes’ multiple mediation regression SPSS macro. Action theory (A), conceptual theory (B) and the significance of the product of coefficients (AB) are reported. Results The intervention had a significant effect on physical activity (p<0.001). The action theory test results revealed significant treatment effects at 3-months for perceived school environment (A=0.28, p<0.001); and at 6-month follow-up for perceived school environment (A=0.058, p<0.001), teacher social support (A=0.54, p<0.05) and enjoyment (A=-0.23, p<0.05). The conceptual theory test revealed a significant relationship between changes in teacher social support and changes in physical activity at 6-month follow-up (B=828, P<0.05). Teacher social support was shown to have a significant mediating effect on physical activity (AB = 445, CI = 77-1068 steps, proportion= 13%), and perceived school environment approached significance (AB = 434, CI= -415 to 1507 steps, proportion= 13%). Conclusions The Fit-4-Fun program successfully targeted social support for physical activity provided by classroom teachers which contributed to improved physical activity in children. These results demonstrate that classroom teachers play a key role in influencing physical activity behavior outcomes in children. Trial Registration No: ACTRN12611000976987 PMID:23714651

Perceptions of students in different phases of medical education of the educational environment: Universiti Sultan Zainal Abidin

PubMed Central

Rahman, Nor Iza A; Aziz, Aniza Abd; Zulkifli, Zainal; Haj, Muhammad Arshad; Mohd Nasir, Farah Hanani Binti; Pergalathan, Sharvina; Hamidi, Muhammad Ismail; Ismail, Salwani; Simbak, Nordin Bin; Haque, Mainul

2015-01-01

Background The Dundee Ready Education Environment Measure (DREEM) was planned and designed to quantify the educational environment precisely for medical schools and health-related professional schools. DREEM is now considered a valid and reliable tool, which is globally accepted for measuring the medical educational environment. The educational environment encountered by students has an impact on satisfaction with the course of study, perceived sense of well-being, aspirations, and academic achievement. In addition to being measurable, the educational environment can also be changed, thus enhancing the quality of medical education and the environment, and the medical education process. The objective of this study was to assess the educational environment of the Universiti Sultan Zainal Abidin (UniSZA) undergraduate medical program from the students’ perspective. The study expected to explore UniSZA medical students’ overall perceptions, perceptions of learning, teachers, atmosphere, academic self-perception, and social self-perception using the DREEM questionnaire. Methods A cross-sectional survey was conducted to study the perceptions of the students toward the educational environment of UniSZA as a new medical school, using the DREEM questionnaire. All medical students of UniSZA from Years I–V enrolled in the Bachelor of Medicine and Bachelor of Surgery programs were the target population (n=270). Therefore, the universal sampling technique was used. The data were analyzed using the SPSS 20 software. This study obtained ethical clearance from the Faculty of Medicine and Health Sciences, UniSZA. Results A total of 195 out of 270 students responded. Respondents included 31% males and 69% females. The overall DREEM scores were significantly higher (P<0.001) for females than males. Conclusion The medical students at UniSZA showed a positive perception of their educational environment. The new medical faculty, established for only a few years, has achieved an above-average, conducive educational environment for students. Most of the students showed a positive perception for the entire five domains tested in the DREEM survey. Females were consistently satisfied with UniSZA’s educational environment, and self-perception was high, as compared to male undergraduates. PMID:25848333

Making Your Environment "The Third Teacher"

ERIC Educational Resources Information Center

Carter, Margie

2007-01-01

The Italian Schools of Reggio Emilia are acclaimed for the stunning environments their educators have created, provoking us to recognize the instructive power of an environment. Their schools vibrantly exemplify learning environments that dazzle the senses, invite curiosity and discovery, and foster strong, respectful relationships. Unlike…

Teachers' Perceptions of the Dimensions of the Psychosocial School Environment in Primary Schools in Trinidad and Tobago

ERIC Educational Resources Information Center

Gowrie, George; Ramdass, Mala

2014-01-01

The study explored some of the important psycho-social factors in the primary school environment that impact on students' learning as perceived by teachers. It also attempted to identify, describe and develop conceptual categories as separate dimensions of the social and emotional environment. The sample consisted of 187 teachers and 53 schools…

Study of Environment in School. Research in Comparative Education. International Conference on Public Education. (31st, Geneva, 1968)

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

UNESCO and the International Bureau of Education devoted this international inquiry in comparative education to the study of environment in schools throughout 79 countries of the world. Concerning the scope of the topic, introductory comments note that "study of environment in schools is difficult to define or confine, for it constitutes more…

The Elementary School Classroom. The Study of the Built Environment Through Student and Teacher Responses. The Elementary School and Its Population, Phase 2.

