Self-Efficacy, Intrinsic Motivation, and Academic Outcomes among Latino Middle School Students Participating in an After-School Program

ERIC Educational Resources Information Center

Niehaus, Kate; Rudasill, Kathleen Moritz; Adelson, Jill L.

2012-01-01

This longitudinal study examined how academic self-efficacy, intrinsic motivation, and participation in an after-school program contributed to the academic achievement of Latino middle school students over the course of one school year. Participants were 47 Latino students in sixth through eighth grades who attended two public middle schools in…

BookTalks/Read Alouds, Special Programs, and Service Projects To Encourage Middle School Student Participation in the Library.

ERIC Educational Resources Information Center

Crowther, Eleanor

The practicum reported here was designed to increase middle school students' participation in and use of the school library programs and resources. BookTalks, Read Alouds, a special service project, and three all-school programs were accomplished in this independent school setting during a three-month period. Middle school students were encouraged…

An Analysis of the 2013 Program Evaluation Proposals for the School Leadership Preparation Program

ERIC Educational Resources Information Center

Sanzo, Karen

2016-01-01

This article presents a content analysis of the 2013 School Leadership Program (SLP) grants. SLP projects provide a unique opportunity for participants in the field to explore innovative leadership preparation and development and their impact on program participants, schools, school districts, and students. The article begins with an overview of…

Effects of Participation in after-School Programs for Middle School Students: A Randomized Trial

ERIC Educational Resources Information Center

Gottfredson, Denise; Cross, Amanda Brown; Wilson, Denise; Rorie, Melissa; Connell, Nadine

2010-01-01

This study assessed the effects of attending an after-school program (ASP) on a range of outcomes for middle school youths. The program operated for 9 hr per week for 30 weeks and included attendance monitoring and reinforcement, academic assistance, a prevention curriculum, and recreational programming. Participants were 447 students randomly…

School Leadership Development in Western Australia: An Impact Study.

ERIC Educational Resources Information Center

Wildy, Helen; Wallace, John

1995-01-01

Reports an impact study of the Western Australian School Leadership Program, a development program for administrators. Questionnaires completed by 357 program participants and 287 colleagues indicated the impact of the training on leader behavior in schools. The effect was enhanced when several leaders from the same school had participated. (SLD)

Special Milk Program

ERIC Educational Resources Information Center

US Department of Agriculture, 2009

2009-01-01

The Special Milk Program provides milk to children in schools, child care institutions and eligible camps that do not participate in other Federal child nutrition meal service programs. The program reimburses schools and institutions for the milk they serve. In 2008, 4,676 schools and residential child care institutions participated, along with…

Impact of the project P.A.T.H.S. In the junior secondary school years: individual growth curve analyses.

PubMed

Shek, Daniel T L; Ma, Cecilia M S

2011-02-03

The Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs) is a positive youth development program implemented in school settings utilizing a curricular-based approach. In the third year of the Full Implementation Phase, 19 experimental schools (n = 3,006 students) and 24 control schools (n = 3,727 students) participated in a randomized group trial. Analyses based on linear mixed models via SPSS showed that participants in the experimental schools displayed better positive youth development than did participants in the control schools based on different indicators derived from the Chinese Positive Youth Development Scale, including positive self-identity, prosocial behavior, and general positive youth development attributes. Differences between experimental and control participants were also found when students who joined the Tier 1 Program and perceived the program to be beneficial were employed as participants of the experimental schools. The present findings strongly suggest that the Project P.A.T.H.S. is making an important positive impact for junior secondary school students in Hong Kong.

STEM after school programming: The effect on student achievement and attitude

NASA Astrophysics Data System (ADS)

Ashford, Vanessa Dale

Science, technology, engineering and math (STEM) curriculum has become a major component in to 21st century teaching and learning. STEM skills and STEM careers are in demand globally. Disadvantaged and minority students continue to have an achievement gap in STEM classes. They do not perform well in elementary and middle school and frequently do not pursue STEM-based studies in high school or careers in the field. One innovation in STEM education is after-school programming to increase student interest, attitudes, and achievement. This mixed-methods study examines the Discovery Place After-School STEM Program to compare the achievement levels of participants to non-participants in the program and provides recommendations for STEM after-school programming across the district. As part of the study, teachers were interviewed to examine attitudes and perceptions about the program. This study was conducted at an elementary school in a large urban school district in the southeastern United States which has a unique STEM-based after-school program. Student performance data indicated a significant difference in achievement between participants and non-participants in the program as measured by fifth grade science End-of-Grade test. Data from the seven units of study in the program showed significant achievement for three of the seven units.

Assessment of Public Schools' Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

ERIC Educational Resources Information Center

Berk, Saban

2018-01-01

Using the participants-oriented approach, this study evaluated public schools' out-of-school time academic support programs, corresponding to the corrective/enrichment stage of Bloom's Mastery Learning Model and offered outside formal education's weekday hours and on weekends. Study participants included 50 principals, 110 teachers, 170 students…

High school students in a health career promotion program report fewer acts of aggression and violence.

PubMed

Oscós-Sánchez, Manuel Ángel; Lesser, Janna; Oscós-Flores, L Dolores

2013-01-01

This study examined the effects of two school-based programs on the perpetration of nonphysical aggression, physical violence, and intimate partner violence among high-risk secondary school students in an economically disadvantaged and predominantly Latino school district. The intervention program was El Joven Noble, and the control program was the Teen Medical Academy. The study used a repeated-measures quasi-experimental intervention/control design. The participants self-reported the previous 30 days' acts of nonphysical aggression, physical violence, and intimate partner violence at baseline and at 3 and 9 months after enrollment. Program- and grade-level effects at 3 and 9 months were examined using three-factor analyses of covariance models with one factor for repeated measures. The covariate in each of the models was the baseline measure of the dependent outcomes. No significant baseline differences were found between the participants in the intervention (n = 96) and control (n = 127) programs. At 9 months after enrollment in the study, high school students who participated in the Teen Medical Academy reported fewer acts of nonphysical aggression (p < .001) and physical violence (p = .002) than high school students who participated in El Joven Noble. Students who participated in the Teen Medical Academy also reported fewer acts of intimate partner violence (p = .02) than students who participated in El Joven Noble. High school students who participated in a health career promotion program reported fewer acts of aggression and violence as compared with high school students who participated in a culturally tailored character development program. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Developing a Best Practice Guide for Increasing High School Student Participation and Satisfaction in the National School Lunch Program

ERIC Educational Resources Information Center

Asperin, Amelia Estepa; Castillo, Alexandra

2010-01-01

Purpose/Objectives: The purpose of this project was to identify and confirm best practices for increasing high school student participation and satisfaction in school nutrition (SN) programs operating under the regulations of the National School Lunch Program (NSLP). Methods: Using a modified best practices research model (BPRM; Mold & Gregory,…

The Medical Academic Advancement Program at the University of Virginia School of Medicine.

PubMed

Fang, W L; Woode, M K; Carey, R M; Apprey, M; Schuyler, J M; Atkins-Brady, T L

1999-04-01

Since 1984 the University of Virginia School of Medicine has conducted the Medical Academic Advancement Program for minority and disadvantaged students interested in careers in medicine. The program is a six-week residential program for approximately 130 undergraduate and post-baccalaureate students per year. It emphasizes academic course work--biology, chemistry, physics, and essay writing--to prepare the participants for the Medical College Admission Test. Non-graded activities, such as a clinical medicine lecture series, clinical experiences, and a special lecture series, and special workshops are also offered. The participants take two simulated MCAT exams. Between 1984 and 1998, 1,497 students have participated in the program, with complete follow-up information available for 690 (46%). Of the 1,487 participants, 80 (5%) have graduated from the University of Virginia School of Medicine and 174 (12%) from other medical schools; 44 (3%) are attending the medical school now, and 237 (16%) are at other medical schools; 44 (3%) have graduated from other health professions schools, and 54 (3%) are attending such schools. The retention rate for participants at the University of Virginia School of Medicine is 91% (that is, all but seven of the 80 who matriculated have been retained past the first year). The Medical Academic Advancement Program has been successful in increasing the number of underrepresented minority students matriculating into and continuing in medical education. Such programs warrant continued support and encouragement.

Participation in Out-of-School Time Activities and Programs. Research Brief. Publication #2014-13

ERIC Educational Resources Information Center

Moore, Kristin Anderson; Murphey, David; Bandy, Tawana; Cooper, Mae

2014-01-01

Children and youth who participate in out-of-school-time (OST) programming are more likely than their non-participating peers to do well in school, get sufficient physical exercise, and avoid involvement in risky behaviors. However, there are concerns that there are inequities in access to OST programs, particularly for those from lower-income…

An Evaluation of a Peer-Based HIV/AIDS Education Program as Implemented in a Suburban High School Setting

ERIC Educational Resources Information Center

Cole, Brian P.; Nelson, Timothy D.; Steele, Ric G.

2008-01-01

This study presents the results of an evaluation of a peer-based HIV/AIDS education program, the BASE program, as implemented in a suburban high school setting. The participants were 132 high school students who participated in an "AIDS Awareness Day" as a part of the BASE program in their high school. Each student completed preintervention and…

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

PubMed

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

2012-01-06

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

Participant satisfaction with a school telehealth education program using interactive compressed video delivery methods in rural Arkansas.

PubMed

Bynum, Ann B; Cranford, Charles O; Irwin, Cathy A; Denny, George S

2002-08-01

Socioeconomic and demographic factors can affect the impact of telehealth education programs that use interactive compressed video technology. This study assessed program satisfaction among participants in the University of Arkansas for Medical Sciences' School Telehealth Education Program delivered by interactive compressed video. Variables in the one-group posttest study were age, gender, ethnicity, education, community size, and program topics for years 1997-1999. The convenience sample included 3,319 participants in junior high and high schools. The School Telehealth Education Program provided information about health risks, disease prevention, health promotion, personal growth, and health sciences. Adolescents reported medium to high levels of satisfaction regarding program interest and quality. Significantly higher satisfaction was expressed for programs on muscular dystrophy, anatomy of the heart, and tobacco addiction (p < 0.001 to p = 0.003). Females, African Americans, and junior high school students reported significantly greater satisfaction (p < 0.001 to p = 0.005). High school students reported significantly greater satisfaction than junior high school students regarding the interactive video equipment (p = 0.011). White females (p = 0.025) and African American males (p = 0.004) in smaller, rural communities reported higher satisfaction than White males. The School Telehealth Education Program, delivered by interactive compressed video, promoted program satisfaction among rural and minority populations and among junior high and high school students. Effective program methods included an emphasis on participants' learning needs, increasing access in rural areas among ethnic groups, speaker communication, and clarity of the program presentation.

Factors Associated with School Meal Participation and the Relationship between Different Participation Measures. Final Report

ERIC Educational Resources Information Center

Moore, Quinn; Hulsey, Lara; Ponza, Michael

2009-01-01

This report investigates three important aspects of National School Lunch Program (NSLP) and School Breakfast Program (SBP) participation using recently collected data on a large, nationally representative sample of students certified for free and reduced-price meals during the 2005-2006 school year. First, we examine the factors that influence…

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…

Contexts Matter: Selection in Means-Tested School Voucher Programs

ERIC Educational Resources Information Center

Hart, Cassandra M. D.

2014-01-01

This study examines public school characteristics, and public and private school market characteristics, associated with participation among elementary-aged students in a means-tested school voucher program in Florida. Participants are more likely than eligible nonparticipants to come from disadvantaged public schools on multiple dimensions. On…

School Meal Programs: Experiences of the States and Districts That Eliminated Reduced-Price Fees. Report to the Chairman, Committee on Education and Labor, House of Representatives. GAO-09-584

ERIC Educational Resources Information Center

Brown, Kay

2009-01-01

In fiscal year 2008, about 31 million children participated in the National School Lunch Program and more than 10 million children participated in the School Breakfast Program each school day. The U.S. Department of Agriculture's (USDA) Food and Nutrition Service (FNS) spent $11.7 billion on the school meal programs in that year. The majority of…

School Climate in Middle Schools: A Cultural Perspective

ERIC Educational Resources Information Center

Schneider, Stephanie H.; Duran, Lauren

2010-01-01

In 2007-08 and 2008-09, 2,500 randomly-selected middle school students completed an annual survey on school climate and character development. In examining differences based upon grade, gender, race/ethnicity, school, and length of program participation, significant differences were found for all but length of program participation. Responses of…

A Plate Waste Evaluation of the Farm to School Program.

PubMed

Kropp, Jaclyn D; Abarca-Orozco, Saul J; Israel, Glenn D; Diehl, David C; Galindo-Gonzalez, Sebastian; Headrick, Lauren B; Shelnutt, Karla P

2018-04-01

To investigate the impacts of the Farm to School (FTS) Program on the selection and consumption of fruits and vegetables. Plate waste data were recorded using the visual inspection method before and after implementation of the program. Six elementary schools in Florida: 3 treatment and 3 control schools. A total of 11,262 meal observations of National School Lunch Program (NSLP) participants in grades 1-5. The FTS Program, specifically local procurement of NSLP offerings, began in treatment schools in November, 2015 after the researchers collected preintervention data. The NSLP participants' selection and consumption of fruits and vegetables. Data were analyzed using Mann-Whitney U and proportions tests and difference-in-difference regressions. The NSLP participants at the treatment schools consumed, on average, 0.061 (P = .002) more servings of vegetables and 0.055 (P = .05) more servings of fruit after implementation of the FTS Program. When school-level fixed effects are included, ordinary least squares and tobit regression results indicated that NSLP participants at the treatment schools respectively consumed 0.107 (P < .001) and 0.086 (P < .001) more servings of vegetables, on average, after implementation of the FTS Program. Local procurement positively affected healthy eating. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children

ERIC Educational Resources Information Center

Mahoney, Joseph L.; Lord, Heather; Carryl, Erica

2005-01-01

This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban,…

School Leaders as Participants in Teachers' Professional Development: The Impact on Teachers' and School Leaders' Professional Growth

ERIC Educational Resources Information Center

Hilton, Annette; Hilton, Geoff; Dole, Shelley; Goos, Merrilyn

2015-01-01

Over a two-year period, approximately 70 teachers from 18 schools participated in an on-going professional development program as part of a study to promote the teaching and learning of numeracy. Principals and other school leaders were invited to participate in the professional development program alongside their teachers, which 20 leaders from…

School Breakfast Programs with Implementation of Farm to School Have No Influence on Body Weight among 3rd and 4th Grade Students

ERIC Educational Resources Information Center

Brzozowski, Hannah; Ogan, Dana; Englund, Tim; Stendell-Hollis, Nicole

2017-01-01

Objectives: To examine the association between frequency of breakfast consumption and body mass index (BMI) among elementary students participating in a traditional School Breakfast Program (SBP) in a school district that is implementing a Farm to School (F2S) program compared to those participating in a traditional SBP without F2S. Methods: This…

34 CFR 600.56 - Additional criteria for determining whether a foreign veterinary school is eligible to apply to...

Code of Federal Regulations, 2011 CFR

2011-07-01

... veterinary school is eligible to apply to participate in the Direct Loan Program. 600.56 Section 600.56... (FFEL) Programs § 600.56 Additional criteria for determining whether a foreign veterinary school is... veterinary school to be eligible to apply to participate in the Direct Loan Program if, in addition to...

34 CFR 600.56 - Additional criteria for determining whether a foreign veterinary school is eligible to apply to...

Code of Federal Regulations, 2010 CFR

2010-07-01

... veterinary school is eligible to apply to participate in the FFEL programs. 600.56 Section 600.56 Education...) Programs § 600.56 Additional criteria for determining whether a foreign veterinary school is eligible to apply to participate in the FFEL programs. (a) The Secretary considers a foreign veterinary school to be...

34 CFR 600.57 - Additional criteria for determining whether a foreign nursing school is eligible to apply to...

Code of Federal Regulations, 2014 CFR

2014-07-01

... nursing school is eligible to apply to participate in the Direct Loan Program. 600.57 Section 600.57... (FFEL) Programs § 600.57 Additional criteria for determining whether a foreign nursing school is... nursing school that was participating in any title IV, HEA program on August 13, 2008, and effective July...

34 CFR 600.57 - Additional criteria for determining whether a foreign nursing school is eligible to apply to...

Code of Federal Regulations, 2011 CFR

2011-07-01

... nursing school is eligible to apply to participate in the Direct Loan Program. 600.57 Section 600.57... (FFEL) Programs § 600.57 Additional criteria for determining whether a foreign nursing school is... nursing school that was participating in any title IV, HEA program on August 13, 2008, and effective July...

34 CFR 600.57 - Additional criteria for determining whether a foreign nursing school is eligible to apply to...

Code of Federal Regulations, 2013 CFR

2013-07-01

... nursing school is eligible to apply to participate in the Direct Loan Program. 600.57 Section 600.57... (FFEL) Programs § 600.57 Additional criteria for determining whether a foreign nursing school is... nursing school that was participating in any title IV, HEA program on August 13, 2008, and effective July...

34 CFR 600.57 - Additional criteria for determining whether a foreign nursing school is eligible to apply to...

Code of Federal Regulations, 2012 CFR

2012-07-01

... nursing school is eligible to apply to participate in the Direct Loan Program. 600.57 Section 600.57... (FFEL) Programs § 600.57 Additional criteria for determining whether a foreign nursing school is... nursing school that was participating in any title IV, HEA program on August 13, 2008, and effective July...

Analysis of a Bi-State, Multi-District, School-based Hepatitis B Immunization Program.

ERIC Educational Resources Information Center

Wilson, Thad; Harman, Sandy

2000-01-01

Evaluated a school-based program designed to immunize adolescents in Kansas City, Missouri, schools against hepatitis B. Approximately 75 percent of 12,986 participating students completed the vaccine series. Larger schools reported decreased participation and completion rates. Both rates were highest in schools providing educational intervention.…

School Nurses' Experiences and Perceptions of Healthy Eating School Environments.

PubMed

Muckian, Jean; Snethen, Julia; Buseh, Aaron

School nurses provide health promotion and health services within schools, as healthy children have a greater potential for optimal learning. One of the school nurses' role is in encouraging healthy eating and increasing the availability of fruits and vegetables in the school. The purpose of this study was to explore and describe school nurses' perceptions of their role in promoting increased fruit and vegetable consumption in the school setting. One avenue to increased availability of fruits and vegetables in schools is Farm to School programs mandated by the Federal government to improve the health of school children. School nurses are optimally positioned to work with Farm to School programs to promote healthy eating. A secondary aim was to explore school nurses' knowledge, experiences and/or perceptions of the Farm to School program to promote fruit and vegetable consumption in the school setting. Three themes emerged from the focus groups: If There Were More of Me, I Could Do More; Food Environment in Schools; School Nurses Promote Health. School nurses reported that they addressed health issues more broadly in their roles as educator, collaborator, advocate and modeling healthy behaviors. Most of the participants knew of Farm to School programs, but only two school nurses worked in schools that participated in the program. Consequently, the participants reported having little or no experiences with the Farm to School programs. Copyright © 2017 Elsevier Inc. All rights reserved.

Enrichment programs to create a pipeline to biomedical science careers.

PubMed

Cregler, L L

1993-01-01

The Student Educational Enrichment Programs at the Medical College of Georgia in the School of Medicine were created to increase underrepresented minorities in the pipeline to biomedical science careers. Eight-week summer programs are conducted for high school, research apprentice, and intermediate and advanced college students. There is a prematriculation program for accepted medical, dental, and graduate students. Between 1979 and 1990, 245 high school students attended 12 summer programs. Of these, 240 (98%) entered college 1 year later. In 1986, after eight programs, 162 (68%) high school participants graduated from college with a baccalaureate degree, and 127 responded to a follow-up survey. Sixty-two (49%) of the college graduates attended health science schools, and 23 (18%) of these matriculated to medical school. Of college students, 504 participated in 13 summer programs. Four hundred (79%) of these students responded to a questionnaire, which indicated that 348 (87%) of the 400 entered health science occupations and/or professional schools; 179 (45%) of these students matriculated to medical school. Minority students participating in enrichment programs have greater success in gaining acceptance to college and professional school. These data suggest that early enrichment initiatives increase the number of underrepresented minorities in the biomedical science pipeline.

School sport participation under two school sport policies: comparisons by race/ethnicity, gender, and socioeconomic status.

PubMed

Kanters, Michael A; Bocarro, Jason N; Edwards, Michael B; Casper, Jonathan M; Floyd, Myron F

2013-02-01

School-based extracurricular sport remains an effective strategy to increase physical activity. However, school sport is often limited to a small number of elite athletes. Few schools provide more inclusive sport programs that offer a wider array of activities regardless of ability. The aim of this study was to examine school sport participation in middle schools (ages 11-14) with contrasting school sport delivery strategies (intramural vs. interscholastic). Data were obtained through an online survey administered to students at four public middle schools (grades 6-8) in a southeastern US city (n = 2,582). More students participated in school sports at intramural schools. Boys were more likely to participate in after-school sports at intramural schools. Low-income and Black children, two groups at greater risk of physical inactivity and other negative outcomes, had greater participation in intramural programs. After-school intramural sports in middle school is a promising strategy for increasing sport participation.

Development of an interdisciplinary pre-matriculation program designed to promote medical students’ self efficacy

PubMed Central

Kosobuski, Anna Wirta; Whitney, Abigail; Skildum, Andrew; Prunuske, Amy

2017-01-01

ABSTRACT Background and objectives: A four-week interdisciplinary pre-matriculation program for Native American and rural medical students was created and its impact on students’ transition to medical school was assessed. The program extends the goals of many pre-matriculation programs by aiming to increase not only students’ understanding of basic science knowledge, but also to build student self-efficacy through practice with medical school curricular elements while developing their academic support networks. Design: A mixed method evaluation was used to determine whether the goals of the program were achieved (n = 22). Student knowledge gains and retention of the microbiology content were assessed using a microbiology concept inventory. Students participated in focus groups to identify the benefits of participating in the program as well as the key components of the program that benefitted the students. Results: Program participants showed retention of microbiology content and increased confidence about the overall medical school experience after participating in the summer program. Conclusions: By nurturing self-efficacy, participation in a pre-matriculation program supported medical students from Native American and rural backgrounds during their transition to medical school. Abbreviations: CAIMH: Center of American Indian and Minority Health; MCAT: Medical College Admission Test; PBL: Problem based learning; UM MSD: University of Minnesota Medical School Duluth PMID:28178916

More Time for Learning: Student Participation in Extended Day Programming at the UCCS Donoghue Campus during the 2009-10 School Year

ERIC Educational Resources Information Center

Lesnick, Joy; Hart, Bonnie; Spielberger, Julie

2011-01-01

The purpose of this study was to examine the participation of students in extended day programming at Donoghue Elementary School, a University of Chicago Charter School, during the 2009-2010 school year and explore whether participation was related to academic performance and improvement. Using the available written records, the authors found that…

Evaluation of the School Breakfast Program Pilot Project: Summary of Findings from the Final Report. Report No. CN-04-SBP

ERIC Educational Resources Information Center

McLaughlin, Joan E.; Bernstein, Lawrence S.; Crepinsek, Mary Kay; Daft, Lynn M.

2004-01-01

There is concern that low-income children might be coming to school without eating breakfast and still not be participating in the School Breakfast Program (SBP) for a variety of reasons, including a perceived stigma associating school breakfast participation with poverty. One approach to increasing participation in the SBP is to offer free…

Impact of a school snack program on the dietary intake of grade six to ten First Nation students living in a remote community in northern Ontario, Canada.

PubMed

Skinner, Kelly; Hanning, Rhona M; Metatawabin, Joan; Martin, Ian D; Tsuji, Leonard J S

2012-01-01

School snack and breakfast programs may be especially important in remote northern communities where many households are food insecure. Despite the strong potential for school programs to improve the dietary intake and eating behaviours of children and youth, very few studies have reported on the effects of school nutrition programs in Aboriginal communities. The purpose of this study was to examine the impact of a school snack program on the dietary intake of grade six to ten First Nation students living in a remote community in northern Ontario. Data were collected in November 2004 and December 2007 with grade six to ten (aged 10-18 years) students (n=63 and n=50, respectively) using a validated web-based 24 hour diet recall survey, the WEB-Q. Food group consumption and nutrient intake of students participating in the school snack program on the previous day were compared with students who chose not to participate. In each year, ANOVA was used to assess differences between participants and non-participants, genders, and grade groups. The second data collection in December of 2007 included five questions asking students about their participation, preferences, and impressions of the snack program. Students participating in the snack program during the 2004 data collection (37%; n=23) compared with those who did not (63%; n=40) had significantly (p<0.05) higher mean intakes from the 'Vegetables and Fruit' food group (7.5 vs 3.4 servings), folate (420 vs 270 μg), dietary fiber (18 vs 8 g), vitamin C (223 vs 94 mg), calcium (1055 vs 719 mg) and iron (16.5 vs 11.7 mg). For the 2007 data collection, snack program participants (52%; n=26) had higher intakes from the 'Milk and Alternatives' food group (3.3 vs 2.2 servings), vitamin A (697 vs 551 RE [retinol equivalents]), calcium (1186 vs 837 mg), and vitamin D (6.9 vs 4.4 μg) and significantly lower intakes of 'Other' foods (6.0 vs 7.2 servings) compared with non-participants (48%; n=24). For 2004 and 2007, differences in intake also occurred by gender and grade groupings, with no interaction effects between snack participation and gender or grade. With the exception of 'Meat and Alternatives' in 2004, there was a trend for a higher percentage of students to meet dietary recommendations if they participated in the snack program. Students indicated that the three things they liked most about the school snack program were the juice (50%), that the program kept them from feeling hungry at school (40%), and that they got a snack at school every day (32%). Students indicated that the snack program helped them to eat healthier by motivating them (74%), eating more fruit (86%), and making better dietary choices (68%). Given the positive impact of the program on the food and nutrient intake of school snack program participants, qualitative feedback will be used to enhance the program and participation. Clearly, school snack programs can be an important venue to address the nutritional vulnerability of First Nation youth living in remote communities.

Factors Associated with Student Participation in a School-based Hepatitis B Immunization Program.

ERIC Educational Resources Information Center

Goldstein, Susan T.; Cassidy, William M.; Hodgson, Wesley; Mahoney, Francis J.

2001-01-01

Examined relationships between participation in school-based hepatitis B immunization programs and teacher attitudes toward school-based health care and student socioeconomic status (SES). Data on teacher attitudes, student standardized test scores, and student SES indicated that SES was the most important predictor of student participation. The…

77 FR 41350 - Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-13

... Nutrition Service Title: National School Lunch Program and School Breakfast Program Access, Participation... School Lunch Program (NSLP) and the School Breakfast Program (SBP) provide federal financial assistance and commodities to schools serving lunches and breakfasts that meet required nutritional standards...

The Relationship of School Breakfast to Psychosocial and Academic Functioning: Cross-Sectional and Longitudinal Observations in an Inner-City School Sample

ERIC Educational Resources Information Center

Murphy, J. Michael; Pagano, Maria E.; Nachmani, Joan; Sperling, Peter; Kane, Shirley; Kleinman, Ronald E.

1998-01-01

Objective: To determine if a relationship exists between participation in a school breakfast program and measures of psychosocial and academic functioning in school-aged children. Methods: Information on participation in a school breakfast program, school record data, and in-depth interviews with parents and children were collected in 1 public…

Contributions of After School Programs to the Development of Fundamental Movement Skills in Children.

PubMed

Burrows, E Jean; Keats, Melanie R; Kolen, Angela M

Fundamental movement skill (FMS) proficiency or the ability to perform basic skills (e.g., throwing, catching and jumping) has been linked to participation in lifelong physical activity. FMS proficiency amongst children has declined in the previous 15 years, with more children performing FMS at a low-mastery level. These declines may help explain the insufficient levels of participation in health promoting physical activity seen in today's youth. The after school time period (e.g., 3 to 6 p.m.), is increasingly considered an opportune time for physical activity interventions. To date, little research has examined the potential for after school programming to improve FMS proficiency. Participants (n=40, 6-10 years) of two existent physical activity based after school programs, a low-organized games and a sports-based program, were pre- and post-tested for FMS proficiency using the Test of Gross Motor Development-2 (TGMD-2) over an 11-week period. The sports-based program participants showed no improvement in FMS over the 11-week study ( p =0.91, eta 2 =0.00) and the games-based program participants significantly improved their proficiency ( p =0.00, eta 2 =0.30). No significant ( p =0.13, eta 2 = 0.06), differences were found in change in FMS scores between the low-organized games program participants and the sport-based program participants. These results suggest that after school programs with a low-organized games-based focus may support a moderate improvement in FMS proficiency in young children. Better training of after school program leaders on how to teach FMS may be necessary to assist children in acquiring sufficient proficiency in FMS.

Contributions of After School Programs to the Development of Fundamental Movement Skills in Children

PubMed Central

BURROWS, E. JEAN; KEATS, MELANIE R.; KOLEN, ANGELA M.

2014-01-01

Fundamental movement skill (FMS) proficiency or the ability to perform basic skills (e.g., throwing, catching and jumping) has been linked to participation in lifelong physical activity. FMS proficiency amongst children has declined in the previous 15 years, with more children performing FMS at a low-mastery level. These declines may help explain the insufficient levels of participation in health promoting physical activity seen in today’s youth. The after school time period (e.g., 3 to 6 p.m.), is increasingly considered an opportune time for physical activity interventions. To date, little research has examined the potential for after school programming to improve FMS proficiency. Participants (n=40, 6–10 years) of two existent physical activity based after school programs, a low-organized games and a sports-based program, were pre- and post-tested for FMS proficiency using the Test of Gross Motor Development-2 (TGMD-2) over an 11-week period. The sports-based program participants showed no improvement in FMS over the 11-week study (p=0.91, eta2=0.00) and the games-based program participants significantly improved their proficiency (p=0.00, eta2=0.30). No significant (p=0.13, eta2 = 0.06), differences were found in change in FMS scores between the low-organized games program participants and the sport-based program participants. These results suggest that after school programs with a low-organized games-based focus may support a moderate improvement in FMS proficiency in young children. Better training of after school program leaders on how to teach FMS may be necessary to assist children in acquiring sufficient proficiency in FMS. PMID:27293501

The Academic Differences between Students Involved in School-Based Robotics Programs and Students Not Involved in School-Based Robotics Programs

ERIC Educational Resources Information Center

Koumoullos, Michael

2013-01-01

This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N = 121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these…

Spreading the word: A process evaluation of a voluntary AOD prevention program.