ERIC Educational Resources Information Center

Artinian, Vrej-Armen

An extensive investigation of elementary school classrooms was conducted through the collection and statistical analysis of student and teacher responses to questions concerning the educational environment. Several asepcts of the classroom are discussed, including the spatial, thermal, luminous, and aural environments. Questions were organized so…

Family and school influences on cognitive development.

PubMed

Rutter, M

1985-09-01

Family and school influences on cognitive development are reviewed in terms of the empirical research findings on (i) variations within the ordinary environment; (ii) family intervention studies; (iii) the effects of abnormal environments; (iv) extreme environmental conditions; (v) variations within the ordinary school environment; and (vi) preschool and school intervention studies. It is concluded that environmental effects on IQ are relatively modest within the normal range of environments, but that the effects of markedly disadvantageous circumstances are very substantial. Cognitive development is influenced both by direct effects on cognition and by indirect effects through alterations in self-concept, aspirations, attitudes to learning and styles of interaction with other people.

The effects of community factors on school participation in Turkey: A multilevel analysis

NASA Astrophysics Data System (ADS)

Gumus, Sedat

2014-05-01

Turkey, like many developing countries, is facing considerable problems in terms of low school attendance rates, late enrolment and early dropout of girls in particular. Numerous studies have already been conducted, both in Turkey and elsewhere, to determine the factors affecting school enrolment of boys and girls. Existing studies in Turkey, however, have focused extensively on the association between household-level factors and school participation, ignoring the role of the broader environment in which children live. Using a recent, large-scale and nationally representative data set, this paper investigates school participation at both primary and secondary levels in Turkey, giving specific attention to community- level factors. In taking into account socioeconomic context variables using the multilevel modelling method, this study contributes significantly to current school participation literature in Turkey. The author's findings highlight the importance of community/context factors in explaining low school enrolment in Turkey. The results of the study can help policy makers develop a systematic understanding of the relationship between socioeconomic context and school participation, and enable them to make more appropriate decisions for improving school participation across the country.

Beginning science teachers' strategies for communicating with families

NASA Astrophysics Data System (ADS)

Bloom, Nena E.

Science learning occurs in both formal and informal spaces. Families are critical for developing student learning and interest in science because they provide important sources of knowledge, support and motivation. Bidirectional communication between teachers and families can be used to build relationships between homes and schools, leverage family knowledge of and support for learners, and create successful environments for science learning that will support both teaching and student learning. To identify the communication strategies of beginning science teachers, who are still developing their teaching practices, a multiple case study was conducted with seven first year secondary science teachers. The methods these teachers used to communicate with families, the information that was communicated and shared, and factors that shaped these teachers' continued development of communication strategies were examined. Demographic data, interview data, observations and documentation of communication through logs and artifacts were collected for this study. Results indicated that the methods teachers had access to and used for communication impacted the frequency and efficacy of their communication. Teachers and families communicated about a number of important topics, but some topics that could improve learning experiences and science futures for their students were rarely discussed, such as advancement in science, student learning in science and family knowledge. Findings showed that these early career teachers were continuing to learn about their communities and to develop their communication strategies with families. Teachers' familiarity with their school community, opportunities to practice strategies during preservice preparation and student teaching, their teaching environment, school policies, and learning from families and students in their school culture continued to shape and influence their views and communication strategies. Findings and implications for teacher preparation programs, teachers, schools and organizations are discussed.

Schools, Air Pollution, and Active Transportation: An Exploratory Spatial Analysis of Calgary, Canada.

PubMed

Bertazzon, Stefania; Shahid, Rizwan

2017-07-25

An exploratory spatial analysis investigates the location of schools in Calgary (Canada) in relation to air pollution and active transportation options. Air pollution exhibits marked spatial variation throughout the city, along with distinct spatial patterns in summer and winter; however, all school locations lie within low to moderate pollution levels. Conversely, the study shows that almost half of the schools lie in low walkability locations; likewise, transitability is low for 60% of schools, and only bikability is widespread, with 93% of schools in very bikable locations. School locations are subsequently categorized by pollution exposure and active transportation options. This analysis identifies and maps schools according to two levels of concern: schools in car-dependent locations and relatively high pollution; and schools in locations conducive of active transportation, yet exposed to relatively high pollution. The findings can be mapped and effectively communicated to the public, health practitioners, and school boards. The study contributes with an explicitly spatial approach to the intra-urban public health literature. Developed for a moderately polluted city, the methods can be extended to more severely polluted environments, to assist in developing spatial public health policies to improve respiratory outcomes, neurodevelopment, and metabolic and attention disorders in school-aged children.

Learning Locked down: Evaluating the Treatment of Students' Rights in High Security School Environments

ERIC Educational Resources Information Center

Bracy, Nicole L.

2009-01-01

Public schools have transformed significantly over the past several decades in response to broad concerns about rising school violence. Today's public schools are high security environments employing tactics commonly found in jails and prisons such as police officers, security cameras, identification systems, and secure building strategies.…

Making Schools the Model for Healthier Environments Toolkit: General School Nutrition Resources

ERIC Educational Resources Information Center

Robert Wood Johnson Foundation, 2012

2012-01-01

The federal school nutrition programs are the keystones to the diets of millions of American children. Schools have the opportunity to support healthy nutrition habits early in life by creating environments that encourage the consumption of healthy foods and beverages. This paper provides resources which offer general information about the…

Influence of School Environment on Student Lunch Participation and Competitive Food Sales

ERIC Educational Resources Information Center

Litchfield, Ruth E.; Wenz, Betsy

2011-01-01

Purpose/Objectives: The school nutrition environment includes food policy and practices, advertising, and presence of competitive foods (CF). CF provide schools with revenue; however, CF decrease National School Lunch Program (NSLP) participation and reimbursement as well as the nutrient density of children's diets. Local wellness policies (LWPs)…

Keys to Communication: A Handbook for School Success. Roadmaps to Success: The Practicing Administrator's Leadership.

ERIC Educational Resources Information Center

Geddes, Doreen S.

Effective organizational communication can greatly enhance the quality of the school environment and professional/personal relationships. This book focuses on successful communication skills that can help make the school environment a productive experience for administrators, school staff, students, and parents. Chapter 1 discusses the importance…

Danger--School Ahead: Violence in the Public Schools.

ERIC Educational Resources Information Center

National Education Association, Washington, DC.

This report describes a study of violence in the schools of Compton, California, by a special team from the National Education Association. The study team examined the economic and social environment of the Compton community and how that environment contributes to an atmosphere of neglect and unrest in the area's schools. The study team also…

The Impact of School Achievement on Principal Recruitment in a Reform Environment.

ERIC Educational Resources Information Center

Winter, Paul A.; Morgenthal, Jayne R.

One of the most alarming developments confronting public school districts today is the shrinkage of applicant pools for principal vacancies. This study was conducted as an empirical investigation about factors that influence high school principal recruitment in a reform environment. Its objective was to examine the influence of school academic…

Experiences of Bereaved Secondary Students in the High School Environment

ERIC Educational Resources Information Center

Myers-Autrey, Roberta Lee

2010-01-01

Bereaved high school adolescents are often affected in a myriad of ways by the death of a loved one. The traumatic experience and bereavement process add complexity to high school adolescents' development and this phenomenon is not fully understood, in particular in regards to communication and relationships in the school environment. The…

Development of a Questionnaire Assessing School Physical Activity Environment

ERIC Educational Resources Information Center

Robertson-Wilson, Jennifer; Levesque, Lucie; Holden, Ronald R.