PubMed

Edelen, Maria Orlando; Tucker, Joan; D'Amico, Elizabeth

2015-06-01

Research on voluntary after-school alcohol and other drug (AOD) prevention programs is limited. It is important to increase understanding of students' motivation to attend these types of programs and their tendency to transfer program information to peers. This paper summarizes efforts to evaluate process information for CHOICE, a voluntary after-school AOD prevention program for middle-school youth. A survey administered to 1899 students aged 10-16 in seven schools assessed: (1) why students choose to attend CHOICE (2) barriers to attendance; and (3) how program information is disseminated to non-participants. Frequencies of responses from participants and non-participants were compared. Participants were motivated by several features, most notably, the demeanor of the group leaders and enjoyable curriculum content. Barriers to attendance were primarily logistic, but results also suggest that the promotion message should more effectively emphasize that CHOICE is appropriate for everyone. The majority of students knew about CHOICE, both through advertising and conversations with friends. Non-participants' detailed reports of what they heard from friends corresponded closely with what participants reported sharing. The use of dynamic group leaders is critical to engaging students in voluntary programs. Offering the program on different days of the week or at different times (e.g., before school) may improve attendance rates. Peer networks represent a critical pathway for prevention information that can help increase program impact. These results can be used to inform modifications to existing voluntary after-school AOD prevention programs to obtain higher attendance rates and more widespread dissemination of the intervention message. © American Academy of Addiction Psychiatry.

34 CFR 682.610 - Administrative and fiscal requirements for participating schools.

Code of Federal Regulations, 2010 CFR

2010-07-01

... participating schools. 682.610 Section 682.610 Education Regulations of the Offices of the Department of... LOAN (FFEL) PROGRAM Requirements, Standards, and Payments for Participating Schools § 682.610 Administrative and fiscal requirements for participating schools. (a) General. Each school shall— (1) Establish...

34 CFR 682.610 - Administrative and fiscal requirements for participating schools.

Code of Federal Regulations, 2011 CFR

2011-07-01

... participating schools. 682.610 Section 682.610 Education Regulations of the Offices of the Department of... EDUCATION LOAN (FFEL) PROGRAM Requirements, Standards, and Payments for Participating Schools § 682.610 Administrative and fiscal requirements for participating schools. (a) General. Each school shall— (1) Establish...

Nutrition and Cognitive Achievement: An Evaluation of the School Breakfast Program

PubMed Central

Frisvold, David E.

2014-01-01

This paper investigates the impact of the School Breakfast Program (SBP) on cognitive achievement. The SBP is a federal entitlement program that offers breakfast to any student, including free breakfast for any low-income student, who attends a school that participates in the program. To increase the availability of the SBP, many states mandate that schools participate in the program if the percent of free or reduced-price eligible students in a school exceeds a specific threshold. Using the details of these mandates as a source of identifying variation, I find that the availability of the program increases student achievement. PMID:25918449

Evaluating the impact of a Connecticut program to reduce availability of unhealthy competitive food in schools.

PubMed

Long, Michael W; Henderson, Kathryn E; Schwartz, Marlene B

2010-10-01

This article seeks to inform state and local school food policies by evaluating the impact of Connecticut's Healthy Food Certification (HFC), a program which provides monetary incentives to school districts that choose to implement state nutrition standards for all foods sold to students outside reimbursable school meals. Food service directors from all school districts participating in the National School Lunch Program (NSLP) (N = 151) in Connecticut were surveyed about the availability of competitive foods before and after the 2006-2007 implementation of HFC. Food categories were coded as healthy or unhealthy based on whether they met the Connecticut Nutrition Standards. Data on NSLP participation were provided by the State Department of Education. Changes in NSLP participation and availability of unhealthy competitive foods in elementary, middle, and high schools were compared pre- and post-HFC across districts participating (n = 74) versus not participating (n = 77) in HFC. On average, all districts in Connecticut reduced the availability of unhealthy competitive foods, with a significantly greater reduction among HFC districts. Average NSLP participation also increased across the state. Participating in HFC was associated with significantly greater NSLP participation for paid meals in middle school; however, implementing HFC did not increase overall NSLP participation beyond the statewide upward trend. The 2006-2007 school year was marked by a significant decrease in unhealthy competitive foods and an increase in NSLP participation across the state. Participation in Connecticut's voluntary HFC further reduced the availability of unhealthy competitive foods in local school districts, and had either a positive or neutral effect on NSLP participation. © 2010, American School Health Association.

Teacher Research Programs Participation Improves Student Achievement in Science

NASA Astrophysics Data System (ADS)

Dubner, J.

2009-12-01

Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers’ skills in communicating science to students. We have measured the impact of New York City public high school science teacher participation in Columbia University’s Summer Research Program for Science Teachers on their students’ academic performance in science. In the year prior to program entry, students of participating and non-participating teachers passed a New York State Regents science examination at the same rate. In years three and four following program entry, participating teachers’ students passed Regents science exams at a higher rate (p = 0.049) than non-participating teachers’ students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings.

Supporting Students through Participation in the Regional High School Summer School Program

ERIC Educational Resources Information Center

Zhao, Huafang; McGaughey, Trisha A.; Wade, Julie

2014-01-01

The Office of Shared Accountability (OSA) in Montgomery County (Maryland) Public Schools (MCPS) conducted a study of the MCPS Regional High School Summer School Program. Academic intervention programs (AIPs) in MCPS, including the Regional High School Summer School Program, aim to help students gain lost credits and earn credits needed for…

Many Eligible Children Don't Participate in School Nutrition Programs: Reauthorization Offers Opportunities to Improve. National Issue Brief Number 85

ERIC Educational Resources Information Center

Carson, Jessica A.

2015-01-01

This brief uses data from the 2013 Current Population Survey's Food Security Supplement to document levels of participation in two of the largest programs authorized by the Healthy, Hunger-Free Kids Act of 2010--the National School Lunch Program and the School Breakfast Program--by region and place type (rural, suburban, and city), to identify…

Improving Attendance and Retention in Out-of-School Time Programs. Research-to-Results Practitioner Insights. Publication # 2007-17

ERIC Educational Resources Information Center

Kennedy, Elena; Wilson, Brooke; Valladares, Sherylls; Bronte-Tinkew, Jacinta

2007-01-01

Regular participation in out-of-school time activities is associated with benefits for children. However, children cannot reap the benefits of program participation if they do not attend programs in the first place. This brief focuses on ways in which out-of-school time programs can improve the attendance and retention of children and youth in…

Using Simulation to Understand Consistency in Treatment Effects: An Application to School Choice

ERIC Educational Resources Information Center

Maroulis, Spiro; Bakshy, Eytan; Gomez, Louis; Wilensky, Uri

2012-01-01

The authors examine the sensitivity of the school choice treatment effects--as defined as the difference between participants and non-participants in open enrollment programs--to differences in i) the underlying student/household preferences of a school districts, and ii) the program participation rates of the district. Data detailed and broad…

Helping Behaviorally At-Risk Middle School Students with the No Bad Actions Program: Winning with the N.B.A.

ERIC Educational Resources Information Center

Slate, John R.; Jones, Craig H.

2003-01-01

Middle school boys at risk for behavior problems participated in an initiative (administered via an intramural basketball program) that taught positive skills and provided incentives for achieving academically and following rules. Participation depended on appropriate academic achievement and adherence to school rules. Participants displayed large…

Lunches Selected and Consumed from the National School Lunch Program in Schools Designated As HealthierUS School Challenge Schools Are More Nutritious than Lunches Brought from Home

ERIC Educational Resources Information Center

Bergman, Ethan A.; Saade, Catherine; Shaw, Emily; Englund, Tim; Cashman, Linda; Taylor, Katie Weigt; Watkins, Tracee; Rushing, Keith

2014-01-01

Purpose/Objective: The purpose of this study was to compare the nutrient content of National School Lunch Program (NSLP) lunches and lunches brought from home (LBFH) lunches in elementary schools participating in the HealthierUS School Challenge (HUSSC). Methods: Participants included students in grades 2-5 in four Washington state HUSSC…

How Do Parents Choose Schools, and What Schools Do They Choose? A Literature Review of Private School Choice Programs in the United States

ERIC Educational Resources Information Center

Holmes Erickson, Heidi

2017-01-01

I review the literature on how parents select schools when participating in private choice programs in the United States. I address two sub-questions. First, do parents have the incentives and motivation needed to participate in a schooling market? Second, when selecting a school, what school characteristics do parents consider? I find three…

Optimizing violence prevention programs: an examination of program effectiveness among urban high school students.

PubMed

Thompkins, Amanda C; Chauveron, Lisa M; Harel, Ofer; Perkins, Daniel F

2014-07-01

While demand for youth violence prevention programs increases, the ability of the school-day schedule to accommodate their time requirements has diminished. Viable school-based prevention programs must strike a balance between brevity and effectiveness. This article reports results from an effectiveness trial of a 12-session curriculum-based universal violence prevention program that promotes healthy conflict resolution skills among urban adolescents. Using a review of program record data and a multisite quasi-experimental study design, we examined the effectiveness of a New York City-based violence prevention program entitled the Violence Prevention project (VPP) optimized to meet school needs. We analyzed survey data from 1112 9th- and 10th-grade students in 13 New York City public high schools across 4 consecutive school years. Both participants and nonparticipants were surveyed. Review of program record data indicated that the program was implemented with acceptable fidelity to the core component structure, and that participant responsiveness to the model was high. Multilevel modeling indicated that VPP participation was protective for academic self-concept and promoted conflict resolution skills. Findings indicate that semester-long violence prevention programs optimized to meet the needs of a typical high school can be effective at promoting healthy conflict resolution skills in urban adolescents. © 2014, American School Health Association.

Initial evaluation of a student-run fruit and vegetable business in urban high schools.

PubMed

Sikic, Nicholas I; Erbstein, Nancy; Welch, Kearnan; Grundberg, Ethan; Miller, Elizabeth

2012-11-01

This study examined the acceptability and feasibility of Fresh Producers, a student-run fruit and vegetable distribution program at three urban high schools located in low-income neighborhoods, and its potential impact on the nutrition and professional development of participating students. Thirteen focus groups conducted with 72 students explored the program's impact on their dietary habits and professional skill development, and discussed program challenges. Responses were coded for common themes by multiple investigators. Participants reported increased fruit and vegetable consumption, and improved interpersonal, team-building, and organizational skills. Challenges included integration into the school schedule and environment and limited faculty support for business activities. This program is acceptable and feasible for secondary school students in a variety of school settings. Students reported positive changes in professional skills and nutrition. Training and support for students and faculty, including strategies to improve program integration into the school context, could increase participation.

77 FR 6776 - Agency Information Collection Activities: Proposed Collection; Comment Request-National School...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-09

...: Proposed Collection; Comment Request--National School Lunch Program and School Breakfast Program Access... be directed to Steven Carlson at 703-305-2017. SUPPLEMENTARY INFORMATION: Title: National School Lunch Program and School Breakfast Program Access, Participation, Eligibility, and Certification Study...

Healthier Choices and Increased Participation in a Middle School Lunch Program: Effects of Nutrition Policy Changes in San Francisco

PubMed Central

Wojcicki, Janet M.; Heyman, Melvin B.

2006-01-01

In order to address overall nutritional health, including increases in numbers of overweight children and adolescents, the San Francisco Unified School District implemented a progressive nutrition policy beginning in August 2003. We review this policy and focus on its impact on school and district revenues and students’ participation in the federally subsidized school lunch program. We examined changes in menu items and the consequent effects of these changes on student eating patterns and school revenues at Aptos Middle School in San Francisco. This case study and additional district data show that provision of healthy menu options led to increased student participation in the federal school lunch program. PMID:16873747

Proprietary Schools and Student Financial Aid Programs: Background and Policy Issues. Congressional Report for Congress.

ERIC Educational Resources Information Center

Fraas, Charlotte J.

This report examines some of the major issues that Congress is likely to confront in considering future use of student aid programs by proprietary school students. Chapter 1 presents an historical overview of proprietary school participation in Title IV student aid programs and Chapter 2 explores the current participation of proprietary school…

Effects of Participation in a Martial Arts-Based Antibullying Program in Elementary Schools

ERIC Educational Resources Information Center

Twemlow, Stuart W.; Biggs, Bridget K.; Nelson, Timothy D.; Vernberg, Eric M.; Fonagy, Peter; Twemlow, Stephen W.

2008-01-01

This study evaluated the Gentle Warrior Program, a traditional martial arts-based intervention to reduce aggression in children, as it was implemented in three elementary schools. The sample consisted of 254 children in grades 3, 4, and 5 who participated in the Gentle Warrior Program as part of a larger school violence intervention. Results…

A combined impact-process evaluation of a program promoting active transport to school: understanding the factors that shaped program effectiveness.

PubMed

Crawford, S; Garrard, J

2013-01-01

This mixed methods study was a comprehensive impact-process evaluation of the Ride2School program in metropolitan and regional areas in Victoria, Australia. The program aimed to promote transport to school for primary school children. Qualitative and quantitative data were collected at baseline and followup from two primary schools involved in the pilot phase of the program and two matched comparison schools, and a further 13 primary schools that participated in the implementation phase of the program. Classroom surveys, structured and unstructured observations, and interviews with Ride2School program staff were used to evaluate the pilot program. For the 13 schools in the second phase of the program, parents and students completed questionnaires at baseline (N = 889) and followup (N = 761). Based on the quantitative data, there was little evidence of an overall increase in active transport to school across participating schools, although impacts varied among individual schools. Qualitative data in the form of observations, interviews, and focus group discussions with students, school staff, and program staff provided insight into the reasons for variable program impacts. This paper highlights the benefits of undertaking a mixed methods approach to evaluating active transport to school programs that enables both measurement and understanding of program impacts.

A Combined Impact-Process Evaluation of a Program Promoting Active Transport to School: Understanding the Factors That Shaped Program Effectiveness

PubMed Central

Crawford, S.; Garrard, J.

2013-01-01

This mixed methods study was a comprehensive impact-process evaluation of the Ride2School program in metropolitan and regional areas in Victoria, Australia. The program aimed to promote transport to school for primary school children. Qualitative and quantitative data were collected at baseline and followup from two primary schools involved in the pilot phase of the program and two matched comparison schools, and a further 13 primary schools that participated in the implementation phase of the program. Classroom surveys, structured and unstructured observations, and interviews with Ride2School program staff were used to evaluate the pilot program. For the 13 schools in the second phase of the program, parents and students completed questionnaires at baseline (N = 889) and followup (N = 761). Based on the quantitative data, there was little evidence of an overall increase in active transport to school across participating schools, although impacts varied among individual schools. Qualitative data in the form of observations, interviews, and focus group discussions with students, school staff, and program staff provided insight into the reasons for variable program impacts. This paper highlights the benefits of undertaking a mixed methods approach to evaluating active transport to school programs that enables both measurement and understanding of program impacts. PMID:23606865

An Analysis of a Public School Prekindergarten Bilingual Montessori Program.

ERIC Educational Resources Information Center

Rodriguez, Linda; Irby, Beverly J.; Brown, Genevieve; Lara-Alecio, Rafael; Galloway, Martha

This study analyzed a public school prekindergarten Montessori bilingual program, investigating second grade reading achievement scores on Spanish and English norm-referenced tests and comparing students who had participated in the Montessori program with those who had participated in a prekindergarten traditional bilingual program. Participants…

Satisfaction of Middle School Lunch Program Participants and Non-Participants with the School Lunch Experience

ERIC Educational Resources Information Center

Smith, Stephanie; Cunningham-Sabo, Leslie; Auld, Garry

2015-01-01

Purpose/Objectives: The purpose of this study was to determine middle school students' satisfaction with the school lunch experience, using two validated surveys; the Middle/Junior High School Student Participation Survey and the Middle/Junior High School Student Non-Participation Survey, both developed by the National Food Service Management…

Case Study of the Voluntary Student Transfer Program: The Perspectives of African American Students and Parent Participants in One Midwestern School District

ERIC Educational Resources Information Center

Goodwin, Rosalyn Harper

2013-01-01

This study investigated the perspectives of four students and 6 parent participants of the Voluntary Student Transfer program, an inter-district desegregation program that involves transporting African American students from urban area schools to surrounding county schools. Due to limited and dated research related to the Voluntary Student…

A provincial study of opportunities for school-based physical activity in secondary schools.

PubMed

Dwyer, John J M; Allison, Kenneth R; LeMoine, Karen N; Adlaf, Edward M; Goodman, Jack; Faulkner, Guy E J; Lysy, Daria C

2006-07-01

Adolescents spend considerable time at school and thus it is important to understand their opportunities for school-based physical activity. This study surveyed Ontario secondary schools to identify the range of structured opportunities and their engagement by students. A questionnaire was mailed to key informants in 600 randomly selected secondary schools in Ontario, for which 474 respondents (79%) returned completed questionnaires. Curriculum-based physical education (PE) classes in grade nine were reported to be offered in all schools and these classes in grades 10, 11 and 12 were offered in almost all schools. Student enrollment in PE decreased from grades 9 to 12 (97.9%, 49.6%, 43.3% and 35.9%, respectively). Respondents reported that funding, timetable, facilities and resources made it somewhat difficult to implement the health and physical education curriculum in their schools. About two-thirds (65.5%) of the schools had an intramural program and 15.0% of students participated in it, whereas 97.2% of the schools had an inter-school sports program and 25.0% of students participated in it. Supervision issues made it difficult to provide intramural programs and funding made it difficult to provide inter-school sports programs. Although provision of physical activity opportunities in Ontario appears satisfactory, actual engagement by students is low. The results suggest that strategies to increase student participation in PE, intramural programs, and inter-school sports programs need further consideration.

Plate Waste and Attitudes among High School Lunch Program Participants

ERIC Educational Resources Information Center

Haas, Jessica; Cunningham-Sabo, Leslie; Auld, Garry

2014-01-01

Purpose/Objectives: The purpose of this study was to determine: (1) What foods high school students participating in the National School Lunch Program (NSLP) are discarding the most? (2) How much of these foods they are discarding? and (3) What are their perceptions towards school lunch? Methods: Researchers measured plate waste at two high…

Schools Attuned. Program Evaluation 2003: The Report Card Study

ERIC Educational Resources Information Center

Ort, Suzanne Wichterle

2003-01-01

This document reports on a study funded by the Nash Family Foundation designed to assess the impact of participation in the Schools Attuned professional development program on Jewish Day School educators. Participants in this study took part in a 35 hour course and 10 hours of post course follow up, related to the Schools Attuned approach to…

What Works after School? The Relationship between After-School Program Quality, Program Attendance, and Academic Outcomes

ERIC Educational Resources Information Center

Leos-Urbel, Jacob

2015-01-01

This article examines the relationship between after-school program quality, program attendance, and academic outcomes for a sample of low-income after-school program participants. Regression and hierarchical linear modeling analyses use a unique longitudinal data set including 29 after-school programs that served 5,108 students in Grades 4 to 8…

Marketing of foods of minimal nutritional value to children in schools.

PubMed

Molnar, Alex; Garcia, David R; Boninger, Faith; Merrill, Bruce

2008-11-01

Despite calls for children to lower their consumption of food high in fat and sugar (FHFS) and food of minimal nutritional value (FMNV), such foods are heavily marketed to and consumed by children. This study provides the first nationally representative survey to measure the nature and extent of marketing activities in American public schools. A stratified random sample of 313 U.S. primary school officials reported their schools' participation in marketing activities with corporations that sell FHFS and FMNV for the academic year 2003-2004. They also reported whether their schools would be forced to reduce programs if marketing was prohibited and their attitude toward increased regulation of marketing for FHFS and FMNV. According to school officials, 37.7% of primary schools nationwide participated in fundraising, 31.6% participated in incentive programs, and 16.3% participated in exclusive agreements with a corporation that sells FHFS or FMNV. In addition, 87.5% of school officials reported that their schools would not be forced to reduce programs if marketing was prohibited, and 53.7% supported the increased regulation of FHFS and FMNV marketing. American primary schools participate extensively in corporate-sponsored marketing for foods whose high consumption may lead to obesity and its attendant health risks.

A Comparison of Repeater Performance on the MCAT: Review Course Participants vs. Non-Participants.

ERIC Educational Resources Information Center

Jackson, Evelyn W.; And Others

The Medical/Dental Education Preparatory Program (MEDPREP) at Southern Illinois University School of Medicine at Carbondale prepares underrepresented minorities for medical school admission. This paper reports on the evaluation of the MEDPREP Summer Review program by the comparison of participant and non-participant score gains on the Medical…

45 CFR 2516.310 - May private school students participate?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false May private school students participate? 2516.310... NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Participate § 2516.310 May private school students participate? (a) Yes. To the extent consistent with the number of students...

Associations among School Characteristics and Foodservice Practices in a Nationally Representative Sample of U.S. Schools

PubMed Central

Thomson, Jessica L.; Tussing-Humphreys, Lisa M.; Martin, Corby K.; LeBlanc, Monique M.; Onufrak, Stephen J.

2012-01-01

Objective Determine school characteristics associated with healthy/unhealthy foodservice offerings or healthy food preparation practices. Design Retrospective analysis of cross-sectional data. Setting Nationally representative sample of public and private elementary, middle and high schools. Participants 526 and 520 schools with valid data from the 2006 School Health Policies and Practices Study (SHPPS) Food Service School Questionnaire. Main Outcome Measure(s) Scores for healthy/unhealthy foodservice offerings and healthy food preparation practices. Analysis Multivariable regression to determine significant associations among school characteristics and offerings/preparation practices. Results Public schools and schools participating in USDA Team Nutrition reported more healthy offerings and preparation than private or non-participating schools, respectively. Elementary schools reported less unhealthy offerings than middle or high schools; middle schools reported less unhealthy offerings than high schools. Schools requiring foodservice managers to have a college education reported more healthy preparation while those requiring completion of a foodservice training program reported less unhealthy offerings and more healthy preparation than schools without these requirements. Conclusions and Implications Results suggest the school nutrition environment may be improved by requiring foodservice managers to hold a nutrition-related college degree and/or successfully pass a foodservice training program, and by participating in a school-based nutrition program, such as USDA Team Nutrition. PMID:22963956

Study protocol for the evaluation of an Infant Simulator based program delivered in schools: a pragmatic cluster randomised controlled trial

PubMed Central

2010-01-01

Background This paper presents the study protocol for a pragmatic randomised controlled trial to evaluate the impact of a school based program developed to prevent teenage pregnancy. The program includes students taking care of an Infant Simulator; despite growing popularity and an increasing global presence of such programs, there is no published evidence of their long-term impact. The aim of this trial is to evaluate the Virtual Infant Parenting (VIP) program by investigating pre-conceptual health and risk behaviours, teen pregnancy and the resultant birth outcomes, early child health and maternal health. Methods and Design Fifty-seven schools (86% of 66 eligible secondary schools) in Perth, Australia were recruited to the clustered (by school) randomised trial, with even randomisation to the intervention and control arms. Between 2003 and 2006, the VIP program was administered to 1,267 participants in the intervention schools, while 1,567 participants in the non-intervention schools received standard curriculum. Participants were all female and aged between 13-15 years upon recruitment. Pre and post-intervention questionnaires measured short-term impact and participants are now being followed through their teenage years via data linkage to hospital medical records, abortion clinics and education records. Participants who have a live birth are interviewed by face-to-face interview. Kaplan-Meier survival analysis and proportional hazards regression will test for differences in pregnancy, birth and abortion rates during the teenage years between the study arms. Discussion This protocol paper provides a detailed overview of the trial design as well as initial results in the form of participant flow. The authors describe the intervention and its delivery within the natural school setting and discuss the practical issues in the conduct of the trial, including recruitment. The trial is pragmatic and will directly inform those who provide Infant Simulator based programs in school settings. Trial registration ISRCTN24952438 PMID:20964860

Study protocol for the evaluation of an Infant Simulator based program delivered in schools: a pragmatic cluster randomised controlled trial.

PubMed

Brinkman, Sally A; Johnson, Sarah E; Lawrence, David; Codde, James P; Hart, Michael B; Straton, Judith A Y; Silburn, Sven

2010-10-21

This paper presents the study protocol for a pragmatic randomised controlled trial to evaluate the impact of a school based program developed to prevent teenage pregnancy. The program includes students taking care of an Infant Simulator; despite growing popularity and an increasing global presence of such programs, there is no published evidence of their long-term impact. The aim of this trial is to evaluate the Virtual Infant Parenting (VIP) program by investigating pre-conceptual health and risk behaviours, teen pregnancy and the resultant birth outcomes, early child health and maternal health. Fifty-seven schools (86% of 66 eligible secondary schools) in Perth, Australia were recruited to the clustered (by school) randomised trial, with even randomisation to the intervention and control arms. Between 2003 and 2006, the VIP program was administered to 1,267 participants in the intervention schools, while 1,567 participants in the non-intervention schools received standard curriculum. Participants were all female and aged between 13-15 years upon recruitment. Pre and post-intervention questionnaires measured short-term impact and participants are now being followed through their teenage years via data linkage to hospital medical records, abortion clinics and education records. Participants who have a live birth are interviewed by face-to-face interview. Kaplan-Meier survival analysis and proportional hazards regression will test for differences in pregnancy, birth and abortion rates during the teenage years between the study arms. This protocol paper provides a detailed overview of the trial design as well as initial results in the form of participant flow. The authors describe the intervention and its delivery within the natural school setting and discuss the practical issues in the conduct of the trial, including recruitment. The trial is pragmatic and will directly inform those who provide Infant Simulator based programs in school settings. ISRCTN24952438.

Participation in Schools? Five Case Studies. ACER Research Series No. 98.

ERIC Educational Resources Information Center

Fitzgerald, R. T.; And Others

The issues of public participation in schools and school-community relations are surveyed, the findings of a two-year research program conducted in five secondary schools examined, and some suggestions made for policy in the areas of local participation in schools and the planning of change in schools. The schools are described as (1) a large…

Physical Activity Intensity, Lesson Context, and Teacher Interactions During an Unstructured Afterschool Physical Activity Program.

PubMed

Behrens, Timothy K; Miller, Daniel J; Schuna, John M; Liebert, Mina L

2015-12-01

Afterschool programs are promising arenas to improve youth physical activity (PA) levels. During the school year for 2012-2013, 5 elementary schools from a low-socioeconomic status (SES) school district in southern Colorado participated in evaluation of the afterschool program entitled Keep It Moving! (KIM). In this cross-sectional analysis we sought to evaluate the relationships among participant PA, teacher interaction, and lesson context during an unstructured afterschool PA program. Participants were third-fifth grade students enrolled in the KIM program at the 5 participating elementary schools and were assessed utilizing accelerometers and direct observation with the System for Observing Fitness Instruction Time (SOFIT). Program participants wore the accelerometer 37.1 ± 5.4 min session(-1). Approximately half of the time was spent in light PA (LPA) and 15.7 ± 5.3 min session(-1) in moderate to vigorous PA (MVPA). Game play was positively associated with LPA and negatively associated with MVPA. When teachers did not promote PA with students there was a positive association with sedentary activity (SA) and a negative association with MVPA. Lesson context and teacher interactions may be important factors associated with PA intensity of afterschool PA programming. Future research should address whether structured PA curricula may improve quality of afterschool PA programming. © 2015, American School Health Association.

Using School Choice: Analyzing How Parents Access Educational Freedom. School Choice Issues in Depth

ERIC Educational Resources Information Center

Forster, Greg

2005-01-01

This report provides a summary of the process parents must go through to participate in each of the nation's school choice programs, identifying problem areas in some programs. For the first time in one place, this report collects data on participation in each of the programs in current and previous years. Data are given for the number of students…

The Use of Refundable Tax Credits to Increase Low-Income Children's After-School Physical Activity Level.

PubMed

Dunton, Genevieve; Ebin, Vicki J; Efrat, Merav W; Efrat, Rafael; Lane, Christianne J; Plunkett, Scott

2015-06-01

The current study investigates the extent to which a refundable tax credit could be used to increase low-income children's after-school physical activity levels. An experimental study was conducted evaluating the effectiveness of an intervention offering a simulated refundable tax credit to parents of elementary-school-age children (n = 130) for enrollment in after-school physical activity programs. A randomized controlled design was used, with data collected at baseline, immediately following the 4-month intervention (postintervention), and 6 weeks after the end of the intervention (follow-up). Evaluation measures included (1) enrollment rate, time spent, weekly participation frequency, duration of enrollment, and long-term enrollment patterns in after-school physical activity programs and (2) moderate to vigorous physical activity. The simulated tax credits did not significantly influence low-income children's rates of enrollment in after-school physical activity programs, frequency of participation, time spent in after-school physical activity programs, and overall moderate-to-vigorous intensity physical activity at postintervention or follow-up. The use of refundable tax credits as incentives to increase participation in after-school physical activity programs in low-income families may have limited effectiveness. Lawmakers might consider other methods of fiscal policy to promote physical activity such as direct payment to after-school physical activity program providers for enrolling and serving a low-income child in a qualified program, or improvements to programming and infrastructure.

Families and Schools Together: An Experimental Study of Multi-Family Support Groups for Children At Risk

ERIC Educational Resources Information Center

Kratochwill, Thomas R.; McDonald, Lynn; Levin, Joel R.; Scalia, Phyllis A.; Coover, Gail

2009-01-01

We evaluated a multi-family support group intervention program in elementary schools. Kindergarten through third-grade children at eight urban schools in a Midwestern university community were universally invited to participate in the Families and Schools Together (FAST) program, and made up half of the study participants; the other half were K-3…

Understanding Perceptions of School Administrators Related to School Breakfast in a Low School Breakfast Participation State

ERIC Educational Resources Information Center

Askelson, Natoshia M.; Golembiewski, Elizabeth H.; Bobst, Ann; Delger, Patti J.; Scheidel, Carrie A.

2017-01-01

Background: The National School Breakfast Program (SBP) is a federally funded program that allows states to offer nutritious breakfast to K-12 students. However, rates of SBP participation are low in some rural states, and the reasons are not well understood. The purpose of the study was to explore administrators' perceptions, attitudes, and…

77 FR 59911 - Request To Make Special Program for the Law School Clinic Certification Patent Pilot Program

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-01

...] Request To Make Special Program for the Law School Clinic Certification Patent Pilot Program AGENCY... and Trademark Office (USPTO) is implementing a pilot program in which a law school clinic participating in the USPTO Law School Clinic Certification Pilot Program may file an application for a pro bono...

Impact of Experience Corps(®) participation on school climate.

PubMed

Parisi, Jeanine M; Ramsey, Christine M; Carlson, Michelle C; Xue, Qian-Li; Huang, Jin; Romani, William A; McGill, Sylvia; Seeman, Teresa E; Tanner, Elizabeth K; Barron, Jeremy; Tan, Erwin J; Gruenewald, Tara L; Diibor, Ike; Fried, Linda P; Rebok, George W

2015-07-01

We examined the impact of the Experience Corps(®) (EC) program on school climate within Baltimore City public elementary schools. In this program, teams of older adult volunteers were placed in high intensity (>15 h per week), meaningful roles in public elementary schools, to improve the educational outcomes of children as well as the health and well-being of volunteers. During the first year of EC participation, school climate was perceived more favorably among staff and students in EC schools as compared to those in comparison schools. However, with a few notable exceptions, perceived school climate did not differ for staff or students in intervention and comparison schools during the second year of exposure to the EC program. These findings suggest that perceptions of school climate may be altered by introducing a new program into elementary schools; however, research examining how perceptions of school climate are impacted over a longer period is warranted.