2007-01-01

This study was designed to develop the Questionnaire Assessing School Physical Activity Environment (Q--SPACE) based on student perceptions. Twenty-eight items rated on 4-point Likert scales were administered to 244 middle school students in 9 schools. Exploratory factor analysis was used to evaluate the underlying structure of the items and 2…

The Physical Education and School Sport Environment Inventory: Preliminary Validation and Reliability

ERIC Educational Resources Information Center

Fairclough, Stuart J.; Hilland, Toni A.; Vinson, Don; Stratton, Gareth

2012-01-01

The study purpose was to assess preliminary validity and reliability of the Physical Education and School Sport Environment Inventory (PESSEI), which was designed to audit physical education (PE) and school sport spaces and resources. PE teachers from eight English secondary schools completed the PESSEI. Criterion validity was assessed by…

Exploring students' perceptions and performance on predict-observe-explain tasks in high school chemistry laboratory

NASA Astrophysics Data System (ADS)

Vadapally, Praveen

This study sought to understand the impact of gender and reasoning level on students' perceptions and performances of Predict-Observe-Explain (POE) laboratory tasks in a high school chemistry laboratory. Several literature reviews have reported that students at all levels have not developed the specific knowledge and skills that were expected from their laboratory work. Studies conducted over the last several decades have found that boys tend to be more successful than girls in science and mathematics courses. However, some recent studies have suggested that girls may be reducing this gender gap. This gender difference is the focal point of this research study, which was conducted at a mid-western, rural high school. The participants were 24 boys and 25 girls enrolled in two physical science classes taught by the same teacher. In this mixed methods study, qualitative and quantitative methods were implemented simultaneously over the entire period of the study. MANOVA statistics revealed significant effects due to gender and level of reasoning on the outcome variables, which were POE performances and perceptions of the chemistry laboratory environment. There were no significant interactions between these effects. For the qualitative method, IRB-approved information was collected, coded, grouped, and analyzed. This method was used to derive themes from students' responses on questionnaires and semi-structured interviews. Students with different levels of reasoning and gender were interviewed, and many of them expressed positive themes, which was a clear indication that they had enjoyed participating in the POE learning tasks and they had developed positive perceptions towards POE inquiry laboratory learning environment. When students are capable of formal reasoning, they can use an abstract scientific concept effectively and then relate it to the ideas they generate in their minds. Thus, instructors should factor the nature of students' thinking abilities into their instructional strategies and strive to create a learning environment where students are engaged in thinking, learning, and acting in meaningful and beneficial ways. POE learning tasks enhance students' laboratory experiences and can help deepen their understanding of the empirical nature of science. Key words: predict observe explain, gender, science laboratory inquiry, reasoning ability, social constructivism, mixed methods.

The Interplay between Adolescent Needs and Secondary School Structures: Fostering Developmentally Responsive Middle and High School Environments across the Transition

ERIC Educational Resources Information Center

Ellerbrock, Cheryl R.; Kiefer, Sarah M.

2013-01-01

Understanding the developmental responsiveness of secondary school environments may be an important factor in supporting students as they make the transition from one school to the next. Students' needs may or may not be met depending on the nature of the fit between their basic and developmental needs and secondary school structures at the middle…

Factors associated with unhealthy behaviours and health outcomes: a cross-sectional study among Tuscan adolescents (Italy).

PubMed

Lazzeri, Giacomo; Azzolini, Elena; Pammolli, Andrea; Simi, Rita; Meoni, Veronica; Giacchi, Mariano Vincenzo

2014-09-25

We aimed to determine the extent to which three core variables (school environment, peer group and family affluence) were associated with unhealthy behaviours and health outcomes among Tuscan adolescents. The unhealthy behaviours considered were smoking, alcohol consumption, sedentary lifestyle and irregular breakfast consumption; health outcomes were classified as self-reported health, multiple health complaints and life satisfaction. School environment was measured in terms of liking school, school pressure, academic achievement and classmate support; peer groups were evaluated in terms of the number of peers and frequency of peer contact. Family affluence was measured on a socioeconomic scale. Data were taken from the Tuscan 2009/10 survey of "Health Behaviour in School-aged Children", a WHO cross-national survey. A binary logistic multiple regression (95% confidence intervals) was implemented. The total sample comprised 3291 school students: 1135 11-year-olds, 1255 13-year-olds and 901 15-year-olds. Peer group and school environment were associated with unhealthy behaviours such as smoking, alcohol consumption and sedentary lifestyle. Family affluence proved to have less impact on unhealthy behaviours, except in the case of adolescents living in low-income families. Poor health outcomes were directly related to a negative school environment. Regarding the influence of family affluence, the results showed higher odds of life dissatisfaction and poor self-reported health status in medium-income families, while low-income families had higher odds only with regard to life dissatisfaction. A consistent pattern of gender differences was found in terms of both unhealthy behaviours and health outcomes. Unhealthy behaviours are strongly related to the school environment and peer group. A negative school environment proved to have the strongest relation with poor health outcomes.

Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience

PubMed Central

Kraft, Matthew A.; Papay, John P.

2014-01-01

Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time. We document that average returns to teaching experience mask large variation across individual teachers and across groups of teachers working in different schools. We examine the role of school context in explaining these differences using a measure of the professional environment constructed from teachers responses to state-wide surveys. Our analyses show that teachers working in more supportive professional environments improve their effectiveness more over time than teachers working in less supportive contexts. On average, teachers working in schools at the 75th percentile of professional environment ratings improved 38% more than teachers in schools at the 25th percentile after 10 years. PMID:25866426

Assessment of the prevalence of intestinal parasitosis and associated risk factors among primary school children in Chencha town, Southern Ethiopia

PubMed Central

2014-01-01

Background Parasitic infection is the most prevalent among rural communities in warm and humid regions and where water, hygiene and sanitation facilities are inadequate. Such infection occurs in rural areas where water supplies are not enough to drink and use, and in the absence of environmental sanitation, when the rubbish and other wastes increased, and sewage and waste water are not properly treated. Hence the aim of the study was to assess the prevalence of intestinal parasitosis and associated risk factors. Methods This cross sectional study was conducted on children of the selected primary schools in Chencha town from March to May, 2012. Children were selected within age group 5–15 years. The socio-demographic, environmental and behavioral variables data were collected using structured questionnaire from the guardians of children and school teachers to assess the risk factors. Prevalence of intestinal parasitosis was determined using direct method and formol-ether concentration method. Participants’ data were analyzed using SPSS version 16.0. Results Of 422 selected school children, 400 participated in the study with full information for analysis. The overall prevalence of intestinal parasitosis was high (81.0%). Soil-transmitted helminths (STHs) infections (63.0%) were more prevalent than protozoa infections (23.5%). The predominant parasites were A.lumbricoides (60.5%), E.histolytica/dispar (16.25%), Giardia lamblia (11.7%) and T.trichuria (9.7%). The presence of Intestinal Parasitic Infections (IPIs) have statistically significant association with the educational status of the household heads, absence of washing facility, home cleanness condition and type of latrine used with (p < 0.05). Conclusions The prevalence of intestinal parasitic infections, especially soil-transmitted helminths (STHs) is very high in the school children. The high prevalence of parasitic infections in these children indicates that the protozoa and helminths concerned are very common in the environment of these villages and the results of the risk factors analysis suggests that the transmission is from several routes. Therefore, multiple intervention strategies should be implemented for the school children, households and the environment to reduce the disease burden. PMID:24528627

The Integration of technology in teaching mathematics

NASA Astrophysics Data System (ADS)

Muhtadi, D.; Wahyudin; Kartasasmita, B. G.; Prahmana, R. C. I.

2017-12-01

This paper presents the Transformation of Technological Pedagogical and Content Knowledge (TPACK) of three pre-service math teacher. They participate in technology-based learning modules aligned with teaching practice taught school and became characteristic of teaching method by using the mathematical software. ICT-based learning environment has been the demands in practice learning to build a more effective approach to the learning process of students. Also, this paper presents the results of research on learning mathematics in middle school that shows the influence of design teaching on knowledge of math content specifically.

Barriers, facilitators and preferences for the physical activity of school children. Rationale and methods of a mixed study

PubMed Central

2012-01-01

Background Physical activity interventions in schools environment seem to have shown some effectiveness in the control of the current obesity epidemic in children. However the complexity of behaviors and the diversity of influences related to this problem suggest that we urgently need new lines of insight about how to support comprehensive population strategies of intervention. The aim of this study was to know the perceptions of the children from Cuenca, about their environmental barriers, facilitators and preferences for physical activity. Methods/Design We used a mixed-method design by combining two qualitative methods (analysis of individual drawings and focus groups) together with the quantitative measurement of physical activity through accelerometers, in a theoretical sample of 121 children aged 9 and 11 years of schools in the province of Cuenca, Spain. Conclusions Mixed-method study is an appropriate strategy to know the perceptions of children about barriers and facilitators for physical activity, using both qualitative methods for a deeply understanding of their points of view, and quantitative methods for triangulate the discourse of participants with empirical data. We consider that this is an innovative approach that could provide knowledges for the development of more effective interventions to prevent childhood overweight. PMID:22978490

Exposure to the dental environment and prevalence of respiratory illness in dental student populations.