Impact of Experience Corps® Participation on School Climate

PubMed Central

Parisi, Jeanine M.; Ramsey, Christine M.; Carlson, Michelle C.; Xue, Qian-Li; Huang, Jin; Romani, William A.; McGill, Sylvia; Seeman, Teresa E.; Tanner, Elizabeth K.; Barron, Jeremy; Tan, Erwin; Gruenewald, Tara L.; Diibor, Ike; Fried, Linda P.; Rebok, George W.

2015-01-01

We examined the impact of the Experience Corps® (EC) program on school climate within Baltimore City public elementary schools. In this program, teams of older adult volunteers were placed in high intensity (>15 hours per week), meaningful roles in public elementary schools, to improve the educational outcomes of children as well as the health and well-being of volunteers. During the first year of EC participation, school climate was perceived more favorably among staff and students in EC schools as compared to those in comparison schools. However, with a few notable exceptions, perceived school climate did not differ for staff or students in intervention and comparison schools during the second year of exposure to the EC program. These findings suggest that perceptions of school climate may be altered by introducing a new program into elementary schools; however, research examining how perceptions of school climate are impacted over a longer period is warranted. PMID:25708453

Predictors of Middle School Students' Interest in Participating in an Incentive-Based Tobacco Prevention and Cessation Program in Connecticut

PubMed Central

Morean, Meghan E.; Camenga, Deepa R.; Kong, Grace; Cavallo, Dana A.; Schepis, Ty S.

2014-01-01

Behavioral incentives have been used to encourage smoking cessation in older adolescents, but the acceptability of incentives to promote a smoke-free lifestyle in younger adolescents is unknown. To inform the development of novel, effective, school-based interventions for youth, we assessed middle school students' interest in participating in an incentive-based tobacco abstinence program. We surveyed 988 students (grades 6–8) attending three Connecticut middle schools to determine whether interest in program participation varied as a function of (1) intrapersonal factors (i.e., demographic characteristics (sex, age, race), smoking history, and trait impulsivity) and/or (2) aspects of program design (i.e., prize type, value, and reward frequency). Primary analyses were conducted using multiple regression. A majority of students (61.8%) reported interest in program participation. Interest did not vary by gender, smoking risk status, or offering cash prizes. However, younger students, non-Caucasian students, behaviorally impulsive students, and students with higher levels of self-regulation were more likely to report interest. Inexpensive awards (e.g., video games) offered monthly motivated program interest. In sum, middle school students reported high levels of interest in an incentive-based program to encourage a tobacco-free lifestyle. These formative data can inform the design of effective, incentive-based smoking cessation and prevention programs in middle schools. PMID:25147747

34 CFR 75.650 - Participation of students enrolled in private schools.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 1 2011-07-01 2011-07-01 false Participation of students enrolled in private schools... Participation of students enrolled in private schools. If the authorizing statute for a program requires a grantee to provide for participation by students enrolled in private schools, the grantee shall provide a...

34 CFR 75.650 - Participation of students enrolled in private schools.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Participation of students enrolled in private schools... Participation of students enrolled in private schools. If the authorizing statute for a program requires a grantee to provide for participation by students enrolled in private schools, the grantee shall provide a...

Shared use of school facilities with community organizations and afterschool physical activity program participation: a cost-benefit assessment.

PubMed

Kanters, Michael A; Bocarro, Jason N; Filardo, Mary; Edwards, Michael B; McKenzie, Thomas L; Floyd, Myron F

2014-05-01

Partnerships between school districts and community-based organizations to share school facilities during afterschool hours can be an effective strategy for increasing physical activity. However, the perceived cost of shared use has been noted as an important reason for restricting community access to schools. This study examined shared use of middle school facilities, the amount and type of afterschool physical activity programs provided at middle schools together with the costs of operating the facilities. Afterschool programs were assessed for frequency, duration, and type of structured physical activity programs provided and the number of boys and girls in each program. School operating costs were used to calculate a cost per student and cost per building square foot measure. Data were collected at all 30 middle schools in a large school district over 12 months in 2010-2011. Policies that permitted more use of school facilities for community-sponsored programs increased participation in afterschool programs without a significant increase in operating expenses. These results suggest partnerships between schools and other community agencies to share facilities and create new opportunities for afterschool physical activity programs are a promising health promotion strategy. © 2014, American School Health Association.

State ESEA Title I Participation Information for 2003-04

ERIC Educational Resources Information Center

Dabney, Elizabeth

2007-01-01

The "State ESEA ['Elementary and Secondary Education Act'] Title I Participation Summary Report for 2003-04" summarizes the participation data for the Title I, Part A (Title I), Grants to Local Education Agencies (LEAs) program. This program provides federal funds to assist eligible school districts and schools in supporting…

State ESEA Title I Participation Information for 2002-03

ERIC Educational Resources Information Center

Sinclair, Beth

2006-01-01

The "State ESEA ["Elementary and Secondary Education Act"] Title I Participation Summary Report for 2002-03" summarizes the participation data for the Title I, Part A, Grants to Local Education Agencies (LEAs) program. This program financially assists eligible school districts and schools in providing opportunities for at-risk…

A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers.

PubMed

Branch, William T; Frankel, Richard M; Hafler, Janet P; Weil, Amy B; Gilligan, MaryAnn C; Litzelman, Debra K; Plews-Ogan, Margaret; Rider, Elizabeth A; Osterberg, Lars G; Dunne, Dana; May, Natalie B; Derse, Arthur R

2017-12-01

The authors describe the first 11 academic years (2005-2006 through 2016-2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques. The program focused on the professional development of its participants. Thirty schools participated; 993 faculty, including some residents, completed the program.In evaluations, participating faculty at 13 of the schools scored significantly more positively as rated by learners on all dimensions of medical humanism than did matched controls. Qualitative analyses from several cohorts suggest many participants had progressed to more advanced stages of professional identity formation after completing the program. Strong engagement and attendance by faculty participants as well as the multimodal evaluation suggest that the program may serve as a model for others. Recently, most schools adopting the program have offered the curriculum annually to two or more groups of faculty participants to create sufficient numbers of trained faculty to positively influence humanistic teaching at the institution.The authors discuss the program's learning theory, outline its curriculum, reflect on the program's accomplishments and plans for the future, and state how faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at all levels of medical education.

Multisite cost analysis of a school-based voluntary alcohol and drug prevention program.

PubMed

Kilmer, Beau; Burgdorf, James R; D'Amico, Elizabeth J; Miles, Jeremy; Tucker, Joan

2011-09-01

This article estimates the societal costs of Project CHOICE, a voluntary after-school alcohol and other drug prevention program for adolescents. To our knowledge, this is the first cost analysis of an after-school program specifically focused on reducing alcohol and other drug use. The article uses microcosting methods based on the societal perspective and includes a number of sensitivity analyses to assess how the results change with alternative assumptions. Cost data were obtained from surveys of participants, facilitators, and school administrators; insights from program staff members; program expenditures; school budgets; the Bureau of Labor Statistics; and the National Center for Education Statistics. From the societal perspective, the cost of implementing Project CHOICE in eight California schools ranged from $121 to $305 per participant (Mdn = $238). The major cost drivers included labor costs associated with facilitating Project CHOICE, opportunity costs of displaced class time (because of in-class promotions for Project CHOICE and consent obtainment), and other efforts to increase participation. Substituting nationally representative cost information for wages and space reduced the range to $100-$206 (Mdn = $182), which is lower than the Substance Abuse and Mental Health Services Administration's estimate of $262 per pupil for the "average effective school-based program in 2002." Denominating national Project CHOICE costs by enrolled students instead of participants generates a median per-pupil cost of $21 (range: $14-$28). Estimating the societal costs of school-based prevention programs is crucial for efficiently allocating resources to reduce alcohol and other drug use. The large variation in Project CHOICE costs across schools highlights the importance of collecting program cost information from multiple sites.

Multisite Cost Analysis of a School-Based Voluntary Alcohol and Drug Prevention Program*

PubMed Central

Kilmer, Beau; Burgdorf, James R.; D'amico, Elizabeth J.; Miles, Jeremy; Tucker, Joan

2011-01-01

Objective: This article estimates the societal costs of Project CHOICE, a voluntary after-school alcohol and other drug prevention program for adolescents. To our knowledge, this is the first cost analysis of an after-school program specifically focused on reducing alcohol and other drug use. Method: The article uses microcosting methods based on the societal perspective and includes a number of sensitivity analyses to assess how the results change with alternative assumptions. Cost data were obtained from surveys of participants, facilitators, and school administrators; insights from program staff members; program expenditures; school budgets; the Bureau of Labor Statistics; and the National Center for Education Statistics. Results: From the societal perspective, the cost of implementing Project CHOICE in eight California schools ranged from $121 to $305 per participant (Mdn = $238). The major cost drivers included labor costs associated with facilitating Project CHOICE, opportunity costs of displaced class time (because of in-class promotions for Project CHOICE and consent obtainment), and other efforts to increase participation. Substituting nationally representative cost information for wages and space reduced the range to $100–$206 (Mdn = $182), which is lower than the Substance Abuse and Mental Health Services Administration's estimate of $262 per pupil for the "average effective school-based program in 2002." Denominating national Project CHOICE costs by enrolled students instead of participants generates a median per-pupil cost of $21 (range: $14—$28). Conclusions: Estimating the societal costs of school-based prevention programs is crucial for efficiently allocating resources to reduce alcohol and other drug use. The large variation in Project CHOICE costs across schools highlights the importance of collecting program cost information from multiple sites. PMID:21906509

Recruiting Youth for After-School Health Intervention Programming: Parent and Student Perceptions

ERIC Educational Resources Information Center

Wanless, Elizabeth; Judge, Lawrence W.; Dieringer, Shannon T.; Johnson, James E.

2017-01-01

In an effort to increase physical activity (PA) in children, some schools are utilizing after-school PA programs. For after-school PA programs to attract children and their parents more effectively, it is important to understand participant perceptions. With input from parents and children, after-school PA programs will be better equipped to…

Profiles of Participants in the National School Lunch Program: Data from Two National Surveys. Economic Information Bulletin Number 17

ERIC Educational Resources Information Center

Newman, Constance; Ralston, Katherine

2006-01-01

The National School Lunch Program (NSLP) serves more than 29 million children each day, but there is little information on the characteristics of those children. This study reports new estimates of NSLP participant characteristics using two national surveys: the 2001 Panel of the Survey of Income and Program Participation (SIPP) and the 1999-2002…

The academic differences between students involved in school-based robotics programs and students not involved in school-based robotics programs

NASA Astrophysics Data System (ADS)

Koumoullos, Michael

This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N=121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these students was compared to a group of students who were members of school based sports teams and to a group of students who were not part of either of the first two groups. Academic record was defined as overall GPA, English grade, mathematics grade, mathematics-based standardized state exam scores, and attendance rates. All of the participants of this study were students in a large, urban career and technical education high school. As STEM (Science, Technology, Engineering, and Mathematics) has come to the forefront of educational focus, robotics programs have grown in quantity. Starting robotics programs requires a serious commitment of time, money, and other resources. The benefits of such programs have not been well analyzed. This research study had three major goals: to identify the academic characteristics of students who are drawn to robotics programs, to identify the academic impact of the robotics program during the robotics season, and to identify the academic impact of the robotics program at the end of the school year. The study was a non-experiment. The researchers ran MANOVS, repeated measures analyses, an ANOVA, and descriptive statistics to analyze the data. The data showed that students drawn to robotics were academically stronger than students who did not participate in robotics. The data also showed that grades and attendance did not significantly improve or degrade either during the robotics season or at year-end. These findings are significant because they show that robotics programs attract students who are academically strong. This information can be very useful in high school articulation programs. These findings also show that robotics programs can be an educational activity for academically strong students. Further, they show that participation in such programs does not distract students from their academic focus.

(Almost) a slam dunk: Assessing the experiences and opinions of participants in a National Basketball Association (NBA)-funded dropout prevention program.

PubMed

Geiger, Tray J; Amrein-Beardsley, Audrey

2017-10-01

Researchers conducted an evaluation of participants' perceptions of a dropout prevention program - the NBA High School program - involving a National Basketball Association (NBA) team, a high school located in downtown [City], and the College of Education (COE) at the local State University (SU). The program targeted "at-risk" high school students while utilizing student-teachers as tutors and mentors. Researchers utilized mixed methods to assess student, student-teacher, and high school teacher participants' experiences with and opinions of the program. Researchers found (1) students enjoyed the program, especially given the involvement of the student-teachers; (2) students believed the program helped improve their grades; (3) student-teachers enjoyed working with their students, although student-teachers found some of the expectations surrounding their positions and roles as tutors/mentors within the high school to be unclear and frustrating; (4) high school teachers felt significantly better about the program than the student-teachers; and (5) overall, all sets of respondents categorically supported the program and its benefits. Findings indicated that the involvement of mentors or role models matters to students, and clear and organized logistics, planning, and communication are integral for program success. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Comprehensive Multi-Media Program to Prevent Smoking among Black Students.

ERIC Educational Resources Information Center

Kaufman, Joy S.; And Others

1994-01-01

Implemented program to decrease incidence of new smokers among black adolescents. Program combined school-based curriculum with comprehensive media intervention. There were two experimental conditions: one group participated in school-based intervention and was prompted to participate in multimedia intervention; other group had access to…

The School Breakfast Program and Breakfast Consumption. Discussion Paper No. 1360-08

ERIC Educational Resources Information Center

Waehrer, Geetha M.

2008-01-01

This paper analyzes the effect of participation in the School Breakfast Program (SBP) on breakfast consumption using time-diary data from the Child Development Supplement of the Panel Study of Income Dynamics. Participation effects are identified by comparing differences in breakfast patterns between weekdays (when children are in school) and…

Latino Immigrant Children and Inequality in Access to Early Schooling Programs

ERIC Educational Resources Information Center

Zambrana, Ruth Enid; Morant, Tamyka

2009-01-01

Latino children in immigrant families are less likely than their peers to participate in early schooling programs, which puts them at increased risk for learning problems and school failure. Factors such as family structure and size, parental education, and income are strongly associated with early learning experiences, participation in early…

Availability of High School Extracurricular Sports Programs and High-Risk Behaviors

ERIC Educational Resources Information Center

Cohen, Deborah A.; Taylor, Stephanie L.; Zonta, Michela; Vestal, Katherine D.; Schuster, Mark A.

2007-01-01

Background: The Surgeon General has called for an expansion of school-based extracurricular sports programs to address the obesity epidemic. However, little is known about the availability of and participation in high school extracurricular sports and how participation in these sports is related to high-risk behaviors. Methods: We surveyed Los…

School Breakfast Program Participation and Rural Adolescents' Purchasing Behaviors in Food Stores and Restaurants

ERIC Educational Resources Information Center

Caspi, Caitlin Eicher; Wang, Qi; Shanafelt, Amy; Larson, Nicole; Wei, Susan; Hearst, Mary O.; Nanney, Marilyn S.

2017-01-01

Background: Little is known about adolescents' food purchasing behaviors in rural areas. This study examined whether purchasing food at stores/restaurants around schools was related to adolescents' participation in school breakfast programs and overall diet in rural Minnesota. Methods: Breakfast-skippers enrolled in a group-randomized intervention…

Evaluation of Project Students are Sun Safe (SASS): A University Student-Delivered Skin Cancer Prevention Program for Schools.

PubMed

Davis, Raeann; Loescher, Lois J; Rogers, Jillian; Spartonos, Denise; Snyder, Aimee; Koch, Stephanie; Harris, Robin B

2015-12-01

Skin cancer is the most common cancer in the USA and is increasing in children and young adults. Adolescents are an important target population for sun-safety interventions with ultraviolet radiation as the strongest risk factor for developing skin cancer. Schools are an ideal setting to intervene with adolescents. A novel Arizona skin cancer prevention in-class education-activity program, Project 'Students are Sun Safe' (SASS), was designed to be delivered by university students for middle school and high school students. Participant students completed the pre- and post-program tests and a satisfaction questionnaire; teachers completed reviews. The evaluation examined the program's influence on participants' sun-safety knowledge, perceptions, and behaviors; satisfaction with the program; and intent to change. After exposure to Project SASS, participants were more likely to perceive a high risk of skin cancer, report negative attitudes toward tanned skin, and answer knowledge-based questions correctly. There were minimal differences in self-reported sun-safety behaviors, though participants did report intent to change. Both participants and teachers were satisfied with the program. Project SASS appears to be an effective sun-safety program for middle school and high school students for knowledge and perceptions, and the results confirm that appropriately tailoring program components to the target population has strong potential to impact adolescent perceived susceptibility, knowledge, and behavioral intent. The strengths and weaknesses of Project SASS have many implications for public health practice, and Project SASS may hold promise to be a model for skin cancer prevention in adolescents.

The Effect of a School-Based Transitional Support Intervention Program on Alternative School Youth's Attitudes and Behaviors

ERIC Educational Resources Information Center

Kelchner, Viki P.; Evans, Kathy; Brendell, Kathrene; Allen, Danielle; Miller, Cassandre; Cooper-Haber, Karen

2017-01-01

This investigation examined the potential impact of a school-based youth intervention program on the attitudes and behavioral patterns of at-risk youth. The sample size used in this study was 52; 24 participants received the school-based intervention and 28 participants did not receive the intervention. A two-group pretest-posttest design approach…

Youth Participatory Action Research in the High School Curriculum: Education Outcomes for Student Participants in a District-Wide Initiative

ERIC Educational Resources Information Center

Voight, Adam; Velez, Valerie

2018-01-01

This study employed a quasi-experimental design to examine the effects of a school-based youth participatory action research program on the education outcomes of participating high school students. The program was a year-long elective course in six high schools in the same California district whose student population is predominantly low-income…

Effects of a School Based Program to Improve Adaptive School Behavior and Social Competencies among Elementary School Youth: The Living Skills Program

ERIC Educational Resources Information Center

Prince, Kort C.; Ho, Edward A.; Hansen, Sharon B.

2010-01-01

This study examined the effects of the Living Skills school-based intervention program as a method of improving school adjustment and the social lives of at-risk elementary school students. Youth participants were referred to the program by teachers or school counselors based on perceptions of risk due to rejection and isolation, aggressive and…

Methods Document for the CDC and Bridging the Gap Local School Wellness Policy Briefs

ERIC Educational Resources Information Center

Centers for Disease Control and Prevention, 2014

2014-01-01

The Child Nutrition and WIC Reauthorization Act of 2004 and, more recently, the Healthy, Hunger-Free Kids Act of 2010 required all school districts participating in the federal Child Nutrition Programs (e.g., National School Lunch Program, School Breakfast Program, Special Milk Program, Afterschool Snack Program) to adopt and implement a local…

Food supply and actions to improve dietary behaviour of students - a comparison between secondary schools participating or not participating in the 'Healthy School Canteen Program'.

PubMed

Milder, Ivon E J; Mikolajczak, Jochen; van den Berg, Saskia W; van de Veen-van Hofwegen, Madelon; Bemelmans, Wanda J E

2015-02-01

(i) To identify determinants of participation in the 'Healthy School Canteen Program', a programme that encourages schools to set up their canteen in a way that promotes healthy dietary behaviour. (ii) To compare food supply and actions between participating and non-participating schools. (iii) To investigate what reasons schools have to increase attention for nutrition in the curriculum. A cross-sectional study based on information from questionnaires performed in 2010/2011. All secondary schools (age group 12-18 years) in the Netherlands (n 1145). Response was 33 % (n 375). Analyses included all schools with a canteen in which food is offered (28 %, n 325). None of the investigated determinants was associated with participation. Participating schools offered significantly (P < 0·001) more of eleven inventoried healthy foods (e.g. sandwiches, (butter)milk, fruit, light soft drinks, yoghurt and salad) than non-participating schools. However, there was no difference in the number of less healthy products offered (e.g. candy bars, cakes and regular soft drinks). Participating schools reported more often that they took actions to improve dietary behaviour and more often had a policy on nutrition. Participating schools more often increased attention for nutrition in the curriculum in recent years than non-participating schools (57 % v. 43 %, P = 0·01). Reported reasons were similar and included media attention, eating behaviour of students and 'overweight'. Schools that participate in the programme seemed to offer more healthy products in their canteens and took more actions to improve dietary behaviour than non-participating schools. However, at all schools less healthy foods were also available.

Administrator Perceptions of Transition Programs in International Secondary Schools

ERIC Educational Resources Information Center

Bates, Jessica

2013-01-01

This study investigates the extent to which transition programs are offered to students at international secondary schools. Components of professional development, orientation and departure programs, and transition support teams were examined. Participants included school administrators at 11 international schools across five continents. Findings…

The Use of Refundable Tax Credits to Increase Low-Income Children's After-School Physical Activity Level

PubMed Central

Dunton, Genevieve; Ebin, Vicki J.; Efrat, Merav W.; Efrat, Rafael; Lane, Christianne J.; Plunkett, Scott

2014-01-01

Objective The present study investigates the extent to which a refundable tax credit could be used to increase low income children's after-school physical activity levels. Methods An experimental study was conducted evaluating the effectiveness of an intervention offering a simulated refundable tax credit to parents of elementary school-age children (n=130) for enrollment in after-school physical activity programs. A randomized-controlled design was used, with data collected at baseline, immediately following the four month intervention (post-intervention), and six-weeks after the end of the intervention (follow-up). Evaluation measures included: (a) enrollment rate, time spent, weekly participation frequency, duration of enrollment and long term enrollment patterns in after-school physical activity programs; and (b) moderate-to-vigorous physical activity (MVPA). Results The simulated tax credits did not significantly influence low- income children's rates of enrollment in after-school physical activity programs, frequency of participation, time spent in after-school physical activity programs, and overall moderate-to-vigorous intensity physical activity at post-intervention or follow-up. Conclusion The use of refundable tax credits as incentives to increase participation in after-school physical activity programs in low-income families may have limited effectiveness. Lawmakers might consider other methods of fiscal policy to promote physical activity such as direct payment to after-school physical activity program providers for enrolling and serving a low- income child in a qualified program, or improvements to programming and infrastructure. PMID:25184738

The Influence of Extracurricular Activities on Student Performance Perceived by Texas Rural High School Principals with Successful Extracurricular Programs

ERIC Educational Resources Information Center

Granger, Christopher John

2014-01-01

This study was designed to investigate the influence of student participation in extracurricular activities, as perceived by rural high school principals, with successful extracurricular programs. Participating principals were asked about their perceptions on the influence of student participation in extracurricular activities on student…

An After School Education Program on the Tohono O'odham Nation

NASA Astrophysics Data System (ADS)

Sparks, R. T.; Garmany, K.; Siquieros, J. M.; Austin, C. L.; Pompea, S. M.; Walker, C. E.

2013-04-01

The Education and Public Outreach Group (EPO) group of the National Optical Astronomy Observatory has started a partnership with Indian Oasis Baboquivari Unified School District (IOBUSD) on the Tohono O'odham Nation to participate in after school science education programs. IOBUSD has started an after school program for K-5 students as part of their state mandated school improvement program. The first semester has approximately 50 students in K-5 participating in the after school program from Monday through Thursday. Several organizations are working with IOBUSD to provide after school educational programs focusing on a variety of topics including study skills, art, nutrition, bullying, study skills and science. NOAO has been working primarily with the fourth and fifth grade students during the spring of 2012 once a week providing science programs in optics, dark skies and astronomy. We are currently planning to continue this partnership in the fall of 2012 when the school district is planning to invite more students to join the program. We will discuss many the challenges of working with a school district in a remote location as well as the activities we have been using with the students. We will also outline plans for future directions in the program.

The after-school needs and resources of a low-income urban community: surveying youth and parents for community change.

PubMed

Cornelli Sanderson, Rebecca; Richards, Maryse H

2010-06-01

Using a collaborative research approach, this project describes a partnership between community residents and university researchers to develop a comprehensive survey of the after-school needs of a low-income urban community in a large Midwestern city. Surveying parents and children was considered particularly important because the current literature on after-school does not include much input from them, the key stakeholders in programming. By surveying pre- and young adolescent youth (N = 416) and parents (N = 225) in the community, information was gathered to document the need for after-school programming, tap program preferences, and uncover barriers to participation and enrollment. Survey findings revealed significant differences between youth and parent perspectives. Disagreements between youth and parent survey responses suggest that after-school programs in the community should offer a balance of academic, recreational, and social activities, as well as a tutoring or homework component. Further, in order to increase participation and attendance rates, community after-school programs need to address the following barriers to participation: safety, transportation, family responsibilities (e.g., care for siblings, household chores), and access to information about available programs. These findings guided the planning of future after-school programs. The survey results and comparisons between youth and parent data will be presented.

The Envirothon and its effects on students' environmental literacy

NASA Astrophysics Data System (ADS)

Weiser, Brenda Gayle

During the past thirty years, significant progress has been made in defining environmental education and its goals, and operationally by the emerging concept of environmental literacy. Environmental literacy includes affective, behavioral, and cognitive components. Roth (1992) includes environmental sensitivity, knowledge, skills, attitudes and values, personal investment and responsibility, and active involvement as components of environmental literacy. In addition, Simmons (1995) identifies affect, ecological knowledge, socio-political knowledge, knowledge of environmental issues, skills, environmentally responsible behaviors, and additional determinants of environmentally responsible behaviors as components of environmental literacy. Environmental education is the primary vehicle for promoting environmental literacy. Most K through 12 environmental education is delivered in non-formal programs outside traditional curriculum and instruction and is exemplified by the National Envirothon program. Student teams compete to demonstrate their knowledge and understanding of ecological principles in aquatics, forestry, soils, wildlife, and a selected environmental issue. Each year over 75,000 high school students participate in the Envirothon. The purpose of the study was to identify the effects of Envirothon participation on its high school students from 17 out of 43 states with Envirothon programs. One hundred forty eight students completed the Wisconsin Environmental Literacy Assessment Instrument; (Peri, 1996), to assess their environmental literacy status. Data were analyzed using an analysis of covariance where the pretest was the covariate. The results indicated the participation in the Envirothon program does make a statistically significant difference between the environmental literacy of those high school students who have participated in the Envirothon program and the environmental literacy of those high school students who have not participated in the Envirothon program in the cognitive component of environmental literacy but does not in the affective and behavioral components of environmental literacy. Results also indicated there was not a statistically significant difference between the environmental literacy of those high school students who have participated in one or more Envirothon competitions and the environmental literacy of those high school students who have participated in less than one Envirothon competition in regard to the cognitive, affective, or behavior components of environmental literacy. The implication is participating in the Envirothon program does make a difference in the environmental literacy of those high school students participating in the Envirothon program in the cognitive component of environmental literacy but participating in the Envirothon program does not increase the environmental literacy of those high school students participating in the Envirothon program in the affective or behavioral components of environmental literacy. This information is important to teachers, advisors, state and national Envirothon committee members, and sponsors relating to the international goals, objectives and key points, study materials, and training methodology as each is used to expand and strengthen Envirothon programs. Furthermore, many fenders are interested in the program and how it is affecting the students. Recommendations for further research include conducting a meta-analysis using this research and the research conducted by Meredith (1996), longitudinal studies, and case studies utilizing past Envirothon students. Documentation through news articles and interviews could assist in assessing the Envirothon program's impact on students. This would not evaluate the student's environmental literacy, but would provide information on how the Envirothon program influences students' life choices.

A Study of the Influence of the New Careers in Nursing Program on the Culture of Participating Schools of Nursing. New Careers in Nursing. Research Report. ETS RR-15-28

ERIC Educational Resources Information Center

Millett, Catherine M.; Kevelson, Marisol J. C.

2015-01-01

In 2014, ETS conducted a study investigating how the New Careers in Nursing (NCIN) program may have influenced the culture of participating schools of nursing. Select schools of nursing received grants from the Robert Wood Johnson Foundation to provide scholarships and support services for students in accelerated nursing programs. Case studies…

45 CFR 2522.920 - Are there any exceptions to the qualifications requirements?

Code of Federal Regulations, 2010 CFR

2010-10-01

... student tutoring younger children in the school or after school as part of a structured, school-managed cross-grade tutoring program. ...) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE AMERICORPS PARTICIPANTS, PROGRAMS, AND APPLICANTS Program...

Teachers' participation in research programs improves their students' achievement in science.

PubMed

Silverstein, Samuel C; Dubner, Jay; Miller, Jon; Glied, Sherry; Loike, John D

2009-10-16

Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers' skills in communicating science to students. We measured the impact of New York City public high-school science teachers' participation in Columbia University's Summer Research Program on their students' academic performance in science. In the year before program entry, students of participating and nonparticipating teachers passed a New York State Regents science examination at the same rate. In years three and four after program entry, participating teachers' students passed Regents science exams at a rate that was 10.1% higher (P = 0.049) than that of nonparticipating teachers' students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings of U.S. $1.14 per $1 invested in the program.

School Wellness Programs: Magnitude and Distribution in New York City Public Schools

ERIC Educational Resources Information Center

Stiefel, Leanna; Elbel, Brian; Pflugh Prescott, Melissa; Aneja, Siddhartha; Schwartz, Amy E.

2017-01-01

Background: Public schools provide students with opportunities to participate in many discretionary, unmandated wellness programs. Little is known about the number of these programs, their distribution across schools, and the kinds of students served. We provide evidence on these questions for New York City (NYC) public schools. Methods: Data on…

Handbook for Teachers and Principals Participating in the Montgomery County Public Schools' Outdoor Education Program, 1983-1985.

ERIC Educational Resources Information Center

Montgomery County Public Schools, Rockville, MD.

The 1983-85 outdoor education handbook for teachers and principals in the Montgomery County Public Schools' (Maryland) outdoor education program gives the Superintendent of Schools' message to participants, lists seven objectives, describes potential areas of study (some possible at all centers, some unique to particular centers), describes…

Predicting Social Responsibility and Belonging in Urban After-School Physical Activity Programs with Underserved Children

ERIC Educational Resources Information Center

Martin, Jeffrey J.; Byrd, Brigid; Garn, Alex; McCaughtry, Nate; Kulik, Noel; Centeio, Erin

2016-01-01

The purpose of this cross sectional study was to predict feelings of belonging and social responsibility based on the motivational climate perceptions and contingent self-worth of children participating in urban after-school physical activity programs. Three-hundred and four elementary school students from a major Midwestern city participated.…

Suicide Ideation among Participants in an After-School Program: A Convenience Sample

ERIC Educational Resources Information Center

Yang, Raymond K.; Burrola, Kimberly S.; Bryan, Carey H.

2009-01-01

This exploratory study examined differences between elementary-age youth who have considered suicide and their peers using a data set that was collected from elementary school-age children (N = 51) who participated in an after-school program. Data were collected using a standardized survey assessing daily activities, social support, self-esteem,…

The Effect of an Experiential Learning Program on Middle School Students' Motivation toward Mathematics and Science

ERIC Educational Resources Information Center

Weinberg, Andrea E.; Basile, Carole G.; Albright, Leonard

2011-01-01

A mixed methods design was used to evaluate the effects of four experiential learning programs on the interest and motivation of middle school students toward mathematics and science. The Expectancy-Value model provided a theoretical framework for the exploration of 336 middle school student participants. Initially, participants were generally…

Raising the Bar: Engaging Staff and Students in a Culture of Participation

ERIC Educational Resources Information Center

Kowalski, Sue

2012-01-01

To thrive, a successful school library program needs active participation from all members of its community. As an instructional leader, the school librarian must be the one to raise the bar, not just informing other educators about resources and services, but empowering all adults to become engaged in the school library program. For example,…

Enabling Tailored Music Programs in Elementary Schools: An Australian Exemplar

ERIC Educational Resources Information Center

McFerran, Katrina Skewes; Crooke, Alexander Hew Dale

2014-01-01

Participation in meaningful school music programs is the right of all children. Although music education is widely supported by policy, significant gaps exist in practice in most developed Western countries. These gaps mean the extrinsic and intrinsic benefits associated with participation in tailored programs are not equally available to all…

Evaluating Active Parental Consent Procedures for School Programming: Addressing the Sensitive Topic of Suicide Prevention

ERIC Educational Resources Information Center

Totura, Christine M. Wienke; Kutash, Krista; Labouliere, Christa D.; Karver, Marc S.

2017-01-01

Background: Suicide is the second leading cause of death for adolescents. Whereas school-based prevention programs are effective, obtaining active consent for youth participation in public health programming concerning sensitive topics is challenging. We explored several active consent procedures for improving participation rates. Methods: Five…

Preventing School Employee Sexual Misconduct: An Outcome Survey Analysis of Making Right Choices.

PubMed

Lipson, Glenn; Grant, Billie-Jo; Mueller, Jessica; Sonnich, Steve

2018-05-30

This treatment-only study examines the impact of Making Right Choices, an online course prevention program designed to promote the knowledge, awareness, and prevention of school employee sexual misconduct. The sample included 13,007 school employee participants who took the Making Right Choices course between May 6, 2011, and March 12, 2017, in California and New York. The 20-item measure, Preventing Misconduct Assessment, was administered to participants at the end of the online course; completion of the measure was voluntary. Descriptive statistics revealed that a large majority of participants reported increasing their knowledge and awareness of school employee sexual misconduct because of their participation in the Making Right Choices online course. This study yields important findings regarding the impact of a sexual misconduct prevention program and, specifically, the difference it may make for non-licensed school employees. These findings indicate that school employees are accepting of sexual misconduct training programs and rate them as having value.

Immediate Effects of a Program to Promote School Readiness in Low-Income Children: Results of a Pilot Study

PubMed Central

Pears, Katherine C.; Healey, Cynthia V.; Fisher, Philip A.; Braun, Drew; Gill, Colt; Conte, Holly Mar; Newman, Judy; Ticer, Sara

2014-01-01

Children from low-income backgrounds demonstrate poorer school readiness skills than their higher-income peers. The Kids in Transition to School (KITS) Program was developed to increase early literacy, social skills, and self-regulatory skills among children with inadequate school readiness. In the present study, 39 families participated in a pilot efficacy trial conducted through a community collaboration to examine the feasibility and impact of the KITS program with families from disadvantaged neighborhoods. Participating families were demographically representative of the larger populations in the participating school districts. Children who received the intervention demonstrated significantly greater improvements in letter naming, initial sound fluency, and understanding of concepts about print than their peers who did not participate in the intervention, as well as decreases in aggressive responses to peer provocation and increases in self-regulation skills. Results suggest that a brief, focused school readiness intervention is feasible to conduct with low-income families and may improve critical skills. PMID:25382932

Teacher Kim Cantrell from the Edwards Air Force Base Middle School, Edwards, Calif., participating in a live uplink at NASA Dryden as part of NASA's Explorer Schools program, asks the crew of the International Space Station a question

NASA Image and Video Library

2003-07-15

Teacher Kim Cantrell from the Edwards Air Force Base Middle School, Edwards, Calif., participating in a live uplink at NASA Dryden as part of NASA's Explorer Schools program, asks the crew of the International Space Station a question.

A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers

PubMed Central

Frankel, Richard M.; Hafler, Janet P.; Weil, Amy B.; Gilligan, MaryAnn C.; Litzelman, Debra K.; Plews-Ogan, Margaret; Rider, Elizabeth A.; Osterberg, Lars G.; Dunne, Dana; May, Natalie B.; Derse, Arthur R.

2017-01-01

The authors describe the first 11 academic years (2005–2006 through 2016–2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques. The program focused on the professional development of its participants. Thirty schools participated; 993 faculty, including some residents, completed the program. In evaluations, participating faculty at 13 of the schools scored significantly more positively as rated by learners on all dimensions of medical humanism than did matched controls. Qualitative analyses from several cohorts suggest many participants had progressed to more advanced stages of professional identity formation after completing the program. Strong engagement and attendance by faculty participants as well as the multimodal evaluation suggest that the program may serve as a model for others. Recently, most schools adopting the program have offered the curriculum annually to two or more groups of faculty participants to create sufficient numbers of trained faculty to positively influence humanistic teaching at the institution. The authors discuss the program’s learning theory, outline its curriculum, reflect on the program’s accomplishments and plans for the future, and state how faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at all levels of medical education. PMID:28991846

Inequalities in Sport and Physical Activity Programs in Ontario Schools.

ERIC Educational Resources Information Center

Macintosh, Donald

1981-01-01

Two recent studies of interschool sports and physical education in Ontario secondary schools examine the issues of differences in interschool sports participation as a reflection of socioeconomic background, gender of the participants, degree of participation, and school size.

Asthma 101 for Schools: Successes and Challenges in Transitioning to Online Delivery

PubMed Central

Nowakowski, Alexandra Catherine Hayes; Carretta, Henry Joseph; Dudley, Julie Kurlfink; Forrest, Jamie R.

2016-01-01

Florida Asthma Program staff worked with evaluators from the Florida State University College of Medicine to assess participation and quality of the American Lung Association’s Asthma 101 asthma management education program for school faculty and staff between 2011 and 2014. This included transitioning the program to an online training format for the 2013–2014 school year. Asthma 101 helps school personnel master the basics of asthma physiology and management, with content tailored specifically for elementary and secondary educational settings. The program is assessed with questionnaires at multiple timepoints, yielding a quasi-experimental evaluation design. Evaluators reviewed quantitative data from pretests and qualitative and quantitative data from post-program satisfaction questionnaires. Program spreadsheets listing the dates for delivery and number of attendees were also reviewed. Overall, evaluation findings were positive. In the 2011–2012 program year, 16 different course sessions were offered, and more than half of enrolled participants came from Title I schools. A total of 228 people were trained. In the 2012–2013 program year, 19 different course sessions were offered. Enrollment totals (638) and matching pre- and posttest totals (562) soundly exceeded the target metric of 425. At least 170 (27%) of a total of 638 participants could be verified as coming from the target demographic of Title I school faculty and staff. In the 2013–2014 program year, the course was offered online on a rolling basis via the Florida TRAIN course management system. Enrollment remained high and learner outcomes remained consistently strong across all content areas for knowledge and satisfaction. A total of 406 people participated in the training; complete pre- and posttest data were available for 341 of these individuals; and satisfaction data were available for 325. Of the 406 trainees, 199 (49%) reported working for Title I schools. Evaluation yielded very positive results. An overwhelming majority of participants reported finding the course consistently strong across the board and highly impactful for their own ability to help students manage their asthma effectively. Most participants also reported that they would change/improve their asthma management behaviors in the workplace. Recommendations were developed to help expand future program reach. PMID:26870724

Influence of school support on early marriage experiences and health services utilization among young orphaned women in Zimbabwe.

PubMed

Luseno, Winnie Kavulani; Zhang, Lei; Iritani, Bonita J; Hartman, Shane; Rusakaniko, Simbarashe; Hallfors, Denise Dion

2017-03-01

School support programs reduce school dropout, early marriage, and early pregnancy for a majority of young orphaned women. We used a mixed-methods approach to examine why these programs are less effective for a significant minority by exploring their influence on marriage and health services utilization. Participants were from a randomized controlled trial testing school support as HIV prevention. Half as many intervention as control participants had been married; married intervention participants had 1 more year of education compared with married control participants. Receiving school support did not appear to improve health-related factors. Pregnancy was among the most common reasons for marriage across both groups. The greatest benefit of school support appears to be in delaying marriage and pregnancy while increasing educational attainment.

Exploring strategies to promote middle school student participation in the school breakfast program

USDA-ARS?s Scientific Manuscript database

Providing a school breakfast to students may be a practical intervention that improves energy balance, nutrient intake, and school academic achievement variables. The purpose of this pilot study was to identify the ecological factors influencing middle school student school breakfast participation a...

Assessing the impact of the primary school-based nutrition intervention Petits cuistots--parents en réseaux.

PubMed

Bisset, Sherri L; Potvin, Louise; Daniel, Mark; Paquette, Manon

2008-01-01

This study sought to provide an intermediate impact assessment of the nutrition intervention Petits cuistots--parents en réseaux (Little Cooks--Parental Networks) on: 1) knowledge, attitude, capacity and experience with regard to nutrition, diet and cookery, and 2) parental and/or family participation in school. A total of 388 students from grades 5 (participants) and 6 (non-participants). The evaluation of the nutrition intervention took place in each of the seven participating elementary schools, all of which are located in Montreal's most disadvantaged neighbourhoods. The program component "Little Cooks" is a nutrition workshop run by community dieticians. Each of the eight annual workshops features a food item and nutrition theme with a recipe for a collective food preparation and tasting experience. Classroom teachers participate to provide classroom management and program support. The "Parental Networks" component of the program invites parents to assist with the nutrition workshop, and offers additional parent and family activities which link to nutrition workshop themes (e.g., dinners or visits to local food producers). The program had some impact on knowledge of the nutrient content of food, food produce and cooking; attitude and experience with tasting of new or less common foods; and perceived cooking capacity. Families with students participating in the program participated more in school activities than did families of students not in the program. Our assessment indicates a potential program impact upon several intermediate impact measures, and in so doing highlights a promising nutrition capacity-promoting intervention.

The National Evaluation of School Nutrition Programs. Final Report - Executive Summary.

ERIC Educational Resources Information Center

Radzikowski, Jack

This is a summary of the final report of a study (begun in 1979) of the National School Lunch, School Breakfast, and Special Milk Programs. The major objectives of the evaluation were to (1) identify existing information on the school nutrition programs; (2) identify determinants of participation in the programs and develop statistical models for…

Views from Private Schools: Attitudes about School Choice Programs in Three States

ERIC Educational Resources Information Center

Kisida, Brian; Wolf, Patrick J.; Rhinesmith, Evan

2015-01-01

As school choice programs expand in the United States, it is crucial to consider how the design of these programs shapes the supply and demand of parents' educational offerings. To better understand the school choice landscape from the viewpoint of current and would-be participants in choice programs, the authors administered an extensive survey…

Integrating Students and Teachers into Research on Adaptation to Climate Change

NASA Astrophysics Data System (ADS)

Lane, T.; Lescaze, M.; Lenorovitz, K.

2013-12-01

High school students and teachers have the opportunity to participate in current research through a Research Mentor/Teacher/Student team approach offered by the VT EPSCoR Center's for Workforce Development and Diversity (CWDD). High school teams (two students and one teacher) participate in a summer residential training week to learn about the research program and learn field and lab research skills. During the academic year they collect data for the university research project from sites near their schools, and formulate an independent research question of their own, guided by a research mentor. Through the year-long program participants develop skills in scientific methods, earth systems thinking and data analysis. Participants experience what research and being a scientist is all about. The research program benefits from a distributed data gathering network, and the high school teams become part of a research community. High school projects have researched the relationship between anticipated increase in storm intensity and frequency in the northeast as a result of climate change, to phosphorus and sediment loading in streams, land use change, and biotic communities, to name a few. This poster, authored by a teacher participants in the program, will share the experience and benefits to their students.

7 CFR 240.2 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... the term: Act means the National School Lunch Act, as amended. Child Care Food Program means the Program authorized by section 17 of the Act. Commodity school means a school that does not participate in the National School Lunch Program under part 210 of this chapter but which operates a nonprofit lunch...

Barriers and Possible Facilitators to Participation in Farm to School Week

ERIC Educational Resources Information Center

Landry, Alicia S.; Lingsch, Kelsey J.; Weiss, Caitlin; Connell, Carol L.; Yadrick, Kathleen

2015-01-01

The purpose of this study was to evaluate child nutrition directors' (CNDs) Farm to School (F2S) Week participation. This cross-sectional, census survey was completed by CNDs working in Mississippi public school districts participating in the National School Lunch Program. Descriptive statistics were used to summarize demographic data and the…

Program Evaluation Interest and Skills of School Counselors

ERIC Educational Resources Information Center

Astramovich, Randall L.

2017-01-01

School counselors participated in a study examining their program evaluation interest and skills. Findings suggest that school counselors understand the importance of program evaluation, yet they may lack the skills and confidence to successfully engage in program evaluation activities. Professional development training may be an important method…

Predictors of Participation and Completion in a Workplace Education Program.

ERIC Educational Resources Information Center

Smith, Paula Sue; White, Bonnie Roe

1997-01-01

Responses from 351 employee participants in a workplace education program (218 completers) indicated they were mostly white, female high school graduates ages 26 to 35. Women with Test of Adult Basic Education math scores below 5.0 were less likely to complete. Those who completed higher grades in school were more likely to participate. (SK)

An Investigation of the Relationships between Mathematics and Music Skills of Students Participating in Successful High School Instrumental Music Programs

ERIC Educational Resources Information Center

Deppe, Scott

2012-01-01

This exploratory phenomenological study was designed to investigate the relationships between mathematics and music skills of students participating in successful high school instrumental music programs. The participants of this study were purposefully selected and included one math educator or math department chairperson and the band or orchestra…

Reaching High-Need Youth Populations With Evidence-Based Sexual Health Education in California.

PubMed

Campa, Mary I; Leff, Sarah Z; Tufts, Margaret

2018-02-01

To explore the programmatic reach and experience of high-need adolescents who received sexual health education in 3 distinct implementation settings (targeted-prevention settings, traditional schools, and alternative schools) through a statewide sexual health education program. Data are from youth surveys collected between September 2013 and December 2014 in the California Personal Responsibility Education Program. A sample of high-need participants (n = 747) provided data to examine the impact of implementation setting on reach and program experience. Implementation in targeted-prevention settings was equal to or more effective at providing a positive program experience for high-need participants. More than 5 times as many high-need participants were served in targeted-prevention settings compared with traditional schools. Reaching the same number of high-need participants served in targeted-prevention settings over 15 months would take nearly 7 years of programming in traditional schools. To maximize the reach and experience of high-need youth populations receiving sexual health education, state and local agencies should consider the importance of implementation setting. Targeted resources and efforts should be directed toward high-need young people by expanding beyond traditional school settings.

L'Ecole Maternelle Belge: Son Histoire, Ses Nouvelles Preoccupations.

ERIC Educational Resources Information Center

Delhaxhe, Arlette

1988-01-01

Notes two new concerns of nursery schools in Belgium: (1) increased numbers of very young children participating in programs not designed for children their age; and (2) the inability of after-school programs to meet the educational needs of the participants. (SKC)

Body Mass Index and Sociodemographic Predictors of School Lunch Purchase Behavior during a Year-Long Environmental Intervention in Middle School.

PubMed

Greece, Jacey A; Kratze, Alyssa; DeJong, William; Cozier, Yvette C; Quatromoni, Paula A

2015-06-10

Modifying the school food environment is on the national agenda as one strategy to improve the nutritional quality of children's diets. Because few environmental-level interventions have been rigorously evaluated, the evidence base to inform programs and policies is limited. Of concern is the impact that changes to cafeteria offerings will have on participation in school meal programs. This study evaluates school lunch participation in the setting of a year-long middle school cafeteria intervention by examining the association between body mass index (BMI), sociodemographics, and the purchases of school lunch meals. IMOVE meals were healthier choices that met stringent nutritional criteria and were offered alongside standard lunch meals. Students who were overweight had a significantly higher purchase rate for both types of meals compared to those with a healthy BMI. Non-white race, younger age, being male, and low-income status were also significantly associated with participation in school lunch. Results indicate that nutritionally vulnerable students participate in school lunch and are equally likely to buy healthy alternatives or standard meals. This behavioral observation has important implications for school foodservice programs and policies. These results are timely given recent federal legislation to improve the school food environment to influence students' food choice behaviors.

Body Mass Index and Sociodemographic Predictors of School Lunch Purchase Behavior during a Year-Long Environmental Intervention in Middle School

PubMed Central

Greece, Jacey A.; Kratze, Alyssa; DeJong, William; Cozier, Yvette C.; Quatromoni, Paula A.

2015-01-01

Modifying the school food environment is on the national agenda as one strategy to improve the nutritional quality of children’s diets. Because few environmental-level interventions have been rigorously evaluated, the evidence base to inform programs and policies is limited. Of concern is the impact that changes to cafeteria offerings will have on participation in school meal programs. This study evaluates school lunch participation in the setting of a year-long middle school cafeteria intervention by examining the association between body mass index (BMI), sociodemographics, and the purchases of school lunch meals. IMOVE meals were healthier choices that met stringent nutritional criteria and were offered alongside standard lunch meals. Students who were overweight had a significantly higher purchase rate for both types of meals compared to those with a healthy BMI. Non-white race, younger age, being male, and low-income status were also significantly associated with participation in school lunch. Results indicate that nutritionally vulnerable students participate in school lunch and are equally likely to buy healthy alternatives or standard meals. This behavioral observation has important implications for school foodservice programs and policies. These results are timely given recent federal legislation to improve the school food environment to influence students’ food choice behaviors. PMID:26067683

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

Code of Federal Regulations, 2012 CFR

2012-07-01

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

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

Code of Federal Regulations, 2013 CFR

2013-07-01

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

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

Code of Federal Regulations, 2011 CFR

2011-07-01

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

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

Code of Federal Regulations, 2014 CFR

2014-07-01

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

Project to Mainstream Gifted Handicapped Students into Selected Models of the Executive High School Internships Program: Evaluation Report.

ERIC Educational Resources Information Center

Baken, Joan W.; Benner, Susan M.

As a supplement to the standard in-school high school curriculum, the Executive High School Internship Program provides experiential learning opportunities for gifted high school students. The program focuses on management-level field placements through which participants learn to make decisions, interact with the world-of-work, and assume…

The Role of School and Community-Based Programs in Aiding Latina/o High School Persistence

ERIC Educational Resources Information Center

Harris, Donna M.; Kiyama, Judy Marquez

2015-01-01

This study documents the important role school and community-based programs have for sustaining the persistence of Latina/o high school students in an urban, low achieving school district. Consensus among student participants revealed these programs provided a safe space where students were able to develop "confianza" (mutual trust) with…

Ocoee Junior High School's Total School Reading Program on a Shoestring.

ERIC Educational Resources Information Center

Hinson, Bess; Williams, Robert W.

The total school reading program described in this booklet includes a program for remedial, developmental, and special education students. Faculty members and students not participating in this program spend one half hour a day in a silent reading program. The booklet outlines each facet of the program, lists the equipment and materials used,…

Career Immersion. School-to-Work Outreach Project 1997 Exemplary Model/Practice/Strategy.

ERIC Educational Resources Information Center

Minnesota Univ., Minneapolis. Inst. on Community Integration.

The Career Immersion program, which has been conducted since 1989-90 at Silver Spring Elementary School in Milwaukee, Wisconsin, introduces the world of work to students at an early age. The program's primary activities involve hands-on, school-based learning in which all students participate. Students between the ages of 3 and 13 participate in 2…

Implementation of a Program To Actively Involve Parents in the Education of Their Fourth-Grade Children by Participating in School Activities.

ERIC Educational Resources Information Center

Chisom, Yvette L.

An elementary school teacher in an urban school serving economically disadvantaged and middle-class black students implemented a practicum designed to increase involvement of parents of intermediate grade students in their children's education. Parent participation was mandatory in preschool and primary programs. But when children entered the…

Civic Education in South Africa: The Impact of Adult and School Programs on Democratic Attitudes and Participation.

ERIC Educational Resources Information Center

Finkel, Steven E.; Stumbras, Sheryl

A study examined the impact of civic education programs on political participation and democratic attitudes among adults and high school students in South Africa. The study represents an extension of a similar assessment of civic education programs in the Dominican Republic and Poland. Questionnaires were administered by a professional survey…

The Relationship between Beginning Teachers' Engagement with Induction Program Components and Student Achievement

ERIC Educational Resources Information Center

Holt, Janice Hooper

2012-01-01

The purpose of this study was to examine induction programs in North Carolina during the 2010-2011 school year to determine beginning teachers received the support as recommended by State Board of Education policy. Participants were second-year high school teachers participating in district level beginning teacher induction programs and were…

Consent Procedures and Participation Rates in School-Based Intervention and Prevention Research: Using a Multi-Component, Partnership-Based Approach to Recruit Participants

PubMed Central

Leff, Stephen S.; Franko, Debra L.; Weinstein, Elana; Beakley, Kelly; Power, Thomas J.

2009-01-01

Evaluations of school-based interventions and prevention programs typically require parental consent for students to participate. In school-based efforts, program evaluators may have limited access to parents and considerable effort is required to obtain signed consent. This issue is particularly salient when conducting research in under-resourced, urban schools, where parent involvement in the school setting may be somewhat limited. The aims of this article were to (a) examine the published school-based prevention and intervention literature to assess the state of the field in terms of consent procedures and participation rates; and (b) describe two examples of health promotion studies that used multi-component, partnership-based strategies in urban schools to encourage communication among children, their parents, and researchers. The purpose of the case studies was to generate hypotheses to advance the science related to school-based participant recruitment for research studies. Of nearly 500 studies reviewed, only 11.5% reported both consent procedures and participation rates. Studies using active consent procedures had a mean participation rate of 65.5% (range: 11–100%). This article highlights the need for researchers to report consent procedures and participation rates and describes partnership-based strategies used to enroll students into two urban, school-based health promotion studies. PMID:19834586

The Role of Empowerment in a School-Based Community Service Program with Inner-City, Minority Youth

PubMed Central

Gullan, Rebecca L.; Power, Thomas J.; Leff, Stephen S.

2014-01-01

Despite considerable fiscal and structural support for youth service programs, research has not demonstrated consistent outcomes across participants or programs, suggesting the need to identify critical program processes. The present study addresses this need through preliminary examination of the role of program empowerment in promoting positive identity development in inner-city, African American youth participating in a pilot school-based service program. Results suggest that participants who experienced the program as empowering experienced increases in self-efficacy, sense of civic responsibility, and ethnic identity, over and above general engagement and enjoyment of the program. Preliminary exploration of differences based on participant gender suggests that some results may be stronger and more consistent for males than females. These findings provide preliminary support for the importance of theoretically grounded program processes in producing positive outcomes for youth service participants. PMID:25104875

School-Based Peer Mentoring in High School: A Program Evaluation Study

ERIC Educational Resources Information Center

Cooper, Felicia Cecile

2017-01-01

The dissertation is an initial investigation of a peer mentoring program in a suburban high school in the southeastern United States. Additionally, the Peer Mentoring Program (PMP) study examined whether the Program improves academic performance and attendance, and decreases referrals. Utilizing an experimental design, a Participant and a…

76 FR 60800 - Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-30

.... This is accomplished by providing meat and meat products that are uniform in quality. The Meat Grading... Agricultural Marketing Service (AMS). The program is designed to aid schools and institutions participating in the National School Lunch Program, the School Breakfast Program, the Child and Adult Care Food Program...

Improving Participation in After-School Programs

ERIC Educational Resources Information Center

Walker, Karen E.; Arbreton, Amy J. A.

2005-01-01

After-school programs attempt to provide safe havens that keep youth off the streets and offer them a variety of opportunities to enhance their experiences and skills, including educational outcomes such as grades. What the programs actually accomplish has been somewhat different. Major evaluations of after-school programs have shown that they do…

Postgraduate training for young psychiatrists--experience of the Berlin Summer School.

PubMed

Mihai, A; Ströhle, A; Maric, N; Heinz, A; Helmchen, H; Sartorius, N

2006-12-01

Growing professional exchange between Eastern and Western European countries increases the possibilities for international postgraduate training courses and by that satisfying the need for rapid and facilitation of travel and migration in the enlarged European Union increase achieving high standards. The purpose of this study was to evaluate a summer school program that trained young Eastern European psychiatrists and to assess the impact of the program on their professional development and future activities. We evaluated the training effect of the first 3 years of the Berlin Summer School with respect to (1) the participants' satisfaction with the topics, quality and originality of the presentations, and (2) long-term effects and implications for their professional career. All participants (N=43) filled out anonymously the evaluation form at the end of each summer school. An evaluation of long-term effects was carried out 2 years later with a questionnaire that was sent via e-mail to all former participants. Participants were most satisfied with practical topics such as "how to prepare a paper", "how to evaluate a paper", or "how to participate in a congress." The appreciation of the presented topics and the appreciation of courses increased in each consecutive summer school. All summer school participants reported that the course had some influence on their future career, and one fifth of the participants felt that their professional development was influenced "a lot". Although limited to 1 week of intensive training, a summer school program can have a longer lasting positive influence on the professional development of the participants. Participants felt that particularly the training of practical skills improved their research performance. Former participants founded an independent multicentric and multinational research group and supported national courses that were organized similar to the Berlin Summer School.

An evaluation of a positive youth development program for adolescents with chronic illness.

PubMed

Maslow, Gary; Adams, Cathleen; Willis, Matthew; Neukirch, Jodie; Herts, Kate; Froehlich, Wendy; Calleson, Diane; Rickerby, Michelle

2013-02-01

Youth with chronic illness often struggle transitioning to adulthood and adult medical care. This article examines the outcomes of a group mentoring program called The Adolescent Leadership Council (TALC) that brings together high school participants and college mentors, all with chronic illness. TALC uses a positive youth development (PYD) approach, emphasizing strong relationships between youth and adults in an environment where youth can learn important life skills and take a leadership role. A pre-/postprogram participant survey was conducted for high school participants using a loneliness scale and a transition readiness survey. An alumni survey was conducted with all high school and college mentor graduates to assess educational-, vocational-, and health care-related outcomes. Program records review and the alumni survey indicated that TALC was consistent with the PYD program model. Twenty high school students participated in the pre-/postprogram outcomes evaluation, which demonstrated a decrease in loneliness from 46 to 38.5 (p < .001) and an increase in health care self-advocacy from 3.8 to 4.2 (p < .001). Thirty-four alumni participated in the alumni survey. All high school and college mentor alumni had graduated from high school and college, respectively, and all were either currently in school or working. The majority of alumni were seeing adult providers for medical care. The TALC program applies the principles of PYD to support positive educational, vocational, and health care outcomes for youth with chronic illness. Program development using the PYD perspective is an important new approach for supporting adult development of youth with chronic illness. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Follow-up of an elementary school intervention for asthma management: do gains last into middle school?

PubMed

Greenberg, Cindy; Luna, Pamela; Simmons, Gretchen; Huhman, Marian; Merkle, Sarah; Robin, Leah; Keener, Dana

2010-06-01

Albuquerque Public Schools (APS), in collaboration with the Centers for Disease Control and Prevention, conducted an evaluation to examine whether students who were exposed to the APS asthma program in elementary school retained benefits into middle school. APS middle school students who participated in the APS asthma program in elementary school, including the Open Airways for Schools (OAS) education curriculum, responded to a follow-up questionnaire (N = 121) and participated in student focus groups (N = 40). Asthma management self-efficacy scores from the follow-up questionnaire were compared to scores obtained before and after the OAS education component. Additional items assessed students' asthma symptoms, management skills, avoidance of asthma triggers, and school impact. Although asthma management self-efficacy scores declined in middle school among students exposed to the asthma program in elementary school, they remained significantly higher than scores obtained during elementary school prior to the OAS intervention. The results indicate that although students benefited from the asthma program delivered in elementary school, they need booster sessions and continued school support in middle school.

The Role of Participant Responsiveness on a Socio-Emotional Learning Program.

PubMed

Pereira, Nádia Salgado; Marques-Pinto, Alexandra

2017-01-19

The present study set out to evaluate participant responsiveness, one of the main dimensions of implementation quality, in a Socio-Emotional Learning after-school program using Educational Dance activities, Experiencing Emotions, and also to understand its influence on program outcomes. The sample involved 98 middle-school Portuguese pupils, 53 of whom participated in the program and 45 in after-school control sessions. Outcome measures included pre-test and post-test questionnaires of pupils' socio-emotional skills, well-being and school engagement. A self-report item measured pupils' satisfaction at the end of the program, and a checklist measuring attendance and homework completion was filled in by the facilitator at each session of the program and control condition. Results revealed (1) high levels of pupils' satisfaction and attendance, and a medium-high level of homework completion towards the program; (2) that pupils' higher attendance rate in the program predicted higher results in the self-management (p = .04, d = .57; p = .003, d = .87) and social awareness (p = .04, d = .59) SEL domains, emotional (p = .02, d = .67) and psychological (p = .009, d = .76) well-being and school engagement (p = .04, d = .56); (3) that pupils' higher rate of homework completion in the program predicted higher results in the relationship skills SEL area (p = .04, d = .59) and in school engagement (p = .005, d = 1.50); (4) that pupils' from the control condition higher rates of homework completion also predicted better school engagement (p = .006, d = .88). Implications for research and practice are discussed.

Policy changes to implement intramural sports in North Carolina middle schools: simulated effects on sports participation rates and physical activity intensity, 2008-2009.