PubMed

Scannapieco, Frank A; Ho, Alex W; DiTolla, Maris; Chen, Casey; Dentino, Andrew R

2004-03-01

To determine if the prevalence of respiratory disease among dental students and dental residents varies with their exposure to the clinical dental environment. A detailed questionnaire was administered to 817 students at 3 dental schools. The questionnaire sought information concerning demographic characteristics, school year, exposure to the dental environment and dental procedures, and history of respiratory disease. The data obtained were subjected to bivariate and multiple logistic regression analysis. Respondents reported experiencing the following respiratory conditions during the previous year: asthma (26 cases), bronchitis (11 cases), chronic lung disease (6 cases), pneumonia (5 cases) and streptococcal pharyngitis (50 cases). Bivariate statistical analyses indicated no significant associations between the prevalence of any of the respiratory conditions and year in dental school, except for asthma, for which there was a significantly higher prevalence at 1 school compared to the other 2 schools. When all cases of respiratory disease were combined as a composite variable and subjected to multivariate logistic regression analysis controlling for age, sex, race, dental school, smoking history and alcohol consumption, no statistically significant association was observed between respiratory condition and year in dental school or exposure to the dental environment as a dental patient. No association was found between the prevalence of respiratory disease and a student's year in dental school or previous exposure to the dental environment as a patient. These results suggest that exposure to the dental environment does not increase the risk for respiratory infection in healthy dental health care workers.

Chronic Functional Constipation and Encopresis in Children in Relationship with the Psychosocial Environment

PubMed Central

Olaru, Claudia; Trandafir, Laura; Gimiga, Nicoleta; Olaru, Radian A.; Stefanescu, Gabriela; Ciubotariu, Gabriela; Burlea, Marin; Iorga, Magdalena

2016-01-01

Functional constipation is an issue for both the patient and his/her family, affecting the patient's psychoemotional balance, social relations, and their harmonious integration in the school environment. We aimed to highlight the connection between chronic constipation and encopresis and the patient's psychosocial and family-related situation. Material and Method. 57 patients with ages spanning from 6 to 15 were assessed within the pediatric gastroenterology ward. Sociodemographic, medical, and psychological data was recorded. The collected data was processed using the SPSS 20 software. Results. The study group consisted of 57 children diagnosed with encopresis (43 boys (75.44%) and 14 girls (24.56%)), M = 10.82 years. It was determined that most of the children came from urban families with a poor socioeducational status. We identified a level of studies of 11.23 ± 5.56 years in mothers, while fathers had an average number of 9.35 ± 4.53 years of study. We also found a complex relationship between encopretic episodes and school performances (F = 7.968, p = 0.001, 95% Cl). Children with encopresis were found to have more anxiety/depression symptoms, greater social problems, more disruptive behavior, and poorer school performance. Conclusions. The study highlights the importance of the family environment and socioeconomic factors in manifestations of chronic constipation and encopresis. PMID:27990158

Chronic Functional Constipation and Encopresis in Children in Relationship with the Psychosocial Environment.

PubMed

Olaru, Claudia; Diaconescu, Smaranda; Trandafir, Laura; Gimiga, Nicoleta; Olaru, Radian A; Stefanescu, Gabriela; Ciubotariu, Gabriela; Burlea, Marin; Iorga, Magdalena

2016-01-01

Functional constipation is an issue for both the patient and his/her family, affecting the patient's psychoemotional balance, social relations, and their harmonious integration in the school environment. We aimed to highlight the connection between chronic constipation and encopresis and the patient's psychosocial and family-related situation. Material and Method . 57 patients with ages spanning from 6 to 15 were assessed within the pediatric gastroenterology ward. Sociodemographic, medical, and psychological data was recorded. The collected data was processed using the SPSS 20 software. Results . The study group consisted of 57 children diagnosed with encopresis (43 boys (75.44%) and 14 girls (24.56%)), M = 10.82 years. It was determined that most of the children came from urban families with a poor socioeducational status. We identified a level of studies of 11.23 ± 5.56 years in mothers, while fathers had an average number of 9.35 ± 4.53 years of study. We also found a complex relationship between encopretic episodes and school performances ( F = 7.968, p = 0.001, 95% Cl). Children with encopresis were found to have more anxiety/depression symptoms, greater social problems, more disruptive behavior, and poorer school performance. Conclusions . The study highlights the importance of the family environment and socioeconomic factors in manifestations of chronic constipation and encopresis.