PubMed

Edwards, Michael B; Kanters, Michael A; Bocarro, Jason N

2014-01-16

Extracurricular school sports programs can provide adolescents, including those who are economically disadvantaged, with opportunities to engage in physical activity. Although current models favor more exclusionary interscholastic sports, a better understanding is needed of the potential effects of providing alternative school sports options, such as more inclusive intramural sports. The purpose of this study was to simulate the potential effect of implementing intramural sports programs in North Carolina middle schools on both the rates of sports participation and on energy expenditure related to physical activity levels. Simulations were conducted by using a school-level data set developed by integrating data from multiple sources. Baseline rates of sports participation were extrapolated from individual-level data that were based on school-level characteristics. A regression model was estimated by using the simulated baseline school-level sample. Participation rates and related energy expenditure for schools were calculated on the basis of 2 policy change scenarios. Currently, 37.2% of school sports participants are economically disadvantaged. Simulations suggested that policy changes to implement intramural sports along with interscholastic sports could result in more than 43,000 new sports participants statewide, of which 64.5% would be economically disadvantaged students. This estimate represents a 36.75% increase in economically disadvantaged participants. Adding intramural sports to existing interscholastic sports programs at all middle schools in North Carolina could have an annual effect of an additional 819,892.65 kilogram calories expended statewide. Implementing intramural sports may provide economically disadvantaged students more access to sports, thus reducing disparities in access to school sports while increasing overall physical activity levels among all children.

Impact of school-based educational programs on sexual behaviors among adolescents in northern Italy.

PubMed

Bogani, Giorgio; Cromi, Antonella; Serati, Maurizio; Monti, Zelia; Apolloni, Chiara; Nardelli, Federica; Di Naro, Edoardo; Ghezzi, Fabio

2015-01-01

This article aimed to determine sexual behaviors among female and male adolescents in northern Italy. An anonymous self-administered questionnaire evaluating sexual attitudes was distributed in middle and high schools in northern Italy. Adolescents between 13 and 19 years of age were asked to participate at the survey. The study group included 664 participants. Overall, 164 (25%) adolescents had had at least one sexual intercourse. Among adolescents who have had sexual intercourse, 90 (55%) use condoms, 25 (15%) use hormonal contraception, and 49 (30%) do not use any contraception method. A total of 559 adolescents (84%) participated in school-based sexual education programs. This group had better knowledge on sexually transmitted diseases and contraception methods in comparison with adolescents who have never participated in such educational programs (p <.05), and no difference in high-risk sexual behaviors was observed (p = 1.0). School-based sexual education programs improve knowledge of sexual transmitted diseases and contraception methods. However, this knowledge does not correlate to high-risk sexual behaviors reduction.

Influence of school support on early marriage experiences and health services utilization among young orphaned women in Zimbabwe

PubMed Central

Luseno, Winnie K.; Zhang, Lei; Iritani, Bonita J.; Hartman, Shane; Rusakaniko, Simbarashe; Hallfors, Denise Dion

2017-01-01

School support programs reduce school dropout, early marriage and early pregnancy for a majority of young orphaned women. We used a mixed methods approach to examine why these programs are less effective for a significant minority by exploring their influence on marriage and health services utilization. Participants were from a randomized controlled trial (RCT) testing school support as HIV prevention. Half as many intervention as control participants had been married; married intervention participants had one more year of education compared to married control participants. Receiving school support did not appear to improve health-related factors. Pregnancy was among the most common reasons for marriage across both groups. The greatest benefit of school support appears to be in delaying marriage and pregnancy while increasing educational attainment. PMID:27211856

Focusing on flu

PubMed Central

Short, Mary B; Middleman, Amy B

2014-01-01

Introduction: To describe adolescents' perspectives regarding the use of school-located immunization programs (SLIP) for influenza vaccination. More importantly, adolescents were asked what factors would make them more or less likely to use a SLIP offering influenza vaccine. Results: Participants were generally found to be knowledgeable about influenza and to have positive attitudes toward receiving the vaccine via SLIP. Students were more willing to participate in a SLIP if it were low cost or free, less time-consuming than going to a doctor, and if they felt they could trust vaccinators. Overall, high school and middle school students ranked the benefits of SLIP similarly to each other. Methods: Focus groups using nominal group method were conducted with middle and high school students in a large, urban school district. Responses were recorded by each school, and then, responses were ranked across all participating schools for each question. Conclusions: A wide range of issues are important to middle and high school students when considering participation in SLIPs including convenience, public health benefits, trust in the program, program safety, and sanitary issues. Further research will be needed regarding the generalizability of these findings to larger populations of students. PMID:24018398

Institutional factors affecting participation in national faculty development programs: a nation-wide investigation of medical schools.

PubMed

Kim, Do-Hwan; Hwang, Jinyoung; Lee, Seunghee; Shin, Jwa-Seop

2017-02-28

Medical schools have used faculty development programs as an essential means to improve the instruction of faculty members. Thus far, however, participating in such programs has been largely voluntary for individuals even though a certain degree of participation is required to achieve practical effectiveness. In addition, the learning behaviors of faculty members are known to be influenced by organizational contexts such as a hidden curriculum. Therefore, this study explored the organizational characteristics of medical schools affecting attendance at faculty development programs. Forty medical schools in South Korea were included in this study. In total, 1,667 faculty members attended the faculty development programs at the National Teacher Training Center for Health Personnel between 2007 and 2015. For independent variables, information on the basic characteristics and the educational states was collected from all the medical schools. Themes were identified from their educational goals and objectives by inductive content analysis. The number of nine-year cumulative attendees from medical schools ranged from 8 to 104. The basic characteristics of the medical schools had little influence on faculty development program attendance, while several themes in the educational goals and objectives, including "cooperation", "serving various societies", and "dealing with a changing future" showed a significant difference in participation. The number of full-time faculty showed a significant positive correlation when it was smaller than the median, and the proportion of alumni faculty showed a significant negative correlation when it was higher than 50%. This study adds to existing knowledge on factors affecting attendance at faculty development programs by identifying related institutional factors that influence attendance. While the variations depending on the basic characteristics were minimal, the organizational environment surrounding medical education significantly contributed to attendance. Addressing institutional as well as individual factors could contribute to improving participation by faculty members in faculty development programs.

Wind for Schools Affiliate Programs: Wind and Hydropower Technologies Program (Fact Sheet)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

2009-12-01

The U.S. Department of Energy's (DOE's) Wind for Schools program is designed to raise awareness about the benefits of wind energy while simultaneously developing a wind energy knowledge base in future leaders of our communities, states, and nation. To accommodate the many stakeholders who are interested in the program, a Wind for Schools affiliate program has been implemented. This document describes the affiliate program and how interested schools may participate.

High School Preparation Program 1975-1976.

ERIC Educational Resources Information Center

Giddings, Morsley G.

This report evaluates the High School Preparation Program which was designed to identify, orient and prepare third year intermediate and junior high school students for successful admission to the special high schools in New York City. 200 students participated in the program. Priority was given to those students who were one year or more below…

School Nutrition Programs and the Incidence of Childhood Obesity

ERIC Educational Resources Information Center

Millimet, Daniel L.; Tchernis, Rusty; Husain, Muna

2010-01-01

Given the recent rise in childhood obesity, the School Breakfast Program (SBP) and National School Lunch Program (NSLP) have received renewed attention. Using panel data on more than 13,500 primary school students, we assess the relationship between SBP and NSLP participation and (relatively) long-run measures of child weight. After documenting a…

Addressing Student Attrition: Perceptions of a Credit Recovery Program in a Coastal Virginia School District

ERIC Educational Resources Information Center

Gardner, Emmett C.

2017-01-01

This qualitative study explores perceptions of a dropout recovery program implemented in two high schools in Waterway School District from the perspectives of program facilitators, school administrators, and former student participants. Individual interviews, focus group interviews, and an online questionnaire are the sources of data for the…

Measuring the Impact of a Supplemental Civic Education Program on Students' Civic Attitude and Efficacy Beliefs

ERIC Educational Resources Information Center

Piñgul, Ferdinand S.

2015-01-01

This study examines the impact of Project Citizen Philippines, an extra-classroom civic education program, on its 3rd and 4th year high school participants' civic attitude and efficacy beliefs. Three hundred forty three participants and 107 non-participants from various public high schools in the Philippines' National Capital Region were compared…

A Longitudinal Examination of the Remediation of Learning Disabilities: IQ, Age at Diagnosis, School SES and Voluntary Transfer

ERIC Educational Resources Information Center

Vandenberg, Brian; Emery, Debra

2009-01-01

This three year longitudinal study examined the effects of IQ, age of diagnosis, school socioeconomic status (SES) and participation in desegregation programs on the remediation of learning disabilities. Participants included 176 children who were diagnosed with a learning disability, 44 of whom were participants in a voluntary transfer program.…

45 CFR 2516.310 - May private school students participate?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false May private school students participate? 2516.310 Section 2516.310 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Participate § 2516.310...

Exploring Strategies to Promote Middle School Student Participation in the School Breakfast Program

ERIC Educational Resources Information Center

Cullen, Karen Weber; Thompson, Deborah I.; Watson, Kathleen B.

2012-01-01

Purpose/Objective: Providing a school breakfast to students may be a practical intervention that improves energy balance, nutrient intake, and school academic achievement variables. This purpose of this pilot study was to identify the ecological factors influencing middle school student school breakfast participation and possible strategies to…

[Fluoride mouth-rinsing to prevent dental caries in a Brazilian municipality with fluoridated drinking water].

PubMed

Iwakura, Maria Luiza Hiromi; Morita, Maria Celeste

2004-04-01

To compare the prevalence of dental caries in two groups of schoolchildren: (1) schoolchildren participating in a weekly 0.2% sodium fluoride mouth-rinsing program and (2) schoolchildren not participating in the program. This cross-sectional study was conducted in the city (municipality) of Londrina, in the state of Paraná, Brazil; the city has fluoridated drinking water. We examined 367 12-year-old children: 190 participants in the weekly mouth-rinsing program (51.8%) and 177 nonparticipants (48.2%). The prevalence of caries was determined based on the scores for decayed, missing, and filled teeth and for decayed, missing, and filled surfaces. The examinations were performed by three examiners, with nearly perfect agreement in their diagnosis of caries (kappa = 0.90). The dependent variable was dental caries. The independent variables were: participation or nonparticipation in the mouth-rinsing program, attending a private school or a public school, frequency of tooth-brushing, amount of toothpaste used, consumption of sweets between meals, and visits to the dentist. The decayed, missing, and filled teeth score (mean and standard deviation) at 12 years of age was 0.85 +/- 0.059 overall, 1.0 +/- 0.058 for program participants, and 0.70 +/- 0.060 for nonparticipants. The decayed, missing, and filled surfaces score (mean and standard deviation) was 1.16 +/- 0.017, with it ranging from a low of 0.34 in one private school to a high of 1.66 in one public school. Bivariate analysis showed an association between caries (P < 0.05) and the following variables: attending a public school, participating in the mouth-rinsing program, and consuming sweets between meals more than once a day. In the multivariate analysis, attending a public school (P = 0.0004) and consuming sweets (P = 0.001) remained associated with the presence of caries. The weekly mouth-rinsing program was not associated with a decreased prevalence of caries, in either the public schools or the private schools. However, additional research is needed to assess the cost-effectiveness of fluoride mouthrinsing programs in populations with a higher prevalence of caries. Given the caries prevalence that we found in the schoolchildren whom we studied, the resources allocated to the fluoride mouth-rinsing program for them should probably be used to pay for other health-promotion activities with them.

After-School Program Engagement: Links to Child Competence and Program Quality and Content

ERIC Educational Resources Information Center

Mahoney, Joseph L; Parente, Maria E.; Lord, Heather

2007-01-01

This 2-year study assessed program-level differences in after-school program (ASP) engagement in relation to child competencies (effectance motivation, social competence, school grades) and program quality and content. Participants were 141 children (M age = 8.4 years) who attended 9 ASPs in an urban, disadvantaged city in the United States.…

Improving implementation of mental health services for trauma in multicultural elementary schools: stakeholder perspectives on parent and educator engagement.

PubMed

Langley, Audra; Santiago, Catherine DeCarlo; Rodríguez, Adriana; Zelaya, Jennifer

2013-07-01

Although more schools are offering mental health programs, few studies have involved the school community in research to improve their successful implementation. In this community-partnered study, focus groups were conducted with school staff and parents to explore issues related to community engagement and feasibility of a mental health intervention for elementary school students exposed to trauma. Four educator focus groups, including 23 participants, and 2 parent focus groups, consisting of 9 Spanish-speaking and 7 English-speaking parents were conducted. Participants discussed facilitators and barriers to successful implementation of the program. Participants identified the importance of pre-implementation parent education, raising awareness of the impact of student mental health among educators, maintaining ongoing communication during the intervention, and addressing logistical concerns. Participants described clear considerations for parent and educator engagement, both at the pre-implementation phase and during implementation of the program. Implications for next steps of this community-partnered approach are described.

Improving Implementation of Mental Health Services for Trauma in Multicultural Elementary Schools: Stakeholder Perspectives on Parent and Educator Engagement

PubMed Central

Santiago, Catherine DeCarlo; Rodríguez, Adriana; Zelaya, Jennifer

2013-01-01

Although more schools are offering mental health programs, few studies have involved the school community in research to improve their successful implementation. In this community partnered study, focus groups were conducted with school staff and parents to explore issues related to community engagement and feasibility of a mental health intervention for elementary school students exposed to trauma. Four educator focus groups, including 23 participants, and 2 parent focus groups, consisting of 9 Spanish-speaking and 7 English-speaking parents were conducted. Participants discussed facilitators and barriers to successful implementation of the program. Participants identified the importance of pre-implementation parent education, raising awareness of the impact of student mental health among educators, maintaining ongoing communication during the intervention, and addressing logistical concerns. Participants described clear considerations for parent and educator engagement both at the pre implementation phase and during implementation of the program. Implications for next steps of this community partnered approach are described. PMID:23576136

Alignment of Hands-On STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students

ERIC Educational Resources Information Center

Christensen, Rhonda; Knezek, Gerald; Tyler-Wood, Tandra

2015-01-01

This study examines positive dispositions reported by middle school and high school students participating in programs that feature STEM-related activities. Middle school students participating in school-to-home hands-on energy monitoring activities are compared to middle school and high school students in a different project taking part in…

Lessons from the trenches: meeting evaluation challenges in school health education.

PubMed

Young, Michael; Denny, George; Donnelly, Joseph

2012-11-01

Those involved in school health education programs generally believe that health-education programs can play an important role in helping young people make positive health decisions. Thus, it is to document the effects of such programs through rigorous evaluations published in peer-reviewed journals. This paper helps the reader understand the context of school health program evaluation, examines several problems and challenges, shows how problems can often be fixed, or prevented, and demonstrates ways in which challenges can be met. A number of topics are addressed, including distinguishing between curricula evaluation and evaluation of outcomes, types of evaluation, identifying stakeholders in school health evaluation, selection of a program evaluator, recruiting participants, design issues, staff training, parental consent, instrumentation, program implementation and treatment fidelity, participant retention, data collection, data analysis and interpretation, presentation of results, and manuscript preparation and submission. Although there is a lack of health-education program evaluation, rigorous evaluations that have been conducted have, at least in some cases, led to wider dissemination of effective programs. These suggestions will help those interested in school health education understand the importance of evaluation and will provide important guidelines for those conducting evaluations of school health-education programs. © 2012, American School Health Association.

Diabetes Awareness of Low-Income Middle School Students Participating in the Help a Friend, Help Yourself Youth Diabetes Awareness Education Program

ERIC Educational Resources Information Center

Wroten, Kathryn; Reames, Elizabeth S.; Tuuri, Georgianna

2012-01-01

The study reported here investigated the effectiveness of the LSU AgCenter Help a Friend, Help Yourself youth diabetes education curriculum to increase knowledge and awareness of diabetes and its symptoms in low-income middle school students participating in the Boys and Girls Club after-school program. The curriculum includes four lessons with…

The Impact of Socioeconomic Status on Achievement of High School Students Participating in a One-to-One Laptop Computer Program

ERIC Educational Resources Information Center

Weers, Anthony J.

2012-01-01

The purpose of this study was to determine the impact of socioeconomic status on the achievement of high school students participating in a one-to-one laptop computer program. Students living in poverty struggle to achieve in schools across the country, educators must address this issue. The independent variable in this study is socioeconomic…

Participating in the Direct Student Loan Program: Tips for Success.

ERIC Educational Resources Information Center

Macro International, Inc., Calverton, MD.

This guide provides information for schools considering whether to participate in the Federal Direct Student Loan Program, and it offers advice on how to plan for and operate the loan program at an individual school. The information in the guide is presented in a way that follows the steps that need to be taken in planning and implementing the…

Understanding Perceptions of School Administrators Related to School Breakfast in a Low School Breakfast Participation State.

PubMed

Askelson, Natoshia M; Golembiewski, Elizabeth H; Bobst, Ann; Delger, Patti J; Scheidel, Carrie A

2017-06-01

The National School Breakfast Program (SBP) is a federally funded program that allows states to offer nutritious breakfast to K-12 students. However, rates of SBP participation are low in some rural states, and the reasons are not well understood. The purpose of the study was to explore administrators' perceptions, attitudes, and beliefs related to the SBP, and factors they identify as barriers or facilitators to increased participation. Data were collected from a cross-sectional, online survey of K-12 school administrators (N = 152) in a rural, midsized Midwestern state fielded over an academic year. Descriptive statistics were calculated and open-ended questions were coded and analyzed for relevant themes. Administrators identified busing schedules, time constraints, and a lack of flexibility within the school schedule to accommodate breakfast as primary structural barriers to SBP participation. Administrators described family-centered norms as reasons for low participation in rural areas. Administrators are at varying stages of readiness to work on improving participation. Low SBP participation can be explained in part by a convergence of factors related to access, community norms, and structural barriers. Results may be used to inform ways in which administrators at the state, district, and school level can work to increase participation. © 2017, American School Health Association.

A Comparison of Mandated Versus Volunteer Adolescent Participants in Youth Tobacco Cessation Programs

PubMed Central

Houser-Marko, Linda; Curry, Susan J.; Mermelstein, Robin J.; Emery, Sherry; Pugach, Oksana

2012-01-01

A national evaluation of community-based youth cessation programs delivered in group format provided the opportunity to compare mandated and volunteer program participants on demographics, smoking patterns, other health behaviors and motivation to quit. A total of 857 youth participants completed surveys prior to the start of their treatment program. Mandated youth comprised 24% of the sample (n=202). Both bivariate and multivariate comparisons were conducted. Mandated participants reported lower levels of stress, higher extrinsic motivation and lower intrinsic motivation to quit, and were more likely to be in the earlier (precontemplation) stage of readiness to quit. Mandated and volunteer smokers did not differ in their smoking patterns, school-related smoking behaviors, or binge drinking. Rates of smoking, school problems, and binge drinking were higher among cessation program participants than in general samples of youth. Programs with mixed voluntary-mandatory participation may benefit from extra attention to motivational issues. PMID:21550728

A peer education program: delivering highly reliable sexual health promotion messages in schools.

PubMed

Layzer, Carolyn; Rosapep, Lauren; Barr, Sherry

2014-03-01

This article describes preliminary findings from an implementation study of a school-based peer education program on sexual health for high-school youth. The responses of youth participants are described. Qualitative data were collected across one semester in two successive waves of participants (N = 4 schools), including observations of program activities, in-depth interviews of stakeholders, focus groups with youth participants (N = 62 peer educators and 60 ninth graders), and brief surveys of youth participants (N = 678). Grounded theory methodology informed data collection and analysis. Teen Prevention Education Program (Teen PEP) was adapted and replicated with fidelity to the model in North Carolina high schools. All program "inputs" and five core model components (outputs) were implemented. The principal accommodation made was to implement the entire curriculum within one half of a school year rather than across the entire school year although still using the same amount of instructional time. Youth participants attributed high value to the experience, noting that the sexual health information they received was both new and important for their lives and that they felt they learned it better from their peers than from instruction in traditional health class. The majority of participants reported that the program helped them across a range of areas related to both social well-being and sexual health. Teen PEP developers have been able to successfully adapt and replicate it in North Carolina, in settings that need sexual health education services for youth both because of the paucity of existing services in many areas and because of the evidence of risk in the form of high rates of pregnancy and sexually transmitted infections, including human immunodeficiency virus or AIDS in youth 15-19 years of age. Youth reported benefits across a range of social and sexual health-related areas. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Evaluating Active Parental Consent Procedures for School Programming: Addressing the Sensitive Topic of Suicide Prevention.

PubMed

Totura, Christine M Wienke; Kutash, Krista; Labouliere, Christa D; Karver, Marc S

2017-02-01

Suicide is the second leading cause of death for adolescents. Whereas school-based prevention programs are effective, obtaining active consent for youth participation in public health programming concerning sensitive topics is challenging. We explored several active consent procedures for improving participation rates. Five active consent methods (in-person, students taking forms home, mailing, mailing preceded by primers, mailing followed by reminder calls) were compared against passive consent procedures to evaluate recruitment success, as determined by participation (proportion who responded yes) and response (proportion who returned any response) rates. Participation acceptance rates ranged from 38 to 100% depending on consent method implemented. Compared with passive consent, active consent procedures were more variable in response and participation rates. In-person methods provided higher rates than less interpersonal methods, such as mailing or students taking consents home. Mailed primers before or reminder calls after consent forms were mailed increased response but not participation rates. Students taking consents home resulted in the lowest rates. Although passive consent produces the highest student participation, these methods are not always appropriate for programs addressing sensitive topics in schools. In-person active consent procedures may be the best option when prioritizing balance between parental awareness and successful student recruitment. © 2017, American School Health Association.

The long-term impact of a math, science and technology program on grade school girls

NASA Astrophysics Data System (ADS)

Sullivan, Sandra Judd

The purpose of this study was to determine if a math, science, and technology intervention program improved grade school girls' attitudes and stereotypes toward science and scientists, as well as participation levels in science-related activities, two years after their participating in the program. The intervention program evaluated was Operation SMART, developed by Girls Incorporated. Participants were recruited from the 6th and 7th grades from two public middle schools in Northern California. One hundred twenty-seven girls signed up for the survey and were assigned to either the SMART group (previous SMART participants) or Non-SMART group (no previous experience with SMART). The survey consisted of five parts: (1) a background information sheet, (2) the Modified Attitudes Toward Science Inventory, (3) the What Do You Do? survey, (4) the Draw-A-Scientist Test-Revised, and (5) a career interests and role models/influencer survey. Results indicated that there were no significant differences between the SMART and Non-SMART groups on any of the test measures. However, middle school attended did have a significant effect on the outcome variables. Girls from Middle School A reported more positive attitudes toward science, while girls from Middle School B reported higher participation levels in extracurricular science activities. Possible explanations for these findings suggest too much time had passed between treatment effect and time of measurement as well as the strong influence of teacher and school environment on girls' attitudes and stereotypes. Recommendations for future research are discussed.

Promoting Physical Activity With the Out of School Nutrition and Physical Activity (OSNAP) Initiative: A Cluster-Randomized Controlled Trial.

PubMed

Cradock, Angie L; Barrett, Jessica L; Giles, Catherine M; Lee, Rebekka M; Kenney, Erica L; deBlois, Madeleine E; Thayer, Julie C; Gortmaker, Steven L

2016-02-01

Millions of children attend after-school programs in the United States. Increasing physical activity levels of program participants could have a broad effect on children's health. To test the effectiveness of the Out of School Nutrition and Physical Activity (OSNAP) Initiative in increasing children's physical activity levels in existing after-school programs. Cluster-randomized controlled trial with matched program pairs. Baseline data were collected September 27 through November 12, 2010, with follow-up data collected April 25 through May 27, 2011. The dates of our analysis were March 11, 2014, through August 18, 2015. The setting was 20 after-school programs in Boston, Massachusetts. All children 5 to 12 years old in participating programs were eligible for study inclusion. Ten programs participated in a series of three 3-hour learning collaborative workshops, with additional optional opportunities for training and technical assistance. Change in number of minutes and bouts of moderate to vigorous physical activity, vigorous physical activity, and sedentary activity and change in total accelerometer counts between baseline and follow-up. Participants with complete data were 402 racially/ethnically diverse children, with a mean age of 7.7 years. Change in the duration of physical activity opportunities offered to children during program time did not differ between conditions (-1.2 minutes; 95% CI, -14.2 to 12.4 minutes; P = .87). Change in moderate to vigorous physical activity minutes accumulated by children during program time did not differ significantly by intervention status (-1.0; 95% CI, -3.3 to 1.3; P = .40). Total minutes per day of vigorous physical activity (3.2; 95% CI, 1.8-4.7; P < .001), vigorous physical activity minutes in bouts (4.1; 95% CI, 2.7-5.6; P < .001), and total accelerometer counts per day (16,894; 95% CI, 5101-28,686; P = .01) increased significantly during program time among intervention participants compared with control participants. Although programs participating in the OSNAP Initiative did not allot significantly more time for physical activity, they successfully made existing time more vigorously active for children receiving the intervention. clinicaltrials.gov Identifier: NCT01396473.

New York City's School-Wide Bonus Pay Program: Early Evidence from a Randomized Trial. Working Paper 2009-02

ERIC Educational Resources Information Center

Springer, Matthew G.; Winters, Marcus A.

2009-01-01

In this paper, we examine the impact of New York City's School-Wide Performance Bonus Program (SPBP) on student outcomes and the school learning environment. The SPBP is a pay-for-performance program that was implemented in approximately 200 K-12 public schools midway into the 2007-08 school year. Participating schools can earn bonus awards of up…

The Effects of a Family Fitness Program on the Physical Activity and Nutrition Behaviors of Third-Grade Children

ERIC Educational Resources Information Center

Hopper, Chris A.; Munoz, Kathy D.; Gruber, Mary B.; Nguyen, Kim P.

2005-01-01

This study examined the efficacy of a school-based exercise and nutrition program with a parent component. Third-grade children (N = 238) from six elementary schools participated in the study, with three schools randomly assigned to a program group and the other three schools to a control group. The program group received a health-related fitness…

Developing a Staff Physical Activity Program at Your School: Implementing the Lesser-Used Component of the CSPAP Model

ERIC Educational Resources Information Center

Langley, Katherine; Kulinna, Pamela Hodges

2018-01-01

The purpose of this article is to explore staff physical activity programs in the school setting, describe a viable option for a staff walking program in an elementary school, and determine elementary school staff members' participation and perceptions in one such program. Previous research has shown that placing a focus on staff involvement and…

An Assessment of Factors Relating to High School Students' Science Self-Efficacy

NASA Astrophysics Data System (ADS)

Gibson, Jakeisha Jamice

This mixed-methods case study examined two out-of-school (OST) Science, Technology, Engineering and Math (STEM) programs at a science-oriented high school on students' Self-Efficacy. Because STEM is a key for future innovation and economic growth, Americans have been developing a variety of approaches to increase student interest in science within the school curriculum and in OST programs. Nationwide, many OST programs are offered for students but few have engaged in an in-depth assessment. This study included an assessment of two different types of OST programs and direct observations by the researcher. This study involved two advisors (one male, one female), 111 students, and their parents during 2016. Student participants completed two standardized surveys, one to determine their Science Self-Efficacy and another to assess their engagement in science during their OST programs. Parents described their parental involvement and their child's interest in the OST program(s). The OST program advisors participated in lengthy interviews. Additionally, the advisors rated their perceived interest level of the enrolled students and recorded attendance data. Bandura's Social Cognitive Theory (1997a) provided the theoretical framework. This theory describes the multidirectional influence of behavioral factors, personal factors, and environmental factors have on a student's Self-Efficacy. Compiled data from the teachers, students, and parents were used to determine the relationship of selected variables on Science Self-Efficacy of students. A correlational analysis revealed that students who participated in these OST programs possessed a high Mindset for the Enjoyment of science and that teacher ratings were also positively correlated to Mindset and Enjoyment of Science. Descriptive analyses showed that (a) girls who chose to participate in these OST programs possessed higher school grades in their in-school coursework than boys, (b) that parents of girls participated in more parental activities, and (c) the teachers rated student's interest in the science OST programs as high. Student comments on the survey and the qualitative analysis by trained coders revealed that success of the program was related to the collaborative and hands-on activities/projects of their OST program. In addition, students felt more involved in projects during after-school and weekend activities than in OST lunch break programs.

Parent Interest in a School-Based, School Nurse-Led Weight Management Program

ERIC Educational Resources Information Center

Kubik, Martha Y.; Lee, Jiwoo

2014-01-01

Because one in three children is already overweight or obese, school-based interventions targeting secondary obesity prevention merit consideration. This study assessed parent interest in participating in a school-based, school nurse-led weight management program for young school-aged children. A random sample of parents ("n" = 122) of…

Employer Incentives to Participate in a Comprehensive School-to-Work Transition Program.

ERIC Educational Resources Information Center

Klein, Steven G.

This report evaluated economic incentives for employer participation in a comprehensive school-to-work (STW) initiative. In general, the business, economic, and educational literature emphasizes quantifying the fiscal benefits of employer-sponsored training, although only qualitative outcomes are available for some programs. The literature…

Three High School After-School Initiatives: Lessons Learned

ERIC Educational Resources Information Center

Barr, Sarah; Birmingham, Jennifer; Fornal, Jennifer; Klein, Rachel; Piha, Sam

2006-01-01

Little attention has been paid to older youth in the recent expansion of school-based after-school programs. High school clubs and community-based programs have existed for years, but many have struggled to sustain the participation of teens. Alarmed by the large numbers of high school-age youth who are disengaged at school and leaving high school…

An Educational Program for Underserved Middle School Students to Encourage Pursuit of Pharmacy and Other Health Science Careers.

PubMed

Goldsmith, Carroll-Ann; Tran, Thao T; Tran, Linh

2014-11-15

To develop and implement an active, hands-on program for underrepresented minority (URM) seventh grade students and to determine if participation in the program increased interest in health care careers and understanding of pharmacy and physician assistant (PA) professions. A hands-on educational program was developed in conjunction with local middle school administrators and staff for URM 7th grade students. The program was designed to be hands-on and focus on pharmacy and PA laboratory skills. A discussion component was included, allowing participants to interact personally with pharmacy and PA students and faculty members. Students' responses to survey questions about interest in health care careers and knowledge about health professions were compared before and after 2 separate offerings of the program. After the program, significant increases were seen in participants' understanding of the pharmacy and PA professions. An increased percentage of participants reported interest in health care careers after the program than before the program. Introducing middle school-aged URM students to the pharmacy and PA professions through a hands-on educational program increased interest in, and knowledge of, these professions.

GRADS Program in Ohio Empowers Parenting Students To GRADUATE.

ERIC Educational Resources Information Center

Ferguson, Judy

Graduation, Reality, and Dual-Role Skills (GRADS) is a vocational home economics program in Ohio for pregnant students and young parents in grades 7 through 12 in junior high schools, senior high schools, and vocational schools. Goals of the program are to: (1) increase the likelihood the participants will remain in school during pregnancy, after…

Program Evaluation of a School Leadership Program in an Elementary School

ERIC Educational Resources Information Center

Stella, Robyn R.

2013-01-01

The purpose of this program was to analyze the effects of The Leader in Me/seven habits philosophy on the selected elementary school in western North Carolina. The perceived problem was that in this particular school there was a need for methods to encourage student participation and student motivation and to increase homework completion and…

"It Really Comes Down to the Community": A Case Study of a Rural School Music Program

ERIC Educational Resources Information Center

VanDeusen, Andrea

2016-01-01

Communities, schools, their music programs, and the individuals who participate in these groups are tied to the social, cultural, and political contexts in which they reside. Schools are often connected to their communities, and are often deeply cherished in rural communities. School music programs hold the potential to influence a small…

Career Awareness Program; Fruth Elementary School.

ERIC Educational Resources Information Center

Kelly, Julia; Gaujot, Carol

This is a report of a career education program, first conceived through a school assembly and initiated at Fruth Elementary School in grades K-6. The format used by the teachers correlates a phase of the world of work with regular school work. Some students and teachers from the Career Education Tech. Center participate in this program as do…

The relative efficacy of pamphlets, CD-ROM, and the Internet for disseminating adolescent drug abuse prevention programs: an exploratory study.

PubMed

Di Noia, Jennifer; Schwinn, Traci M; Dastur, Zubin A; Schinke, Steven P

2003-12-01

Despite the availability of an increasing array of empirically validated adolescent drug abuse prevention programs, program materials and evaluation findings are poorly disseminated. CD-ROM and the Internet hold promise for disseminating this information to schools and agencies that directly serve youth, and to policy-making bodies that exercise control over funds to support adolescent drug abuse prevention programming. However, data on the relative efficacy of these newer technologies over conventional print means of dissemination are lacking. Recruited through schools, community agencies, and policy-making bodies, 188 professionals were randomized to receive prevention program materials via pamphlets (55 participants), CD-ROM (64 participants), and the Internet (69 participants). Participants completed pretest, posttest, and 6-month follow-up measures that assessed their access to prevention program materials; self-efficacy for identifying, obtaining, and recommending these programs; and their likelihood of requesting, implementing, and recommending prevention programs to their constituents. Participants exposed to dissemination via CD-ROM and the Internet evidenced the greatest short- and long-term gains on accessibility, self-efficacy, and behavioral intention variables. CD-ROM and the Internet are viable means for disseminating adolescent drug abuse prevention programs to schools, community agencies, and policy-making bodies, and should be increasingly used for dissemination purposes.

The relative efficacy of pamphlets, CD-ROM, and the Internet for disseminating adolescent drug abuse prevention programs: an exploratory study⋆

PubMed Central

Di Noia, Jennifer; Schwinn, Traci M.; Dastur, Zubin A.; Schinke, Steven P.

2010-01-01

Background Despite the availability of an increasing array of empirically validated adolescent drug abuse prevention programs, program materials and evaluation findings are poorly disseminated. CD-ROM and the Internet hold promise for disseminating this information to schools and agencies that directly serve youth, and to policy-making bodies that exercise control over funds to support adolescent drug abuse prevention programming. However, data on the relative efficacy of these newer technologies over conventional print means of dissemination are lacking. Methods Recruited through schools, community agencies, and policy-making bodies, 188 professionals were randomized to receive prevention program materials via pamphlets (55 participants), CD-ROM (64 participants), and the Internet (69 participants). Participants completed pretest, posttest, and 6-month follow-up measures that assessed their access to prevention program materials; self-efficacy for identifying, obtaining, and recommending these programs; and their likelihood of requesting, implementing, and recommending prevention programs to their constituents. Results Participants exposed to dissemination via CD-ROM and the Internet evidenced the greatest short- and long-term gains on accessibility, self-efficacy, and behavioral intention variables. Conclusions CD-ROM and the Internet are viable means for disseminating adolescent drug abuse prevention programs to schools, community agencies, and policy-making bodies, and should be increasingly used for dissemination purposes. PMID:14636798

Physical Education Preservice Teachers' Perceptions About Preparation for Comprehensive School Physical Activity Programs.

PubMed

Kwon, Ja Youn; Kulinna, Pamela Hodges; van der Mars, Hans; Koro-Ljungberg, Mirka; Amrein-Beardsley, Audrey; Norris, Jason

2018-06-01

Physical educators may be the responsible people for implementing comprehensive school physical activity programs (CSPAPs) in schools. However, it is unclear whether physical education teacher education (PETE) programs provide the relevant learning opportunities to preservice teachers for CSPAP implementation. The purpose of this study was to understand preservice teachers' perspectives and experiences of CSPAP preparation in their PETE programs. Fourteen PETE students from 6 different universities participated and shared their experiences in PETE programs. Data were collected through a short survey, 1 formal interview, field images, document gathering, and an additional survey to follow up the interview. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Participants' familiarity with CSPAPs was related to positive opinions about the role of physical educators in CSPAPs. Three common themes were revealed: (a) introducing CSPAP via courses, (b) the lack of programwide hands-on experiences for CSPAP, and (c) limited preparation for social skills with stakeholders. Participants' perceptions of the role of physical educators as physical activity leaders had been expanded during their training. The participating PETE programs integrated CSPAP components in the existing courses to introduce CSPAP, while there was a lack of sufficient practical opportunities to learn how to implement (aspects of) a CSPAP. Participants felt they were insufficiently prepared to promote and implement expanded physical activity programming beyond physical education classes in schools. The majority of the PETE preservice teachers wanted more practical CSPAP experiences in their programs.

Participation in Summer School and High School Graduation in the Sun Valley High School District

ERIC Educational Resources Information Center

Trujillo, Gabriel

2012-01-01

This study examines the effectiveness of a summer school credit recovery program in the Sun Valley High School District. Using logistic regression I assess the relationship between race, gender, course failure, school of origin and summer school participation for a sample of students that failed one or more classes in their first year of high…

Out-of-School Time Is Critical for Children: Who Participates in Programs? Research-to-Results Fact Sheet. Publication #2006-20

ERIC Educational Resources Information Center

Theokas, Christina; Bloch, Margot

2006-01-01

School-age children and adolescents in the United States have a lot of discretionary time (6.5 to 8 hours per day). Participating in organized out-of-school time programs and activities is one constructive and safe way that children can spend their free time. These activities can provide supervision, fun, and opportunities to develop new skills…

Impact of the 2010 US Healthy, Hunger-Free Kids Act on School Breakfast and Lunch Participation Rates Between 2008 and 2015.

PubMed

Vaudrin, Nicole; Lloyd, Kristen; Yedidia, Michael J; Todd, Michael; Ohri-Vachaspati, Punam

2018-01-01

To evaluate National School Lunch Program (NSLP) and School Breakfast Program (SBP) participation over a 7-year period before and after the implementation of the 2010 Healthy, Hunger-Free Kids Act (HHFKA), which required healthier school lunch options beginning in school year (SY) 2012-2013 and healthier school breakfast options beginning in SY2013-2014. Data were gathered from low-income, high-minority public schools in 4 New Jersey cities. We conducted longitudinal analyses of annual average daily participation (ADP) in school meals among enrolled students overall and among those eligible for free or reduced-price meals. We used linear mixed models to compare NSLP and SBP participation rates from SY2008-2009 to SY2014-2015. NSLP participation rates among students overall differed little across years (from 70% to 72%). SBP rates among enrolled students were stable from the beginning of the study period to SY2013-2014 and then increased from 52% to 59%. Among students eligible for free or reduced-price meals, the ADP was lowest in SY2012-2013 (when the HHFKA was implemented) before rebounding. The HHFKA did not have a negative impact on school meal participation over time. Public Health Implications. The HHFKA-strengthened nutrition standards have not affected school meal participation rates. With time, students are likely to accept healthier options.

Using Multiple Youth Programming Delivery Modes to Drive the Development of Social Capital in 4-H Participants

ERIC Educational Resources Information Center

Kinsey, Sharon

2013-01-01

This article focuses on how 4-H youth participants are building social capital, or connections among individuals and community members, through their 4-H experiences. These experiences can be seen through the lens of such 4-H delivery modes as the traditional 4-H club, after-school programs, and school enrichment programs. In addition, other…

Development and outcomes of an online-onsite hybrid dental admissions enhancement pilot program.

PubMed

Hanson, Carrie L; Van Ness, Chris; Gadbury-Amyot, Cynthia C; Crain, Geralyn

2014-10-01

The University of Missouri-Kansas City (UMKC) School of Dentistry has piloted two years of an Admissions Enhancement Program (AEP) with students from underrepresented minority groups and/or economically disadvantaged areas of Missouri interested in applying to dental school. The AEP utilizes an innovative online-onsite hybrid format to elevate students' foundational knowledge in biology, chemistry, organic chemistry, and quantitative reasoning. The online component includes interaction with UMKC instructors using tablet technology and Wimba virtual classroom sessions. The onsite component engages students in academic and professional development, enrichment activities targeting skills training, experience in dental labs and clinics, and mentoring in preparing the dental school application, essay writing, and interviewing. Results to date indicate overall program satisfaction among AEP participants and a dental school acceptance rate of 73.7 percent (14/19 students). Participants reported the mock interviews and essay-writing portions contributed to their becoming competitive candidates for the admission process, and the online material enhanced their preparation for the Dental Admission Test (DAT). Pre- and post-AEP data show participant DAT Academic Average scores increased by two points. The school will continue to monitor program participants in subsequent years.

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

7 CFR 210.19 - Additional responsibilities.

Code of Federal Regulations, 2012 CFR

2012-01-01

... fiscal action back to previous school years, as applicable. The State agency shall ensure that any Claim... AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for State Agency Participation... with School Year 1996-1997, State agencies shall evaluate compliance, over the school week, with the...

77 FR 16515 - Agency Information Collection Activities: Proposed Collection; Comment Request-School Breakfast...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-21

... Service Agency Information Collection Activities: Proposed Collection; Comment Request--School Breakfast... which FNS employs to determine public participation in the School Breakfast Program. DATES: Written... to Lynn Rodgers-Kuperman at 703-305-2600. SUPPLEMENTARY INFORMATION: Title: School Breakfast Program...

7 CFR 210.15 - Reporting and recordkeeping.

Code of Federal Regulations, 2010 CFR

2010-01-01

... AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for School Food Authority.... (a) Reporting summary. Participating school food authorities are required to submit forms and reports... between the school food authority and the State agency, and a Free and Reduced Price Policy Statement as...

Standing Strong: Maloney Interdistrict Magnet School Japanese Language and Culture Program

ERIC Educational Resources Information Center

Haxhi, Jessica; Yamashita-Iverson, Kazumi

2009-01-01

Maloney Interdistrict Magnet School (MIMS) is the only elementary school in Waterbury that has a world language program and is one of only two elementary Japanese programs in Connecticut. In the past 15 years, more than 1500 students have participated in its Japanese Language and Culture (JLC) Program in grades Prekindergarten through 5th. The JLC…

Can Specialized After-School Programs Impact Delinquent Behavior among African American Youth?

ERIC Educational Resources Information Center

Barker, Narviar Cathcart

This study examined the effect of a specialized after-school program, the Services to Youth Program (STYP), as one method of preventing the reoccurrence of criminal activity among delinquent youth. Seven African American youth who actively participated in the structured, curriculum-based after-school program were compared with a matched group of…

EVALUATION OF A PUBLIC SCHOOL PROGRAM FOR PREGNANT GIRLS.

ERIC Educational Resources Information Center

RICHARDSON, ANN

TO ASSESS THE SHORT RANGE EFFECTS OF PARTICIPATION IN A SPECIAL SCHOOL PROGRAM ESTABLISHED IN 1963 FOR PREGNANT SCHOOL AGE GIRLS, INTERVIEWERS IN 1965 OBTAINED INFORMATION FROM 109 GIRLS WHO HAD ATTENDED THE PROGRAM IN ITS FIRST YEAR, 123 GIRLS WHO HAD BEEN REFERRED BUT HAD NOT ATTENDED, AND MOTHERS OF THE GIRLS. THE SPECIAL PROGRAM FOCUSED ON…

Benjamin Franklin High School Unit Program.

ERIC Educational Resources Information Center

Wohl, Seth F.

The Benjamin Franklin High School Unit Program in New York City was designed to overcome the serious academic deficiencies identified as criterion for entry into the program: retardation in reading and mathematics and to improve attitudes toward school, increase classroom attendance and participation, reduce the dropout rate, improve self-image…

The Indiana Choice Scholarship Program: Legal Challenges, Program Expansion, and Participation. Informing Policy and Improving Practice. Policy Brief

ERIC Educational Resources Information Center

Cierniak, Katherine; Billick, Rebecca; Ruddy, Anne-Maree

2015-01-01

School choice programs can take a variety of forms, from the provision of various public school options, such as charter schools, to programs which provide funds to offset the cost of students' attendance at a private school. The provision of funds is most often accomplished in two ways: through the provision of state educational funds to be used…

Society of Behavioral Medicine (SBM) position statement: SBM urges Congress to preserve and increase the financing of federally funded nutrition assistance programs and services.

PubMed

Behrman, Pamela; Demirci, Jill; Yanez, Betina; Beharie, Nisha; Laroche, Helena

2018-05-03

Deep cuts have been proposed to federally funded nutrition assistance programs, including the Supplemental Nutrition Assistance Program (SNAP); the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC); and federally subsidized school breakfast and lunch programs. Yet, these programs help parents afford healthy meals for their families, pregnant and postpartum mothers access supplemental foods and health services for themselves and their infants and young children, and children obtain the nutrition necessary for optimal school performance. Participation in these programs is linked with reductions in perinatal morbidity and mortality, improved childhood growth trajectories, enhanced school performance, and reductions in food insecurity and poverty. Given these compelling health and economic benefits, the Society of Behavioral Medicine urges Congress to protect and increase funding for federally funded nutrition assistance programs, specifically SNAP, WIC, and school breakfast and lunch programs. Per the recent (2017) recommendations of the School Nutrition Association, Congress should also resist any attempts to "block-grant" subsidized school breakfast and lunch programs, which could reduce access to these programs. It is further recommended that Congress improve the scope of implementation- and outcomes-based assessments of these programs. Finally, we recommend efforts to increase awareness of and participation in SNAP, WIC, and federally funded school meal programs for eligible individuals, children, and families.

Increasing participation in prevention research: strategies for youths, parents, and schools.

PubMed

Hooven, Carole; Walsh, Elaine; Willgerodt, Mayumi; Salazar, Amy

2011-08-01

Subject participation is a critical concern for clinicians and researchers involved in prevention programs, especially for intensive interventions that require randomized assignment and lengthy youth and parent involvement. This article describes details of an integrated approach used to recruit and retain at-risk high school youths, their parents, and high schools to two different comprehensive, "indicated" prevention programs. Parent and youth recruitment and retention data for the two studies is provided in support of the approach described. A coordinated, multilevel approach, organized around cross-cutting issues, is described in detail as a response to the challenges of including vulnerable populations in intervention research. Methods are relevant to nurse clinicians who deliver prevention programs, and are important to clinical research that relies upon adequate participation in research programs. © 2011 Wiley Periodicals, Inc.

Sun Smart Schools Nevada: Increasing Knowledge Among School Children About Ultraviolet Radiation.

PubMed

Kouzes, Emily; Thompson, Christine; Herington, Cari; Helzer, Lily

2017-11-30

Cumulative exposure to ultraviolet radiation (UV) is a risk factor for development of skin cancer. We estimated changes in knowledge, attitudes, and behaviors among Nevada school-age children following implementation of a program to decrease UV exposure. The Nevada Cancer Coalition's Sun Smart Schools pilot program was implemented in 7 Nevada schools during the 2015-2016 school year. The target population was students at participating schools. Participation in the program was voluntary. Students surveyed spanned grades from fourth to tenth. Pre-intervention surveys were conducted at the start of the school year. Post-intervention surveys were conducted at the end of the school year. Changes in knowledge, attitudes, and behaviors were assessed among study participants by using self-reported survey responses. The Sun Smart Schools pilot program was effective in increasing a broad range of knowledge, attitudes, and behaviors about protection from UV among elementary and middle school students. Students in high school reported an increase in the adoption of selected protective behaviors. However, this population also maintained a positive attitude toward the appearance of tanned skin, indicating susceptibility to competing influences. High school students also did not report any evident change in knowledge about sun protection strategies. Parents reported a decrease in knowledge about UV protection but an increase in adoption of certain protective behaviors. Our findings are similar to those of previous studies demonstrating that education about the dangers of UV exposure is most effective in younger age groups. Results were mixed in older age groups.

Addressing engagement, anger and aggression through the Rock Water Program: Rural adolescent males' perceptions.

PubMed

Edwards, Paul; van de Mortel, Thea; Stevens, John

2017-08-01

The Rock and Water Program (RWP) has been implemented in some Australian schools as a means of addressing school disengagement, anger and aggression, which are significant determinants of mental illness. However, much of the evidence supporting the RWP is anecdotal. This project explored rural adolescent males' perceptions of the RWP. Questionnaires were used to gather data about the students prior to their commencement in the RWP. Focus group interviews were conducted with students at weeks 5 and 9 of the 9-week program. Data were analysed using thematic analysis. The RWP was facilitated in four schools in rural NSW over three terms for a total of 12 program deliveries. One hundred and eighty-seven rural adolescent males participated in the focus groups. The participants were identified by their school as disengaged in schoolwork and either perpetrators and/or victims of anger and aggression. Participants liked the 'learning by doing' action-oriented approach, and reported learning strategies that could reduce aggression in the school and wider community. The focus groups provided insight into why these adolescent boys engaged with this program when generally engagement in school, overall, was reported as poor. Suggestions for program improvement included more or longer sessions, and the inclusion of girls. This study found that the RWP engaged rurally based boys, who spoke positively about the action-oriented program. Future research could examine if this translates into reduced incidents of anger and violence at school and improved school engagement and overall physical and mental health. © 2016 National Rural Health Alliance Inc.

Evaluation of a Cardiovascular Education Pilot Program.

ERIC Educational Resources Information Center

Fang, Wei Li

1980-01-01

A Virginia elementary-secondary school blood pressure education program is described and evaluated. Evidence presented indicates that participants' cardiovascular knowledge levels increased significantly as a result of program participation. (JMF)

Physical education Teachers' and public health Nurses' perception of Norwegian high school Students' participation in physical education - a focus group study.

PubMed

Abildsnes, Eirik; Stea, Tonje H; Berntsen, Sveinung; Omfjord, Christina S; Rohde, Gudrun

2015-12-24

High quality physical education programs in high schools may facilitate adoption of sustainable healthy living among adolescents. Public health nurses often meet students who avoid taking part in physical education programs. We aimed to explore physical education teachers' and public health nurses' perceptions of high school students' attitudes towards physical education, and to explore physical education teachers' thoughts about how to facilitate and promote students' participation in class. Prior to an initiative from physical education teachers, introducing a new physical education model in two high schools in the South of Norway, we conducted focus groups with 6 physical education teachers and 8 public health nurses. After implementation of the new model, we conducted two additional focus group interviews with 10 physical education teachers. In analyses we used Systematic Text Condensation and an editing analysis style. In general, the students were experienced as engaged and appreciating physical education lessons. Those who seldom attended often strived with other subjects in school as well, had mental health problems, or were characterized as outsiders in several arenas. Some students were reported to be reluctant to expose their bodies in showers after class, and students who seldom attended physical education class frequently visited the school health services. Although the majority of students were engaged in class, several of the students lacked knowledge about physical fitness and motoric skills to be able to master daily activities. The participants related the students' competence and attitude towards participation in physical education class to previous experiences in junior high school, to the competence of physical education teachers, and to possibility for students to influence the content of physical education programs. The participants suggested that high school students' attitudes towards participation in physical education is heterogeneous, depends on the students' previous experiences, and on their present health and quality of life. All participants recommended adolescents to take part in program development, and selecting activities that generate competence, fun and enjoyment.

78 FR 45516 - Agency Information Collection Activities; Comment Request; Foreign Schools Eligibility Criteria...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-29

...; Comment Request; Foreign Schools Eligibility Criteria Apply To Participate in Title IV HEA Programs AGENCY... notice will be considered public records. Title of Collection: Foreign Schools Eligibility Criteria Apply...) contain some of the criteria foreign schools must meet for determinations of eligibility for participation...

A Teachers' Guide for the Outdoor School Program.

ERIC Educational Resources Information Center

Battle Creek Public Schools, MI.

The general aim of this guide is to aid the teachers of the fifth and sixth grade boys and girls who participate in the Outdoor School program at the Battle Creek Outdoor Center. Another major aim of this guide is to aid the outdoor school teachers who bear the major responsibility in implementing the outdoor school program. An historical overview…

School Nutrition Programs and the Incidence of Childhood Obesity. NBER Working Paper No. 14297

ERIC Educational Resources Information Center

Millimet, Daniel L.; Tchernis, Rusty; Husain, Muna

2008-01-01

In light of the recent rise in childhood obesity, the School Breakfast Program (SBP) and National School Lunch Program (NSLP) have received renewed attention. Using panel data on over 13,500 primary school students, we assess the relationship between SBP and NSLP participation and (relatively) long-run measures of child weight. After documenting a…

Experiences of School Teachers on Participation in a Brief School Mental Health Program: A Qualitative Inquiry

ERIC Educational Resources Information Center

Shrinivasa, Basavaraj; Reshma, B. K.; Virupaksha, H. G.; Chaithra, Chandrakanth; Vidya, Naik; Nithyananda, S.; Joseph Arthur, Julian Anthony; Amaresha, Anekal C.

2016-01-01

Background: School mental health programs (SMHPs) aim to strengthen school teachers' understanding about issues related to child and adolescent mental health and their management. Many studies have looked at outcomes of such programs quantitatively. However, there is a lack of studies on the qualitative effects of SMHPs. With this in mind, the aim…

School Lunch Program: Buy American Procedures at Schools with Cash or Credit in Lieu of Food. Report to Congressional Requesters.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC. Resources, Community, and Economic Development Div.

This report examines the Buy American provision of the Commodity Distribution Reform Act and the Special Supplemental Food Program for Women, Infants, and Children Amendments of 1987. In particular, compliance by school districts participating in the National School Lunch Program under the cash payment and commodity letters of credit systems is…

Building International Relations for Children through Sister Schools.

ERIC Educational Resources Information Center

Pryor, Carolyn B.

1992-01-01

Inspired by Sister Cities International and the NASSP's school-to-school exchange program, "sister school" pairings have proved to be workable educational programs with long-range impact on participants. Some post-cold war efforts include U.S.-USSR High School Academic Partnerships, Project Harmony, and Center for U.S.-USSR Initiatives.…

Local School Wellness Policies: Where Do They Stand and What Can You Do?

ERIC Educational Resources Information Center

Centers for Disease Control and Prevention, 2014

2014-01-01

Local school wellness policies (i.e., wellness policies) provide an opportunity to create and support a healthy school environment, promote student health, and reduce childhood obesity. Because they are required for all school districts participating in the federal Child Nutrition Programs including the National School Lunch Program and the School…

Developing a Before-School Physical Activity Club: Start with a Power-Walking Program

ERIC Educational Resources Information Center

Armstrong, Tess; Lee, Hong-Min; Napper-Owen, Gloria

2016-01-01

Even with school-based efforts, many young people remain inactive. For school-age children, physical activity levels may be increased through participation in physical education or other organized physical activities throughout the school day. The implementation of a comprehensive school physical activity program (CSPAP) within the school…

Opening Up the Black Box: Literacy Instruction in Schools Participating in Three Comprehensive School Reform Programs

ERIC Educational Resources Information Center

Correnti, Richard; Rowan, Brian

2007-01-01

This study examines patterns of literacy instruction in schools adopting three of America's most widely disseminated comprehensive school reform (CSR) programs (the Accelerated Schools Project, America's Choice, and Success for All). Contrary to the view that educational innovations seldom affect teaching practices, the study found large…

Safe Routes to School at Maybury Elementary School in Detroit

ERIC Educational Resources Information Center

Robert Wood Johnson Foundation, 2012

2012-01-01

In 2005, Congress passed legislation establishing the Safe Routes to School Program (SRTS). Since then, nearly all states and the District of Columbia have announced local or statewide SRTS activities, and thousands of schools have participated in the program. SRTS enables and encourages children to walk and bike to school by helping communities…

75 FR 41796 - National School Lunch, Special Milk, and School Breakfast Programs, National Average Payments...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-19

..., afterschool snacks and breakfasts served to children participating in the National School Lunch and School... Factors and to the maximum Federal reimbursement rates for lunches and afterschool snacks served to... afterschool snacks served under the National School Lunch Program are rounded down to the nearest whole cent...

34 CFR 685.307 - Withdrawal procedure for schools participating in the Direct Loan Program.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false Withdrawal procedure for schools participating in the Direct Loan Program. 685.307 Section 685.307 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION WILLIAM D. FORD FEDERAL...

Continuation of Pilot Program for Training Placement Personnel.

ERIC Educational Resources Information Center

Southern Illinois Univ., Carbondale. Dept. of Vocational Education Studies.

Twelve members of school faculty and staff participated in a refined competency-based continuation of a pilot program to train individuals to function as placement coordinators in their schools in southern Illinois. Participants enrolled in a weekly placement seminar on campus for the 1978-79 academic year and in a continuous supervised internship…

The Effects of a Rational-Emotive Affective Education Program for High-Risk Middle School Students.

ERIC Educational Resources Information Center

LaConte, Michael A.; And Others

1993-01-01

Investigated effects of participation in developmentally appropriate affective education program. Middle school students (n=23), identified as high risk for dropping out and also as learning disabled or emotionally disturbed, were assigned to experimental and control conditions. Participants in affective education group met for 15 weeks.…

Weight management for Mexican American adolescents: school-based program

USDA-ARS?s Scientific Manuscript database

The objective of the current study was to assess change in weight over time for children participating in a school-based weight management program. A total of 47 participants between the ages of 10 and 14 who exceeded the 85th percentile for BMI were randomized into an intensive intervention (II) o...

Social Validity Assessment of Mindfulness Education and Practices among High School Students

ERIC Educational Resources Information Center

Luiselli, James K.; Worthen, Douglas; Carbonell, Lauren; Queen, Alexander H.

2017-01-01

The authors describe social validity assessment of mindfulness education and practices among high school students (N = 84) participating in a 10-week instructional program. The participants rated their satisfaction with and acceptance of several program components, content areas, and outcomes, as well as their engagement in specific mindfulness…

Impact of Physical Environment on Academic Achievement of High School Youth.

ERIC Educational Resources Information Center

Burkhalter, Bettye B.

1983-01-01

To study the relationship of the physical environment to high school students' academic achievement, 60 students participated in an experiential career exploration program at the Alabama Space and Rocket Center while 108 students participated in a traditional careers program. Tests indicated the former group improved more in career choice…

Effects of a veterinary student leadership program on measures of stress and academic performance.

PubMed

Moore, Dale A; Truscott, Marla L; St Clair, Lisa; Klingborg, Donald J

2007-01-01

Assuming leadership roles in veterinary student governance or club activities could be considered an added stressor for students because of the impact on time available for personal and academic activities. The study reported here evaluated the effects of participation in a leadership program and leadership activity across two classes of veterinary students on measures of stress, using the Derogatis Stress Profile (DSP), and on veterinary school academic performance, measured as annual grade-point average (GPA) over a three-year period. Program participants and their classmates completed the DSP three times across the first three years of veterinary school. On average, participating students reported self-declared stress levels that were higher and measured DSP stress levels that were lower than those of the general population. Students were more likely to assume elected or appointed leadership roles while in their first three years of the veterinary degree program if they participated in the optional leadership program and demonstrated lower stress in several dimensions. Some increased stress, as measured in some of the DSP stress dimensions, had a small but statistically significant influence on professional school GPA. The study determined that the most important predictors of students' cumulative GPA across the three-year period were the GPA from the last 45 credits of pre-veterinary coursework and their quantitative GRE scores. The results of the study indicate that neither participation in the leadership program nor taking on leadership roles within veterinary school appeared to influence veterinary school academic performance or to increase stress.

Impact of Title VII Training Programs on Community Health Center Staffing and National Health Service Corps Participation

PubMed Central

Rittenhouse, Diane R.; Fryer, George E.; Phillips, Robert L.; Miyoshi, Thomas; Nielsen, Christine; Goodman, David C.; Grumbach, Kevin

2008-01-01

PURPOSE Community health centers (CHCs) are a critical component of the health care safety net. President Bush’s recent effort to expand CHC capacity coincides with difficulty recruiting primary care physicians and substantial cuts in federal grant programs designed to prepare and motivate physicians to practice in underserved settings. This article examines the association between physicians’ attendance in training programs funded by Health Resources and Services Administration (HRSA) Title VII Section 747 Primary Care Training Grants and 2 outcome variables: work in a CHC and participation in the National Health Service Corps Loan Repayment Program (NHSC LRP). METHODS We linked the 2004 American Medical Association Physician Master-file to HRSA Title VII grants files, Medicare claims data, and data from the NHSC. We then conducted retrospective analyses to compare the proportions of physicians working in CHCs among physicians who either had or had not attended Title VII–funded medical schools or residency programs and to determine the association between having attended Title VII–funded residency programs and subsequent NHSC LRP participation. RESULTS Three percent (5,934) of physicians who had attended Title VII–funded medical schools worked in CHCs in 2001–2003, compared with 1.9% of physicians who attended medical schools without Title VII funding (P<.001). We found a similar association between Title VII funding during residency and subsequent work in CHCs. These associations remained significant (P<.001) in logistic regression models controlling for NHSC participation, public vs private medical school, residency completion date, and physician sex. A strong association was also found between attending Title VII–funded residency programs and participation in the NHSC LRP, controlling for year completed training, physician sex, and private vs public medical school. CONCLUSIONS Continued federal support of Title VII training grant programs is consistent with federal efforts to increase participation in the NHSC and improve access to quality health care for underserved populations through expanded CHC capacity. PMID:18779543

Condom availability in the schools: lessons from the courtroom.

PubMed

Mahler, K

1996-01-01

The Massachusetts Supreme Judicial Court unanimously supported the condom availability program of the Falmouth School District. The program allows students in grades 7-12 full access to condoms without prior parental consent. Before the junior high students can receive counseling, however, they must first undergo counseling. Like the high school students (who have access to counseling, but do not require it before receiving condoms), junior high school students also have access to informational pamphlets. The court rejected the parents' claims that the program infringed on their rights as parents since students are free to decline to participate in the program and the parents are free to tell their children not to participate. In January 1996, the US Supreme Court refused to review this case and provided no comment or recorded dissent. On the other hand, in 1993, the New York appellate court, in a 3-2 decision, found that the condom availability program of New York City public schools coerced parents to surrender their rights to raise their children without undue interference from the state. When New York City later offered parents an opt-out, fewer than 1% of parents of high school students selected it. A clear history of legal precedent supports a minor's right to consent to the receipt of medical services related to sexuality and reproductive health. There is currently a challenge to the condom availability program in the Philadelphia public schools, which offers an opt-out provision for parents who do not want their children to participate in the program. The challenge revolves around the supposition that parental consent is needed for some medical services, in this case provision of condoms. What makes this case unique is that parents who support the condom program are parties in the lawsuit. The unpredictability of school districts and local governing bodies do not guarantee the success of implementing comprehensive school-based AIDS education programs. Some parents and conservative groups will continue to fight condom availability programs.