School food environment: Quality and advertisement frequency of child-oriented packaged products within walking distance of public schools.

PubMed

Missbach, Benjamin; Pachschwöll, Caterina; Kuchling, Daniel; König, Jürgen

2017-06-01

Food marketing for children is a major concern for public health nutrition and many schools make efforts to increase healthy eating. Food environments surrounding schools in urban areas may undermine these efforts for healthy nutrition within school programs. Our study aim is to describe the nutrition environment within walking distance of schools in terms of food quality and food marketing and to explore the degree to which elements of the nutrition environment varies by proximity to schools. In a cross-sectional study, we analyzed the surrounding food environments of a convenience sample of 46 target schools within 950m walking distance in 7 different urban districts across Vienna, Austria. In total, we analyzed data from 67 fast food outlets and 54 supermarkets analyzing a total of 43.129 packaged snack food and beverage products, from which 85% were for adults and 15% of the products were child-oriented. Proximity to the schools did not affect the availability of child-oriented products and dedicated food advertisements for children. After applying nutrient profiling using the Nutrient Profiling Model (NPM) on child-oriented products, results showed that 15.8% of the packaged snack food were categorized as "healthy" foods and 84.2% as "less healthy"; for beverages 65.7% were categorized as "healthy" and 34.3% as "less healthy". In conclusion, our results show that child-oriented snacks are not more frequently advertised around schools but substantially lack in nutritional quality with the potential to undermine efforts for promoting healthy eating practices within schools.

Enhancing nutritional environments through access to fruit and vegetables in schools and homes among children and youth: a systematic review

PubMed Central

2014-01-01

Background Low fruit and vegetable (FV) consumption is one of the top 10 global risk factors for mortality, and is related to increased risk for cancer, cardiovascular disease and diabetes. Many environmental, sociodemographic and personal factors affect FV consumption. The purpose of this review is to examine the effects of interventions delivered in the home, school and other nutritional environments designed to increase FV availability for five to 18-year olds. Methods The search included: 19 electronic bibliographic databases; grey literature databases; reference lists of key articles; targeted Internet searching of key organization websites; hand searching of key journals and conference proceedings; and consultation with experts for additional references. Articles were included if: in English, French and Spanish; from high-, middle-, and low-income countries; delivered to anyone who could bring about change in FV environment for 5 to 18 year olds; with randomized and non-randomized study designs that provided before-after comparisons, with or without a control group. Primary outcomes of interest were measures of FV availability. Results The search strategy retrieved nearly 23,000 citations and resulted in 23 unique studies. Interventions were primarily policy interventions at the regional or state level, a number of curriculum type interventions in schools and community groups and a garden intervention. The majority of studies were done in high-income countries. The diversity of interventions, populations, outcomes and outcome measurements precluded meta-analysis. The most promising strategies for improving the FV environment for children are through local school food service policies. Access to FV was successfully improved in four of the six studies that evaluated school-based policies, with the other two studies finding no effect. Broader state or federally mandated policies or educational programs for food service providers and decision makers had mixed or small impact. Similarly family interventions had no or small impact on home accessibility, with smaller impact on consumption. Conclusions The studies have high risk of bias but more rigorous studies are difficult to impossible to conduct in naturalistic settings and in policy implementation and evaluation. However, there are promising strategies to improve the FV environment, particularly through school food service policies. PMID:24996963

Teaching beyond the walls: A mixed method study of prospective elementary teacher's belief systems about science instruction

NASA Astrophysics Data System (ADS)

Asim, Sumreen

This mixed method study investigated K-6 teacher candidates' beliefs about informal science instruction prior to and after their experiences in a 15-week science methods course and in comparison to a non-intervention group. The study is predicated by the literature that supports the extent to which teachers' beliefs influence their instructional practices. The intervention integrated the six strands of learning science in informal science education (NRC, 2009) and exposed candidates to out-of-school-time environments (NRC, 2010). Participants included 17 candidates in the intervention and 75 in the comparison group. All were undergraduate K-6 teacher candidates at one university enrolled in different sections of a required science methods course. All the participants completed the Beliefs about Science Teaching (BAT) survey. Reflective journals, drawings, interviews, and microteaching protocols were collected from participants in the intervention. There was no statistically significant difference in pre or post BAT scores of the two groups; However, there was a statistically significant interaction effect for the intervention group over time. Analysis of the qualitative data revealed that the intervention candidates displayed awareness of each of the six strands of learning science in informal environments and commitment to out-of-school-time learning of science. This study supports current reform efforts favoring integration of informal science instructional strategies in science methods courses of elementary teacher education programs.