Evaluation of the DC Opportunity Scholarship Program: An Early Look at Applicants and Participating Schools under the SOAR Act. Year 1 Report. NCEE 2015-4000

ERIC Educational Resources Information Center

Feldman, Jill; Lucas-McLean, Juanita; Gutmann, Babette; Dynarski, Mark; Betts, Julian

2014-01-01

This report explores implementation of the District of Columbia Opportunity Scholarship Program (OSP) in the first two years after Congress reauthorized it with some changes under the SOAR Act of 2011. Key findings include the following: (1) Just over half of all DC private schools participated in the OSP, with current schools more likely to have…

Evaluation of the DC Opportunity Scholarship Program: An Early Look at Applicants and Participating Schools under the SOAR Act. Year 1 Report, Executive Summary. NCEE 2015-4000

ERIC Educational Resources Information Center

Feldman, Jill; Lucas-McLean, Juanita; Gutmann, Babette; Dynarski, Mark; Betts, Julian

2014-01-01

This report explores implementation of the District of Columbia Opportunity Scholarship Program (OSP) in the first two years after Congress reauthorized it with some changes under the SOAR Act of 2011. Key findings include the following: (1) Just over half of all DC private schools participated in the OSP, with current schools more likely to have…

A Phenomenological Study Examining the Experiences of High School Graduates Who Participated in a Career and Technical Education Program of Study

ERIC Educational Resources Information Center

Goins, Camille Locklear

2015-01-01

Career and Technical Education (CTE) programs are designed to help prepare students to become effective workers by equipping them with college and career readiness skills needed for the 21st century workplace. Students who participate in a CTE Program of Study (POS) have the potential for greater success during and after high school because they…

LOCUS: immunizing medical students against the loss of professional values.

PubMed

Carufel-Wert, Donald A; Younkin, Sharon; Foertsch, Julie; Eisenberg, Todd; Haq, Cynthia L; Crouse, Byron J; Frey Iii, John J

2007-05-01

The Leadership Opportunities with Communities, the Underserved, and Special populations (LOCUS) program at the University of Wisconsin School of Medicine and Public Health is a longitudinal, extracurricular experience for medical students who wish to develop leadership skills and expand their involvement in community health activities during medical school. The program consists of a core curriculum delivered through retreats, workshops, and seminars; a mentor relationship with a physician who is engaged in community health services; and a community service project. On-line surveys and interviews with current and past participants as well as direct observations were used to evaluate the effects of the program on participants. Participants indicated that the program was worthwhile, relevant, and effective in building a community of like-minded peers and physician role models. Participants also reported that the program sustained their interest in and commitment to community service and allowed them to cultivate new skills during medical school. The curriculum and structure of the LOCUS program offers a successful method for helping medical students learn important leadership skills and maintain an altruistic commitment to service.

Here's How to Keep Your Music Program Humming.

ERIC Educational Resources Information Center

McCormick, Kathleen

1985-01-01

Some school systems are finding practical ways to enhance music programs. Experts suggest ways for schools to (1) build a marketing plan, (2) make it easier for children to participate in the music program, (3) provide reinforcement, and (4) publicize the program. (MLF)

Articulating attrition: Graduate school experiences of female doctoral students in the sciences

NASA Astrophysics Data System (ADS)

Osburn, Kathryn Ann

2005-07-01

Despite decades of research and reform efforts designed to bolster female retention in scientific disciplines, the conundrum of women's departure from doctoral programs in the sciences remains. This qualitative case study investigated the aspects of the graduate school experience that female doctoral students described as facilitating or impeding their successful degree completion in chemistry. I analyzed the graduate school narratives of twelve female participants who represented both successful and unsuccessful doctoral recipients from four advisors at one university. Participants identified four types of experiences that facilitated their retention in the doctoral program: feeling successful and confident in meeting the program requirements, having positive research experiences, receiving support from social networks, and being dedicated to career goals. Participants cited four kinds of experiences that impeded their continued participation in the doctoral program: having negative research experiences, feeling a lack of success and confidence in meeting the program requirements, changing career goals, and receiving no support from social networks. The graduate school experiences of participants who did and did not successfully attain their degree objectives differed in terms of four dimensions: pre-program experiences, academic experiences, advisory experiences, and social experiences. Based on these findings, I have proposed a model of attrition and retention that emphasizes the role that these unique program experiences play in shaping participants' sense of professional fit within the community of doctoral chemists, consequently contributing to their differential program outcomes. This study not only offers a new perspective on the phenomenon of female doctoral attrition in the sciences but also informs the development of more gender-inclusive graduate science practices and policies that will support the retention of female doctoral students.

A qualitative analysis of success stories from Michiana Coordinated School Health Leadership institute participants.

PubMed

Dewitt, Natalie; Lohrmann, David K; O'Neill, James; Clark, Jeffrey K

2011-12-01

The purpose of this study was to detect and document common themes among success stories, along with challenges, as related by participants in the Michiana Coordinated School Health Leadership Institute. Four-member teams from 18 Michigan and Indiana school districts participated in semiannual Institute workshops over a 3-year period and were tasked with implementing Coordinated School Health Programs (CSHPs). Qualitative methods were used to generate themes from interviews. Data were gathered through a combined survey/interview process related to programmatic successes, evidence of success, and implementation challenges. One participant from 11 of 18 participating school districts completed the survey/interview. Each participant reported at least 1 success that had a positive effect on students and/or staff, many of which were related to the federally mandated wellness policy. With some notable exceptions, success was based on subjective judgments rather than systematically collected data. Unanimous expression of time constraints and being overworked in their current positions constituted major challenges. Although the Institute required only process evaluation, some participants collected outcome data, a task that is important in validating the benefits of CSHPs. Most districts were not able to hire the recommended coordinator to ensure implementation of health program planning initially developed during the institute. Encouragingly, at the time of data collection many teams were still acting to ensure health programming remained a priority. Nevertheless, without the network of social support provided by the Institute, some respondents struggled to maintain momentum. © 2011, American School Health Association.

Factors Influencing Participant Perceptions of Program Impact: Lessons from a Virtual Fieldtrip for Middle-School Students

ERIC Educational Resources Information Center

Adedokun, Omolola A.; Parker, Loran C.; Loizzo, Jamie; Burgess, Wilella D.; Robinson, J. Paul

2011-01-01

Participant perceptions of program effectiveness and impact are undoubtedly a popular focus of Extension program evaluations. However, the effects of participants' characteristics and contextual variables on program perceptions and how the resulting data can be used for program improvement are less explored in evaluation studies. Using data from…

Nutrition and Cognitive Achievement: An Evaluation of the School Breakfast Program. IRP Discussion Paper No. 1402-12

ERIC Educational Resources Information Center

Frisvold, David E.

2012-01-01

This paper investigates the impact of the School Breakfast Program (SBP) on cognitive achievement. The SBP is a federal entitlement program that offers breakfast to any student, including free breakfast for any low-income student, who attends a school that participates in the program. To increase the availability of the SBP, many states mandate…

Comparison of College/Career Readiness Outcomes between the Advancement via Individual Determination (AVID) Program and the Traditional High School Academic Program

ERIC Educational Resources Information Center

Day, Sandra K.

2012-01-01

This study compared selected college/career readiness outcomes for students attending an urban high school who voluntarily participated in an academic support program, Advancement Via Individual Determination (AVID), to demographically similar/same school peers who completed the traditional academic program (TAP) of study. Grade point average,…

Urban adolescent mothers exposed to community, family, and partner violence: is cumulative violence exposure a barrier to school performance and participation?

PubMed

Kennedy, Angie C; Bennett, Larry

2006-06-01

Using a risk and resilience perspective, the authors assessed urban adolescent mothers' exposure to community, family, and partner violence and analyzed the relationships between cumulative violence exposure and multiple school outcomes, within the context of welfare reforms. Positive attitude toward school and social support were examined as moderators of violence exposure on school outcomes. The authors pilot tested the questionnaire with 10 participants, then surveyed 120 adolescent mothers regarding their violence exposure, school performance and participation, positive attitude toward school, and social support. Results indicate very high rates of lifetime exposure to violence; intercorrelations and regression analyses indicate that as violence exposure increases, school outcomes tend to worsen, with positive attitude toward school found to be a significant moderator of the effects of exposure to community violence on behavior problems in school. Implications for researchers, practitioners, school policies and programs, and welfare policies and programs conclude the article.

Promoting Original Scientific Research and Teacher Training Through a High School Science Research Program: A Five Year Retrospective and Analysis of the Impact on Mentored 8th Grade Geoscience Students and the Mentors Themselves

NASA Astrophysics Data System (ADS)

Danch, J. M.

2015-12-01

In 2010 a group of 8th grade geoscience students participated in an extracurricular activity allowing them to conduct original scientific research while being mentored by students enrolled in a 3 - year high school Science Research program. Upon entering high school the mentored students themselves enrolled in the Science Research program and continued for 4 years, culminating with their participation in Science Research 4. This allowed them to continue conducting original scientific research, act as mentors to 8th grade geoscience students and to provide teacher training for both middle and high school teachers conducting inquiry-based science lessons. Of the 7 Science Research 4 students participating since 2010, 100% plan on majoring or minoring in a STEM - related field in college and their individual research projects have been been granted over 70 different awards and honors in science fair and symposia including a 3rd and 4th place category awards at two different international science fairs - the International Sustainable Energy Engineering and Environment Project (iSWEEP) and the International Science and Engineering Fair (ISEF). Science Research 4 students developed and conducted a Society for Science and the Public affiliated science fair for middle school students enrolled in an 8th grade honors geoscience program allowing over 100 students from 5 middle schools to present their research and be judged by STEM professionals. Students with research judged in the top 10% were nominated for participation in the National Broadcom MASTERS program which they successfully entered upon further mentoring from the Science Research 4 students. 8th grade enrollment in the Science Research program for 2015 increased by almost 50% with feedback from students, parents and teachers indicating that the mentorship and participation in the 8th grade science fair were factors in increasing interest in continuing authentic scientific research in high school.

Joining Forces. A Team Approach to Secondary School Development.

ERIC Educational Resources Information Center

Miller, Rima; Corcoran, Thomas B.

This manual is designed to guide the implementation of the Joining Forces Program, a comprehensive improvement process for secondary schools. Implementation of the program requires the cooperative effort of the local school district, state and local education associations, and the administration and staff of participating schools. Joining Forces…

Involving and Responding to Parents: Opportunities and Challenges.

ERIC Educational Resources Information Center

Cuthbert, Bali

School counselors agree that for school counseling programs to be successful, parent participation is essential. Involving parents in designing a school counseling program increases the chances that the counseling objectives will be reinforced at home. One effective strategy used by the Dorchester School District in South Carolina is conducting a…

Student Voices: Perspectives on Peer-to-Peer Sexual Health Education.

PubMed

Layzer, Carolyn; Rosapep, Lauren; Barr, Sherry

2017-07-01

This process study is a companion to a randomized evaluation of a school-based, peer-led comprehensive sexual health education program, Teen Prevention Education Program (Teen PEP), in which 11th- and 12th-grade students are trained by school health educators to conduct informative workshops with ninth-grade peers in schools in North Carolina. The process study was designed to understand youth participants' perspectives on the program in order to gain insight into program effectiveness. This is a mixed-methods study in 7 schools, with online surveys (N = 88) and 8 focus groups with peer educators (N = 116), end-of-program surveys (N = 1122), 8 focus groups with ninth-grade workshop participants (N = 89), and observations of the Teen PEP class and workshops during the semester of implementation in each school, 2012-2014. Both peer educators and ninth graders perceived benefits of participating in Teen PEP across a range of domains, including intentions, skills, and knowledge and that the peer education modality was important in their valuation of the experience. Our findings suggest that the peer-led comprehensive sexual health education approach embodied in Teen PEP can be an important educational mechanism for teaching students information and skills to promote sexual health. © 2017, American School Health Association.

School-based sleep education program improves sleep and academic performance of school-age children.

PubMed

Gruber, Reut; Somerville, Gail; Bergmame, Lana; Fontil, Laura; Paquin, Soukaina

2016-05-01

The objective of this study was to develop and evaluate the effectiveness of a school-based sleep education program aimed at improving the sleep and academic performance of school-age children. Using a community-based participatory research approach, we created a school-based sleep education program, "Sleep for Success"™ (SFS), composed of four distinct modules that addressed the children, their family and community, the school staff, and decision makers within the school setting. Implementation was carried out in three elementary schools. Seventy-one students participated in the evaluation of the program. The effectiveness of the SFS program was evaluated using non-randomized controlled before-and-after study groups (intervention and control) assessed over two time points (pre- and post-program implementation). Before (baseline) and after implementation, sleep and academic performance were measured using actigraphy and report card marks, respectively. In the intervention group, true sleep was extended by 18.2 min per night, sleep efficiency improved by 2.3%, and sleep latency was shortened by 2.3 min, and report card grades in mathematics and English improved significantly. No changes were noted in the control group. Participation in the sleep education program was associated with significant improvements in children's sleep and academic performance. Copyright © 2016 Elsevier B.V. All rights reserved.

Alternatives to School Suspension: An Intervention for At-Risk Students.

ERIC Educational Resources Information Center

Smith, J. David; Pare, David; Gravelle, Francine

This report describes the Eclipse program, which was developed for middle school students with school-behavior problems. The program combines group counseling and judo training, a non-violent sport that promotes social, psychological, and physical development. During the program, groups of approximately 15-20 students participate for 1 hour each…

Employee Participation Programs: Considerations for the School Site. Studies in Collective Bargaining.

ERIC Educational Resources Information Center

National Education Association, Washington, DC. Research Div.

Site-based decisionmaking programs offer important opportunities for school systems; however, the risks involved are significant and the decision to embrace the concept at the local level is a highly complex one. With site-based decisionmaking programs, teachers are directly involved in making decisions that affect the whole school, not merely…

WORLD OF WORK TRAINING PROGRAM. STUDENT-TRAINEE ORIENTATION.

ERIC Educational Resources Information Center

CANGEMI, JOSEPH P.

THE PURPOSE OF THE PROGRAM IS TO ENCOURAGE YOUNG STUDENTS TO STAY IN SCHOOL UNTIL HIGH SCHOOL GRADUATION AND TO DEVELOP THOSE ATTITUDES, HABITS, AND SKILLS THAT PRODUCE RESPONSIBLE CITIZENS AND PRODUCTIVE EMPLOYEES. THE PROGRAM IS AN ATTEMPT TO ASSIST STUDENTS ON THE JUNIOR HIGH AND SENIOR HIGH SCHOOL LEVEL. STUDENTS SELECTED TO PARTICIPATE ATTEND…

An Empirical Validation of a Management Construct for District Level Supervisors.

ERIC Educational Resources Information Center

Snyder, Karolyn J.; And Others

Findings of a study that examined the effects of a management/leadership program on school district work culture are presented in this paper. The Pasco County (Florida) school district under study was involved in school restructuring, part of which included participation in a management training program, Managing Productive Programs (MPP). MPP…

Democratization and Diversion: The Effect of Missouri's A+ Schools Program on Postsecondary Enrollment

ERIC Educational Resources Information Center

Muñoz, José; Harrington, James R.; Curs, Bradley R.; Ehlert, Mark

2016-01-01

Recent federal and state education policy has targeted community colleges as an affordable venue to increase postsecondary attainment. We examined a state program aimed at increasing community college enrollment, the Missouri A+ Schools Program, which provided eligible graduates from participating high schools the opportunity to earn a scholarship…

Upward Bound and Talent Search Work With School Counselors.

ERIC Educational Resources Information Center

Schumacher, Dorin

The set of behaviors and procedures used in working with school counselors participating in the Upward Bound and Talent Search programs at the University of Maine at Orono is described. Areas of concern designed to facilitate the relationship between school counselors and program coordinators include the following: (1) basic program information,…

School Administrators' Perceptions of a Principal Preparation Program after Participating in Portfolio Defenses

ERIC Educational Resources Information Center

Armenta, Tony; DeVaney, Thomas

2008-01-01

A major recommendation, or mandate in some cases, handed down to principal preparation programs from accrediting agencies, state certication departments, or other bodies, is to prominently include school districts in the program. This might include Advisory Councils that include public school administrators, involving districts in the selection of…

An Alternative School Teacher Education Program. Teacher Education Forum; Volume 3, Number 7.

ERIC Educational Resources Information Center

Barr, Robert D.

The Alternative School Teacher Education Program, cooperatively developed by participating public schools and Indiana University, is a field-based masters degree program designed for completion in one calendar year. Students spend two summers on campus pursuing graduate course work. During the academic year between these summers, students earn…

Preparing high school students for a career in the health sciences.

PubMed

Mares, K R; Calkins, E V

1987-02-01

The Summer Scholars Programs at the University of Missouri-Kansas City School of Medicine are designed to identify talented minority or economically disadvantaged high school students and to encourage these students toward careers in the health sciences. In the summer of 1984, 31 students participated in a one-month educational program during which they observed and participated in selected patient care procedures. They developed interpersonal and interviewing skills needed for successful application to health education programs. Students were provided information about numerous health careers to help them clarify their perceptions of health roles.To assess the programs' impact, the 18 scholar participants, who were high school seniors, responded to a questionnaire that sought information about their academic program during the senior year and their plans for higher education. Responses indicated that all had pursued rigorous academic programs, had achieved at a superior level in these courses, and were enrolling in college in the fall of 1985. Fourteen of the 18 students were planning careers in medicine. Responses indicated that the students felt that the programs had been effective in helping them learn about, prepare for, and make appropriate choices regarding careers in the health sciences.

A comparison of mandated versus volunteer adolescent participants in youth tobacco cessation programs.

PubMed

Houser-Marko, Linda; Curry, Susan J; Mermelstein, Robin J; Emery, Sherry; Pugach, Oksana

2011-09-01

A national evaluation of community-based youth cessation programs delivered in group format provided the opportunity to compare mandated and volunteer program participants on demographics, smoking patterns, other health behaviors and motivation to quit. A total of 857 youth participants completed surveys prior to the start of their treatment program. Mandated youth comprised 24% of the sample (n=202). Both bivariate and multivariate comparisons were conducted. Mandated participants reported lower levels of stress, higher extrinsic motivation and lower intrinsic motivation to quit, and were more likely to be in the earlier (precontemplation) stage of readiness to quit. Mandated and volunteer smokers did not differ in their smoking patterns, school-related smoking behaviors, or binge drinking. Rates of smoking, school problems, and binge drinking were higher among cessation program participants than in general samples of youth. Programs with mixed voluntary-mandatory participation may benefit from extra attention to motivational issues. Copyright © 2011 Elsevier Ltd. All rights reserved.

Exploring the Parents' Attitudes and Perceptions About School Breakfast to Understand Why Participation Is Low in a Rural Midwest State.

PubMed

Askelson, Natoshia M; Golembiewski, Elizabeth H; Ghattas, Andrew; Williams, Steven; Delger, Patti J; Scheidel, Carrie A

2017-02-01

To explore parental attitudes and perceptions about the school breakfast program in a state with low school breakfast participation. A cross-sectional study design that used an online survey completed by parents supplemented with district data from a state department of education. The survey included quantitative and qualitative components. A rural Midwestern state with low school breakfast participation. Parents and caregivers of children in grades 1-12 were recruited through schools to complete a survey (n = 7,209). Participation in a school breakfast program. A generalized estimating equation model was used to analyze the data and account for the possible correlation among students from the same school district. Open-end survey items were coded. Parents identified several structural and logistic barriers in response to open-ended survey items. Factors associated with breakfast participation include perceived benefits, stigma related to those for whom breakfast is intended, and the importance of breakfast. Interventions should be designed to test whether changing parent perceptions and decreasing stigma will lead to increased breakfast participation. Policy, systems, and environment changes addressing the structural and logistic barriers also may have the potential to increase participation. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

A social and academic enrichment program promotes medical school matriculation and graduation for disadvantaged students.

PubMed

Keith, L; Hollar, D

2012-07-01

This study assessed the impact of a pre-medical pipeline program on successful completion of medical school and the capacity of this program to address achievement gaps experienced by disadvantaged students. The University of North Carolina (USA) Medical Education Development (MED) program provides intensive academic and test skills preparation for admission to medical, dental, and other allied health professions schools. This retrospective study evaluated the academic progress of a longitudinal sample of 1738 disadvantaged college students who completed MED between 1974 and 2001. Data sources included MED participant data, medical school admissions data for the host school, aggregate data from the Association of American Medical Colleges (AAMC), and individual MED participant data from AAMC. Methods of analysis utilized Chi-square, independent samples t test, and logistic regression to examine associations between factors. Of the 935 students in MED from 1974 to 2001, who had indicated an interest in medical school, 887 (94.9%) successfully matriculated and 801 (85.7%) successfully earned the MD degree. Using logistic regression, factors that were significantly correlated with earning the medical degree included the student's race, college undergraduate total and science grade point averages, with Hispanic, African American, and Native American participants earning the medical degree at rates comparable to Caucasian participants. MED students successfully earned the MD degree despite having significantly lower Medical College Admissions Test (MCAT) scores and undergraduate grade point averages compared to all United States medical school applicants: MCAT scores had little relationship with student's success. These findings suggest that an intensive, nine-week, pre-medical academic enrichment program that incorporates confidence-building and small-group tutoring and peer support activities can build a foundation on which disadvantaged students can successfully earn matriculation to and graduation from medical school.

Young Diplomats Program: Israeli School-to-School Exchange End-of-Year Report, 1986-87. OEA Evaluation Report.

ERIC Educational Resources Information Center

Mei, Dolores M.; And Others

The Young Diplomats Program: Israeli School-to-School Exchange, sponsored by the New York City Board of Education and the United States Information Agency, was an international exchange involving 15 American and 15 Israeli high school students. Students from five specialized New York and five specialized Israeli high schools participated.…

National Data on Participation in VET in Schools Programs & School-Based New Apprenticeships for the 2004 School Year

ERIC Educational Resources Information Center

Ministerial Council on Education, Employment, Training and Youth Affairs (NJ1), 2005

2005-01-01

Early in 2005, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Taskforce on Transition from School collected data on vocational education and training (VET) in Schools from all States and Territories in the following areas: (1) number of students enrolled in VET in Schools programs; (2) industry coverage by…

The Plain Dealer High School Newspaper Workshop Program. John F. Kennedy and West Technical High Schools, 1994-1995.

ERIC Educational Resources Information Center

Cleveland Public Schools, OH.

The Plain Dealer High School Newspaper Workshop was a pilot program created to introduce minority high school students (although not limited to minority students) to career opportunities in the newspaper business. Forty-four students from the Cleveland Public Schools' John F. Kennedy and West Technical High School participated in the 9-week…

Use of exit examinations: a criterion for graduation?

PubMed

Cullen, P D

1997-01-01

This study sought to measure the use of exit examinations in nursing schools at Historically Black Colleges and Universities (HBCU). Fifteen participants from HBCU nursing schools throughout the United States were surveyed to determine current practices related to exit exams. Overall, fourteen schools (93.33%) used an exit exam at the end of their nursing program. However, 73.33% of the participants (11 schools) reported it was mandatory for students to pass the exam as a requirement for graduation. Almost 47% of the participants (7 schools) reported the use of the exit exam was related to NCLEX-RN pass rates, while others reported identification of student needs as the primary reason for using an exit exam. Most participants were very helpful by sharing their innovations. While this small study provided some information on the use of exit examinations, more research is needed to substantiate both the appropriateness and usefulness of their use in baccalaureate degree nursing programs.

Peer mentoring is associated with positive change in physical activity and aerobic fitness of grades 4, 5, and 6 students in the heart healthy kids program.

PubMed

Spencer, Rebecca A; Bower, Jenna; Kirk, Sara F L; Hancock Friesen, Camille

2014-11-01

Only 7% of Canadian children achieve activity recommendations, contributing to obesity and preventable disease. The Heart Healthy Kids (H2K) program was designed to test the relationship between peer mentoring, physical activity, and cardiovascular fitness. Participants from 10 schools (5 control, 5 intervention) were enrolled in the program. In control schools, H2K included a physical activity challenge and education sessions. Intervention schools included the addition of a peer-mentoring component. Physical activity was measured through daily pedometer recording. Cardiovascular fitness was evaluated using the PACER (Progressive Aerobic Cardiovascular Endurance Run) protocol to calculate maximal oxygen uptake (VO2 max). Participants included 808 children (average age 9.9 ± 1.0 years). Although control and intervention schools did not differ at baseline, participants with peer mentoring logged significantly more steps per school day, on average, than those in control schools (6,785 ± 3,011 vs. 5,630 ± 2,586; p < .001). Male participants logged significantly more steps per school day than female participants. A significant improvement in VO2 max was also noted in intervention schools, with an average increase of 1.72 ml/mg/min. H2K was associated with positive change in physical activity and cardiovascular fitness, suggesting that peer mentoring shows promise for application in health promotion interventions. © 2014 Society for Public Health Education.

7 CFR 210.20 - Reporting and recordkeeping.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for State Agency Participation... recoveries made; (7) State agency criteria for selecting schools for reviews and small school food...

Chefs move to schools. A pilot examination of how chef-created dishes can increase school lunch participation and fruit and vegetable intake.

PubMed

Just, David R; Wansink, Brian; Hanks, Andrew S

2014-12-01

To demonstrate the feasibility of introducing a main dish designed by a professional chef in the National School Lunch Program and to document the impact on child participation, a chef was recruited to design pizza to be served in an upstate New York school district. The pizza was designed to meet both the cost and ingredient requirements of the NSLP. High school students were significantly more likely to select the pizza prepared by the chef. While the chef had no significant impact on main dish consumption given selection, more students took a vegetable and vegetable consumption increased by 16.5%. This pilot study demonstrates the plausibility of using chefs to boost participation in the school lunch program, and potentially increase nutrition through side selection, among high school students. Copyright © 2014 Elsevier Ltd. All rights reserved.

Improving Occupational Orientation Programs for Junior High School Students in Metropolitan Areas. Final Report.

ERIC Educational Resources Information Center

Needham, Raymond; Binnie, Arthur

Participants representing 18 western states and 37 cities attended an inservice institute designed to (1) identify trends, (2) examine current innovative programs, (3) look at roadblock programs, and (4) develop impact plans to cause improvement in occupational programs in the participants' home cities and states. Participants, including…

A Case Study of an Instrumental Music Program and Its Influence on the Culture of a School

ERIC Educational Resources Information Center

Womack, Anthony Terence

2017-01-01

The purpose of this case study was to examine how participation in a school-based instrumental music program contributed to the culture of a suburban high school. The questions guiding the research were: (1) How and why are multiple music programs supported by staff, students, parents and the community at this school? (2) What are the benefits of…

School Wellness Programs: Magnitude and Distribution in New York City Public Schools.

PubMed

Stiefel, Leanna; Elbel, Brian; Pflugh Prescott, Melissa; Aneja, Siddhartha; Schwartz, Amy E

2017-01-01

Public schools provide students with opportunities to participate in many discretionary, unmandated wellness programs. Little is known about the number of these programs, their distribution across schools, and the kinds of students served. We provide evidence on these questions for New York City (NYC) public schools. Data on wellness programs were collected from program websites, NYC's Office of School Food and Wellness, and direct contact with program sponsors for 2013. Programs were grouped into categories, nutrition, fitness, and comprehensive, and were combined with data on school characteristics available from NYC's Department of Education. Numbers of programs and provision of programs were analyzed for relationships with demographic and school structural characteristics, using descriptive statistics and multiple regression. Discretionary wellness programs are numerous, at 18 programs. Little evidence supports inequity according to student race/ethnicity, income, or nativity, but high schools, new schools, co-located schools, small schools, and schools with larger proportions of inexperienced teachers are less likely to provide wellness programs. Opportunities exist to further the reach of wellness programs in public schools by modifying them for high school adoption and building capacity in schools less likely to have the administrative support to house them. © 2016, American School Health Association.

Theoretical and Conceptual Framework for a High School Pathways to Pharmacy Program

PubMed Central

Bauman, Jerry

2010-01-01

Objectives To determine whether participation in the University of Illinois at Chicago College of Pharmacy (UIC-COP) Pathways to Pharmacy, an early urban pipeline program, motivated underrepresented minority students to pursue a prepharmacy curriculum in college and choose pharmacy as a career. Methods Over a 4-year period, underrepresented minority high school students participated in a comprehensive 6-week program that included 3 weeks of prepharmacy curriculum and intensive socialization and 3 weeks working as a pharmacy technician in a chain pharmacy. The High School Survey of Student Engagement (HSSSE) was administered 3 times to 120 program participants from 2005-2008, with 4 open-ended questions added to the pretest, 3 open-ended questions added to the test administered at the midpoint of the program, and 7 open-ended questions added to the posttest. Results After completing the program, 88 (75%) of the 120 students enrolled in the college's prepharmacy curriculum and planned to pursue a career in pharmacy, 10 (8%) were not interested in pursuing a career in pharmacy, and 20 (17%) were undecided, compared to the pretest data which showed that 40 (33%) were interested in a career in pharmacy, and 80 (67%) were undecided (p < 0.0001). Conclusions Participation in a Pathways to Pharmacy program grounded in both a theoretical and conceptual socialization model framework increased the number of underrepresented minority students in the pipeline to pharmacy schools. PMID:21179260

Theoretical and conceptual framework for a high school pathways to pharmacy program.

PubMed

Awé, Clara; Bauman, Jerry

2010-10-11

To determine whether participation in the University of Illinois at Chicago College of Pharmacy (UIC-COP) Pathways to Pharmacy, an early urban pipeline program, motivated underrepresented minority students to pursue a prepharmacy curriculum in college and choose pharmacy as a career. Over a 4-year period, underrepresented minority high school students participated in a comprehensive 6-week program that included 3 weeks of prepharmacy curriculum and intensive socialization and 3 weeks working as a pharmacy technician in a chain pharmacy. The High School Survey of Student Engagement (HSSSE) was administered 3 times to 120 program participants from 2005-2008, with 4 open-ended questions added to the pretest, 3 open-ended questions added to the test administered at the midpoint of the program, and 7 open-ended questions added to the posttest. After completing the program, 88 (75%) of the 120 students enrolled in the college's prepharmacy curriculum and planned to pursue a career in pharmacy, 10 (8%) were not interested in pursuing a career in pharmacy, and 20 (17%) were undecided, compared to the pretest data which showed that 40 (33%) were interested in a career in pharmacy, and 80 (67%) were undecided (p < 0.0001). Participation in a Pathways to Pharmacy program grounded in both a theoretical and conceptual socialization model framework increased the number of underrepresented minority students in the pipeline to pharmacy schools.