Equitable Learning Outcomes: Supporting Economically and Culturally Disadvantaged Students in "Formative Learning Environments"

ERIC Educational Resources Information Center

Clark, Ian

2014-01-01

The central and distinguishing thesis of social and cultural perspectives on outcome equity is that public school classrooms are culturally biased environments. Such environments disaffect children who arrive at school from the economic or cultural margin. The "formative learning environment" (FoLE) establishes and sustains legitimate…

An Instrument for Investigating Chinese Language Learning Environments in Singapore Secondary Schools

ERIC Educational Resources Information Center

Chua, Siew Lian; Wong, Angela F. L.; Chen, Der-Thanq

2009-01-01

This paper describes how a new classroom environment instrument, the "Chinese Language Classroom Environment Inventory (CLCEI)", was developed to investigate the nature of Chinese language classroom learning environments in Singapore secondary schools. The CLCEI is a bilingual instrument (English and Chinese Language) with 48 items…

Psychosocial Environment and Student Self-Handicapping in Secondary School Mathematics Classes: A Cross-National Study.

ERIC Educational Resources Information Center

Dorman, Jeffrey P.; Adams, Joan E.; Ferguson, Janet M.

2002-01-01

Presents an investigation of the relationship between classroom environment and self-handicapping in Australian, Canadian, and British secondary schools. Explores student perceptions of classroom environment, self-handicapping, and academic efficacy. Reports that classroom environment scales accounted for variance in self-handicapping beyond what…

Home and School Environmental Determinants of Science Achievement of South African Students

ERIC Educational Resources Information Center

Juan, Andrea; Visser, Mariette

2017-01-01

Determinants of educational achievement extend beyond the school environment to include the home environment. Both environments provide tangible and intangible resources to students that can influence science achievement. South Africa provides a context where inequalities in socio-economic status are vast, thus the environments from whence…

A Qualitative Analysis of Substance Use among Liberian Youth: Understanding Behaviors, Consequences, and Protective Factors Involving School Youth and the School Milieu

PubMed Central

Pullen, Samuel J; Petruzzi, Liana; Lange, Brittany CL; Parnarouskis, Lindsey; Dominguez, Silvia; Harris, Benjamin; Quiterio, Nicole; Durham, Michelle P; Lekpeh, Gondah; Manobah, Burgess; Slopadoe, Siede P; Diandy, Veronique C; Payne, Arthur J; Henderson, David C; Borba, Christina PC

2016-01-01

Objective Substance use is a significant and common problem among school-aged youths throughout Africa. Like other countries on this continent, the West-African nation of Liberia is recovering from civil war. A well-educated population of young people is critical to the recovery efforts and long-term success of Liberia. Substance use by school-aged youths has important public health consequences that could undermine Liberia’s post-conflict recovery efforts. We wanted to better understand the culturally significant themes and subthemes related to substance use among youths attending public schools in Monrovia, Liberia. Methods A qualitative research design was used to collect data from 72 students attending public school in Monrovia, Liberia. Nine focus groups of 6–8 students from three public schools were facilitated using a semi-structured format to guide discussions on substance use. Student narratives were translated and re-occurring themes and subthemes were coded and analyzed. Results Four emergent themes described in this study were: Behaviors associated with substance use Consequences associated with individual use Consequences of substance use that affected the school milieu School-related factors that were protective from substance use. Subthemes associated with substance use included concealment of substances, intoxication and disruption of the classroom environment, expulsion from school, school drop-out, and school as protective against substance use. Conclusion Liberian school-aged youths described important themes and subthemes associated with substance use occurring within the school milieu. These data have germane public health ramifications, and could help inform larger epidemiologic study methods and public health interventions for Liberia and countries with similar profiles. PMID:27158680