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)…

Segregation Levels in Cleveland Public Schools and the Cleveland Voucher Program. School Choice Issues in the State

ERIC Educational Resources Information Center

Forster, Greg

2006-01-01

Examining the widespread claims that private schools have high segregation levels and vouchers will lead to greater segregation, this study finds that both assertions are empirically unsupportable. Private schools participating in Cleveland's voucher program are much less segregated than Cleveland's public schools. This means that students using…

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

ERIC Educational Resources Information Center

Pastchal-Temple, Andrea Sheree

2012-01-01

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

The Profile of a School and Measurement of a Multi-School Organization Change Program.

ERIC Educational Resources Information Center

Feitler, Fred C.

Modern organization theory and research from business and industry predicts that schools which change toward the Likert participative group organizations will increase productivity. This paper reports interventions of a one-year organization development program carried out with 12 schools and the change results measured by the Profile of a School.…

Program Resource Guide.

ERIC Educational Resources Information Center

National School Resource Network, Washington, DC.

This program resource guide is a compilation of all programs and projects on preventing school violence and vandalism referenced in National School Resource Network (NSRN) materials. The programs cited are described in NSRN trainers' guides, participant guides, technical assistance bulletins, an "Aha" listing, and a compendium. The index is…

Development, implementation, and evaluation of a multi-addiction prevention program for primary school students in Hong Kong: the B.E.S.T. Teen Program.

PubMed

Shek, Daniel T L; Yu, Lu; Leung, Hildie; Wu, Florence K Y; Law, Moon Y M

Based on the evaluation findings of the B.E.S.T. Teen Program which aimed at promoting behavioral, emotional, social, and thinking competencies in primary school students, it is argued in this paper that promotion of psychosocial competence to prevent addiction in primary school students is a promising strategy. A total of 382 Primary 5 (Grade 5) and 297 Primary 6 (Grade 6) students from five primary schools in Hong Kong participated in the program. Different evaluation strategies were adopted to evaluate the program. First, objective outcome evaluation adopting a non-equivalent group pretest-posttest experimental-control group design was conducted to examine change in the students. Second, to gauge students' perceptions of the program, subjective outcome evaluation was conducted. The evaluation findings basically converged to tentatively suggest that young adolescents benefited from participating in the program. Implications on the development, implementation, and evaluation of addiction prevention programs for teenagers are discussed.

Motivational factors associated with sports program participation in middle school students.

PubMed

Sirard, John R; Pfeiffer, Karin A; Pate, Russell R

2006-06-01

The purposes of this study were 1) to identify gender-specific motivational factors associated with sports program participation and attrition in middle school students and 2) to examine the relationships among sports program participation, physical activity, and sedentary behavior in this age group. Seventh and eighth grade students (N = 1692) completed a questionnaire to measure sports program participation and factors that may motivate continued participation in or attrition from sports. The psychometric properties of the participation and attrition scales were tested using gender-separate exploratory factor analysis. Analysis of variance (participation status*gender) was used to identify differences in motivational factor scores and physical activity variables. Eighty percent of the students were recent participants (within the past year), 10% were former participants, and 10% had never participated. For boys, the participation factors were labeled (in order) competition, social benefits, and fitness. For girls, factor structures were slightly different than the boys, which loaded as; social + skill benefits, competition, and fitness. For both genders, lack of interest, coaching problems, and time barriers were identified as attrition factors. Recent sport participants reported more time in vigorous (p < .01), stretching (p = .03), and strengthening activities (p < .01) and less time watching television (p < .01). Gender-specific motivational factors exist for middle school youth; boys are more attracted to the competitive aspects of sports whereas girls are more motivated by the social opportunities that sports provide. Boys and girls who participate in sports are more physically active, so it is important to develop programs that children want to participate in and maximize retention.

Addressing Size Stereotypes: A Weight Bias and Weight-Related Teasing Intervention among Adolescents

ERIC Educational Resources Information Center

Miyairi, Maya; Reel, Justine J.; Próspero, Moisés; Okang, Esther N.

2015-01-01

Purpose: The purpose of this study was to evaluate a weight-related teasing prevention program implemented for both female and male students in a school setting. Methods: Junior High School students (N = 143) in seventh grade were invited to participate in the program. One hundred eighteen participants completed pre- and posttest surveys to assess…

Efficacy of a Universal Parent Training Program (HOPE-20): Cluster Randomized Controlled Trial

ERIC Educational Resources Information Center

Leung, Cynthia; Tsang, Sandra; Kwan, H. W.

2017-01-01

Objective: This study examined the efficacy of Hands-On Parent Empowerment-20 (HOPE-20) program. Methods: Eligible participants were parents residing in Hong Kong with target children aged 2 years attending nursery schools. Cluster randomized control trial was adopted, with 10 schools (110 participants) assigned to intervention group and 8 schools…

The "River of Learning": Building Relationships in a University, School and Community Indigenous Widening Participation Collaboration

ERIC Educational Resources Information Center

Whiteford, Gail; Hunter, John; Jamie, Joanne; Pitson, Rhonda; Breckenridge, Deborah; Elders, Yaegl; Vemulpad, Subramanyam; Harrington, David; Jamie, Ian

2017-01-01

In this article, findings of a qualitative study of an Indigenous widening participation program are presented. The program, "River of Learning", has been in existence since 2010 and represents a powerful collaboration between a rural high school in New South Wales (NSW) Australia, a metropolitan university, Indigenous Elders and…

Changing Self-Esteem: The Impact of Self-Esteem Changes on At-Risk Students Achievement.

ERIC Educational Resources Information Center

Walker, Elaine M.

Participants in a program to raise the academic achievement of at-risk elementary school students in the Newark (New Jersey) School District by raising their self-esteem showed both increased self-esteem and achievement gains. The program included individual and group counseling sessions, parent participation, and the use of the Toward Affective…

School Wellness Programs: Magnitude and Distribution in New York City Public Schools

PubMed Central

Stiefel, Leanna; Elbel, Brian; Prescott, Melissa Pflugh; Aneja, Siddhartha; Schwartz, Amy Ellen

2016-01-01

BACKGROUND Public schools provide students with opportunities to participate in many discretionary, unmandated wellness programs. Little is known about the number of these programs, their distribution across schools, and the kinds of students served. We provide evidence on these questions for New York City (NYC) public schools. METHODS Data on wellness programs were collected from program websites, NYC’s Office of School Food and Wellness, and direct contact with program sponsors for 2013. Programs were grouped into categories, nutrition, fitness, and comprehensive, and were combined with data on school characteristics available from NYC’s Department of Education. Numbers of programs and provision of programs were analyzed for relationships with demographic and school structural characteristics, using descriptive statistics and multiple regression. RESULTS Discretionary wellness programs are numerous, at 18 programs. Little evidence supports inequity according to student race/ethnicity, income, or nativity, but high schools, new schools, co-located schools, small schools, and schools with larger proportions of inexperienced teachers are less likely to provide wellness programs. CONCLUSIONS Opportunities exist to further the reach of wellness programs in public schools by modifying them for high school adoption and building capacity in schools less likely to have the administrative support to house them. PMID:27917485

The Non-Participation Survey: Understanding Why High School Students Choose Not to Eat School Lunch

ERIC Educational Resources Information Center

Asperin, Amelia Estepa; Nettles, Mary Frances; Carr, Deborah H.

2010-01-01

Purpose/Objectives: The purpose of this project was to develop and validate a survey that will enable school nutrition (SN) directors and managers to identify and address issues affecting the non-participation of high school students in the National School Lunch Program (NSLP). Methods: The research was conducted in two phases. Qualitative data…

The Longitudinal Impact of NFL PLAY 60 Programming on Youth Aerobic Capacity and BMI.

PubMed

Bai, Yang; Saint-Maurice, Pedro F; Welk, Gregory J; Russell, Daniel W; Allums-Featherston, Kelly; Candelaria, Norma

2017-03-01

The NFL PLAY 60 campaign has actively promoted physical activity and healthy eating in youth through programs such as the PLAY 60 Challenge and Fuel Up to PLAY 60. The purpose of the study was to evaluate the impact of NFL PLAY 60 programming on longitudinal trajectories of youth aerobic capacity and BMI. Data were from the NFL PLAY 60 FitnessGram Partnership Project, a large participatory research project designed to promote physical activity and healthy eating among Kindergarten through 12th grade children and adolescents. The programming was led by teachers in school settings across 32 NFL franchise markets. A range of 50,000-100,000 students from 497 schools completed FitnessGram assessments annually starting in 2011 and continuing through 2015. The analysis was conducted in 2015. Adoption of NFL PLAY 60 programming was encouraged but not required and the program implementation was evaluated each year. The adoption was evaluated through self-reported annual survey. School assessments of aerobic capacity and BMI were evaluated using FitnessGram standards to calculate the percentage of students meeting the Healthy Fitness Zone for each test. Growth curve modeling was used to estimate the longitudinal trajectories. About 19% of schools were classified as programming schools. Annual improvements in aerobic capacity were significantly greater in schools that participated in the programs for both girls (3.0%, p<0.01) and boys (2.9%, p<0.01) compared with non-programming schools. The annual improvements in BMI Healthy Fitness Zone achievement were also higher in girls (1.3%, p<0.05) and in boys (1.2%, p<0.05) from schools that participated in the programs versus non-participating schools. Schools that implemented the programs for the entire 4-year period tended to have better improvements in aerobic capacity than schools enrolled for only 2 or 3 years (p<0.05). The results of these longitudinal analyses support the utility of the NFL PLAY 60 physical activity promotion programs for improving youth aerobic capacity and potentially helping to reverse the prevalence of overweight/obesity. However, the overall program adoption rate is low. Copyright © 2017 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Impact of the Project P.A.T.H.S. in the junior secondary school years: objective outcome evaluation based on eight waves of longitudinal data.

PubMed

Shek, Daniel T L; Ma, Cecilia M S

2012-01-01

To assess the effectiveness of the Tier 1 Program of the Project P.A.T.H.S., a randomized group trial with eight waves of data collected was carried out. At the fifth year of data collection, 19 experimental schools (n = 2, 662 students) and 24 control schools (n = 3, 272 students) participated in the study. Analyses based on individual growth curve modeling showed that participants in the experimental schools displayed better positive youth development than did participants in the control schools in terms of different indicators derived from the Chinese Positive Youth Development Scale, including moral competence and behavioral competence and cognitive behavioral competencies. Significant results were also found when examining the trajectories of psychological development among control and experimental participants who perceived the program to be beneficial. Findings based on longitudinal objective outcome evaluation strongly suggest that the Project P.A.T.H.S. is effective in promoting positive development in Hong Kong secondary school students.

7 CFR 210.18 - Administrative reviews.

Code of Federal Regulations, 2011 CFR

2011-01-01

...: (i) Review all approved free and reduced price applications for children in the reviewed schools back... AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for State Agency Participation § 210.18 Administrative reviews. (a) Implementation dates. For the school year beginning July 1, 1992...

7 CFR 210.18 - Administrative reviews.

Code of Federal Regulations, 2013 CFR

2013-01-01

...: (i) Review all approved free and reduced price applications for children in the reviewed schools back... AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for State Agency Participation... requirements of this section to conduct administrative reviews of school food authorities serving meals under...

7 CFR 210.18 - Administrative reviews.

Code of Federal Regulations, 2014 CFR

2014-01-01

...: (i) Review all approved free and reduced price applications for children in the reviewed schools back... AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for State Agency Participation... requirements of this section to conduct administrative reviews of school food authorities serving meals under...

7 CFR 210.18 - Administrative reviews.

Code of Federal Regulations, 2012 CFR

2012-01-01

...: (i) Review all approved free and reduced price applications for children in the reviewed schools back... AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for State Agency Participation § 210.18 Administrative reviews. (a) Implementation dates. For the school year beginning July 1, 1992...

Marketing School Food Services.

ERIC Educational Resources Information Center

Kavulla, Timothy A.

1983-01-01

A marketing survey to determine the factors that influenced Wichita, Kansas students and faculty to participate or not to participate in the school lunch program--and the employment of a marketing specialist to use the results of the survey--increased participation by more than 10 percent. (MLF)

Beyond Blackboards: Engaging Underserved Middle School Students in Engineering.

PubMed

Blanchard, Sarah; Judy, Justina; Muller, Chandra; Crawford, Richard H; Petrosino, Anthony J; White, Christina K; Lin, Fu-An; Wood, Kristin L

Beyond Blackboards is an inquiry-centered, after-school program designed to enhance middle school students' engagement with engineering through design-based experiences focused on the 21 st Century Engineering Challenges. Set within a predominantly low-income, majority-minority community, our study aims to investigate the impact of Beyond Blackboards on students' interest in and understanding of engineering, as well as their ability to align their educational and career plans. We compare participants' and nonparticipants' questionnaire responses before the implementation and at the end of the program's first academic year. Statistically significant findings indicate a school-wide increase in students' interest in engineering careers, supporting a shift in school culture. However, only program participants showed increased enjoyment of design-based strategies, understanding of what engineers do, and awareness of the steps for preparing for an engineering career. These quantitative findings are supported by qualitative evidence from participant focus groups highlighting the importance of mentors in shaping students' awareness of opportunities within engineering.

Effects of Summer Academic Programs in Middle School on High School Test Scores, Course-Taking, and College Major

ERIC Educational Resources Information Center

Li, Yan; Alfeld, Corinne; Kennedy, Rebecca Prince; Putallaz, Martha

2009-01-01

Through their participation in a seventh-grade talent search in 1996-1997, students qualified to attend a summer program at Duke University's Talent Identification Program (Duke TIP). of the North Carolina students in this group, some attended at least one summer program in middle school and others had qualified for but did not attend a summer…

Employer Recruitment Is Not the Problem: A Study of School-to-Work Transition Programs. IEE Brief Number 21.

ERIC Educational Resources Information Center

Hughes, Katherine L.

To study employer motivations for participating in school-to-work (STW) programs, researchers sought programs with a strong work-based learning component, specifically those where employers took students as interns or apprentices for one or two school years. In 1995 and 1996, 1 or 2 site visits were made to each of 12 programs. Researchers toured…

Evaluation of the German-American Partnership Program between Madison Public Schools and Neutorschule of Mainz, Federal Republic of Germany.

ERIC Educational Resources Information Center

Grittner, Frank M.

The program evaluated here involved a two-way exchange of students and teachers from a school in Mainz and two high schools in Madison, Wisconsin. Homestay and cultural touring were outstanding aspects of the program. To measure the impact of the program on American participants, tests and questionnaires were administered before and after the…

7 CFR 215.11 - Special responsibilities of State agencies.

Code of Federal Regulations, 2010 CFR

2010-01-01

... SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS SPECIAL MILK PROGRAM FOR CHILDREN § 215.11... managerial personnel to administer the Program and monitor performance of schools and child-care institutions and to measure progress toward achieving Program goals. (2) Visits to participating schools and child...

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.

School Vouchers and Student Neighborhoods: Evidence from the Milwaukee Parental Choice Program

ERIC Educational Resources Information Center

Carlson, Deven E.; Cowen, Joshua M.

2015-01-01

In this paper we explore the relationship between students' residential location and participation in Milwaukee's large, widely available private school voucher program. We are interested in one overarching question: do voucher schools disproportionately draw students from better public schools and city neighborhoods, or do they draw students most…

Student Activities Programs: Their Status and the Impact of the Reform Movement.

ERIC Educational Resources Information Center

Vornberg, James A.

Research studies have consistently indicated that participation in school activities benefits both students and schools. Since the school reform movement began in 1983, the importance of school activities and student time commitment to such programs are increasingly being scrutinized. This paper summarizes a study to determine: (1) the current…

Efficacy of an Evidence-Based Literacy Preparation Program for Young Children Beginning School

ERIC Educational Resources Information Center

Wheldall, Robyn; Glenn, Katharine; Arakelian, Sarah; Madelaine, Alison; Reynolds, Meree; Wheldall, Kevin

2016-01-01

This study aimed to provide evidence regarding the efficacy of an early literacy preparation program, "PreLit", designed to improve the skills of young Australian children. Participants comprised 240 children in eight schools attending their first year of schooling. Children in the four experimental group schools received instruction in…

Physical Activity Intensity, Lesson Context, and Teacher Interactions during an Unstructured Afterschool Physical Activity Program

ERIC Educational Resources Information Center

Behrens, Timothy K.; Miller, Daniel J.; Schuna, John M.; Liebert, Mina L.

2015-01-01

Background: Afterschool programs are promising arenas to improve youth physical activity (PA) levels. During the school year for 2012-2013, 5 elementary schools from a low-socioeconomic status (SES) school district in southern Colorado participated in evaluation of the afterschool program entitled Keep It Moving! (KIM). Methods: In this…

The Impact of a Two-Year School Breakfast Program for Preschool-Aged Children on Their Nutrient Intake and Pre-Academic Performance.

ERIC Educational Resources Information Center

Worobey, John; Worobey, Harriet S.

1999-01-01

Two studies examined nutritional differences between home breakfasts and breakfasts served at preschool following School Breakfast Program guidelines and evaluated nutritional impact of program participation on 4-year olds' preacademic performance. Results indicated that breakfast intake was altered under school breakfast conditions. Performance…

The Milwaukee Parental Choice Program's Effect on School Integration. SCDP Milwaukee Evaluation Report #20

ERIC Educational Resources Information Center

Greene, Jay P.; Mills, Jonathan N.; Buck, Stuart

2010-01-01

In this paper, the authors estimate the effect of the Milwaukee Parental Choice Program (MPCP, or the Milwaukee voucher program) on integration in public and private schools. Their first question is straightforward: Do the student bodies at private schools participating in MPCP have a racial composition that more closely or less closely resembles…

Art Involvement Program. A Final Report, September 15, 1978-July 1, 1980.

ERIC Educational Resources Information Center

Grunberg, Stephanie

An Art Involvement Program is described which helped students in middle schools, junior high and high schools develop their sense of aesthetic appreciation through visits to an art gallery. Publicized through press releases, the program involved various schools in New Jersey that decided to participate. Students from a wide variety of backgrounds…

An Evaluation of a School-Based Professional Development Program on Teachers' Efficacy for Technology Integration: Findings from an Initial Study

ERIC Educational Resources Information Center

Skoretz, Yvonne; Childress, Ronald

2013-01-01

The purpose of this program evaluation was to determine the impact of a school-based, job-embedded professional development program on elementary and middle school teacher efficacy for technology integration. Participant bi-weekly journal postings were analyzed using Grappling's "Technology and Learning Spectrum" (Porter, 2001) to…

Park West High School Vocational and High School Equivalency Bilingual Program 1985-86. OEA Evaluation Section Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.

The Vocational and High School Equivalency Bilingual Program helped students with limited English proficiency develop their English language skills enough to enable them to participate effectively in mainstream classes and compete successfully in the United States labor market. During 1985-86 the program provided English as a second language and…

A High School Intensive Summer Mandarin Course: Program Model and Learner Outcomes

ERIC Educational Resources Information Center

Xu, Xiaoqiu; Padilla, Amado M.; Silva, Duarte; Masuda, Norman

2012-01-01

This article describes a STARTALK intensive summer high school Mandarin language and culture program that was conducted for three summers. Participants across the three years included 40 Mandarin Level II and 53 Mandarin Level III high school students. Quantitative and qualitative data are presented to show the effectiveness of the program.…

Implementation of CDC's School Health Index in 3 midwest middle schools: motivation for change.

PubMed

Sherwood-Puzzello, Catherine M; Miller, Michelle; Lohrmann, David; Gregory, Patricia

2007-08-01

The Centers for Disease Control and Prevention's School Health Index (SHI), a guide for completing a coordinated school-based program needs assessment relative to healthy eating, physical activity, a tobacco-free lifestyle, and prevention of other health risk behaviors and conditions, was used to assess current programming at 3 midwestern middle schools. Employing somewhat different procedures, data were collected from focus groups comprising school administrators, teachers, parents, community members, and students. Participants responded to SHI module questions and provided comments based on their perceptions. Both quantitative and qualitative data were recorded for each module, after which participants answered 3 planning questions intended to guide prioritization of actions to improve policies and programs based on importance, cost, time, commitment, and feasibility. Each school developed recommendations and strategies based on highest priority needs related to community involvement, professional development, health screenings, and health education materials in classrooms. The experience of completing the SHI in 3 different schools provided important insights about the data collection process as well as assessment results that have implications for the design and implementation of prevention programs.

[A school program for dengue control in Honduras: from knowledge to action].

PubMed

Avila Montes, Gustavo Adolfo; Araujo, Roxana; Leontsini, Elli; Orellana Herrera, Gabriel; Fernández Cerna, Eduardo

2012-06-01

The Environmental School Program (PEA, for its Spanish acronym), a dengue control initiative focused on primary schools that took place during 2005-2010 in several cities in Honduras, is described. The environmental health program was designed to increase knowledge and develop skills in the identification and control of Aedes aegypti breeding sites, as well as in water and solid waste management. The results, as measured by behavioral change and reduced larval indices, were satisfactory in the majority of the participating schools. The initiative involved not only children, but also their parents and teachers. In addition to reducing larval indices, PEA was successful in promoting community participation in environmental issues, particularly Aedes control. The inclusion of this educational content in the primary school curriculum in Honduras remains pending.

Views of Administrators and Teachers on Participation in Decision Making at School (The City of Ankara Sample)

ERIC Educational Resources Information Center

Gulcan, Murat Gurkan

2011-01-01

Any kind of practices at schools are made based on a planned and programmed process. There is a decision taken prior to every action and it is important at what level these decisions are taken. Development of participative management approach at schools positively affects the teaching process. Education staff participation in decisions causes…

The Dog That Didn't Bark: Preschool Education and Middle-School Attitudes in Tulsa

ERIC Educational Resources Information Center

Phillips, Deborah A.; Anderson, Sara; Gormley, William T., Jr.

2018-01-01

To examine associations between participation in Tulsa's preschool programs and a set of middle-school attitudes, we used propensity score weighting to compare the Tulsa Public Schools (TPS) pre-K participants and, separately, the Community Action Project (CAP) Head Start participants to students who had attended neither TPS pre-K nor Head Start…

Segregation Levels in Milwaukee Public Schools and the Milwaukee Voucher Program. School Choice Issues in the State

ERIC Educational Resources Information Center

Forster, Greg

2006-01-01

This study compares segregation levels in Milwaukee public schools and in private schools participating in the Milwaukee voucher program. Using a segregation index that measures the difference between the percent of students in a school who are white and the percentage of school-age children in the greater metro area who are white, it finds that…

The Efficacy of an American Indian Culturally-Based Risk Prevention Program for Upper Elementary School Youth Residing on the Northern Plains Reservations.

PubMed

Usera, John J

2017-04-01

Culturally-based risk behavior prevention programs for American Indian elementary school children are sparse. Thus a group of American Indian educators collaborated in the creation of a program that helps children make healthy decisions based on their cultural and traditional value system. In this paper the effectiveness of Lakota Circles of Hope (LCH), an elementary school culturally-based prevention program was studied and evaluated. Three cohorts of fourth and fifth graders participated in a mixed methods quasi-experimental evaluative research design that included focus groups and surveys prior to and following the intervention. Five research questions regarding the program's impact on students' self-esteem and self-efficacy, Lakota identity, communication, conflict resolution and risk behaviors were addressed in this study. Participants were compared to non-participants in three American Indian reservation school sites. Educators completed a survey to record their observations and feedback regarding the implementation of the program within their respective school sites. The study provides preliminary evidence that, when delivered with fidelity, LCH contributes to statistically significant changes in risk behaviors, Lakota identity, respect for others, and adult and parent communication. A two-way multivariate analysis of variance with post hoc analysis of data collected from the LCH participants (N = 1392) were used to substantiate a significant increase in respect for others and a decrease in risk behaviors which included alcohol, tobacco, and substance use at the 0.10 alpha level. Significant positive improvements in parent and adult communication and an increased Lakota identity at the 0.01 alpha level were obtained. There were no significant differences in self-esteem and conflict resolution from pre to post intervention and in comparison with non LCH participating students.

Adapted Physical Education Program. 1968 Report.

ERIC Educational Resources Information Center

Pittsburgh Public Schools, PA. Office of Research.

A program was introduced in 1965 to provide individualized physical education for students in grades 1 through 12 who could not participate in regular physical education programs. Twenty-one schools and 1,640 students with a variety of conditions participated. The most frequent limitations of participants were low physical fitness, overweight, and…

Out-of-School Time Programs for Older Youth. Research Update: Highlights from the Out-of-School Time Database. Number 7

ERIC Educational Resources Information Center

Harvard Family Research Project, 2011

2011-01-01

Out-of-school time (OST) programs focused on older youth--specifically, youth in middle and high school--can help participants successfully navigate their adolescence and learn new skills well into their teens. OST programs can also help prepare older youth for a variety of new roles that they will assume as they enter college and the workforce.…

Institutional Supports for Faculty Scholarship: A National Survey of Social Work Programs

ERIC Educational Resources Information Center

Freedenthal, Stacey; Potter, Cathryn; Grinstein-Weiss, Michal

2008-01-01

This survey of 99 U.S. social work programs investigated the types, prevalence, and correlates of supports that schools provide to facilitate faculty scholarship. The dean, director, or program chair at every school with an MSW program was invited to participate in an online survey. Items addressed program characteristics and research…

Coordinated school health program and dietetics professionals: partners in promoting healthful eating.

PubMed

Gross, Sandra M; Cinelli, Bethann

2004-05-01

Although research indicates that school meal programs contribute to improved academic performance and healthier eating behaviors for students who participate, fewer than 60% of students choose the National School Lunch Program or School Breakfast Program. School meal programs have a difficult time competing with foods that are marketed to young people through sophisticated advertising campaigns. Youth's preferences for fast foods, soft drinks, and salty snacks; mixed messages sent by school personnel; school food preparation and serving space limitations; inadequate meal periods; and lack of education standards for school foodservice directors challenge school meal programs as well. A coordinated school health program offers a framework for meeting these challenges and provides children and adolescents with the knowledge and skills necessary for healthful eating. This article identifies challenges facing school foodservice directors in delivering healthful meals and acquaints dietetics professionals with the coordinated school health program to be used as a tool for addressing unhealthful weight gain and promoting healthful eating.

The Challenges of Designing and Implementing Effective Professional Development for Out-of-Field High School Physics Teachers

NASA Astrophysics Data System (ADS)

Escalada, Lawrence T.; Moeller, Julia K.

2006-02-01

With the existing shortage of qualified high school physics teachers and the current mandate of the No Child Left Behind Act requiring teachers to be "highly qualified" in all subjects they teach, university physics departments must offer content courses and programs that would allow out-of-field high school physics teachers to meet this requirement. This paper will identify how the University of Northern Iowa Physics Department is attempting to address the needs of the high school physics teacher through its course offerings and professional development programs for teachers. The effectiveness of one such physics professional development program, the UNI Physics Institute (UNI-PI), on secondary science teachers' and their students' conceptual understanding of Newtonian mechanics, and the teachers' instructional practices was investigated. Twenty-one Iowa out-of-field high school physics teachers participating in the program were able to complete the physics coursework required to obtain the State of Iowa 7-12 Grade Physics Teaching endorsement. Twelve of the participants completed a two-year program during the 2002 and 2003 summers. Background information, pre- and post-test physics conceptual assessments and other data was collected from participants throughout the Institute. Participants collected pre and post-test conceptual assessment data from their students during the 2002-2003 and 2003-2004 academic years. This comprehensive assessment data revealed the Institute's influence on participants' and students' conceptual understanding of Newtonian Mechanics. The results of this investigation, the insights we have gained, and possible future directions for professional development will be shared.

Student and Parent Perceptions of Barriers to and Benefits of the School Breakfast Program in Elementary Schools in Southeast Alabama

ERIC Educational Resources Information Center

Sabol, Alexis; Struempler, Barbara J.; Zizza, Claire A.

2011-01-01

Purpose/Objectives: The purpose of this study was to explore the factors impacting participation in the School Breakfast Program (SBP) for elementary school students in southeast Alabama. Methods: Focus groups were used to gather qualitative data from southeastern Alabama public school fourth and fifth grade students and their parents. Six student…

A School-Based Brand Marketing Program's Adherence to Federal Nutrition Criteria.

PubMed

Moran, Alyssa J; Rimm, Eric B; Taveras, Elsie M

2017-11-01

The Healthy, Hunger-Free Kids Act of 2010 gave the U.S. Department of Agriculture authority to regulate school wellness policies, which include nutritional standards for foods advertised in schools. Brand marketing programs, which encourage students to purchase a company's products in exchange for money or rewards, were not explicitly prohibited. This study assesses the nutritional quality of products participating in "Box Tops for Education" ("Box Tops"), one of the largest national brand marketing programs in schools. Participating foods and beverages were obtained from the Box Tops product list and matched to nutrient information and ingredients from manufacturer websites in 2016 (N=949). Products were categorized as beverages (n=13); entrees (n=171); snacks (n=677); or fruits and vegetables exempt from the Smart Snacks in School Standards ("Smart Snacks" standards) (n=88) to assess the percentage that met the Smart Snacks standards. Of the foods participating in the Box Tops program, 69% of beverages, 26% of entrees, and 23% of snacks met the Smart Snacks standards. Most foods met the standards for trans fats (98%); calories (90%); and sugar (89%); but fewer met the requirements for sodium (60%). Noncompliant snacks contained more than twice the recommended sodium (mean=420 mg, SD=191 mg) and percent calories from saturated fat (mean=22%, SD=13%). Fewer than one third of Box Tops foods met the Smart Snacks standards. Schools should consider whether the benefit of participation outweighs the harm of exposing kids to unhealthful marketing. Alternatively, schools could opt not to participate unless companies limit redeemable products to household items or healthful options meeting the Smart Snacks standards. Copyright © 2017 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

A pre-admission program for underrepresented minority and disadvantaged students: application, acceptance, graduation rates and timeliness of graduating from medical school.

PubMed

Strayhorn, G

2000-04-01

To determine whether students' performances in a pre-admission program predicted whether participants would (1) apply to medical school, (2) get accepted, and (3) graduate. Using prospectively collected data from participants in the University of North Carolina at Chapel Hill's Medical Education Development Program (MEDP) and data from the Association of American Colleges Student and Applicant Information Management System, the author identified 371 underrepresented minority (URM) students who were full-time participants and completed the program between 1984 and 1989, prior to their acceptance into medical school. Logistic regression analysis was used to determine whether MEDP performance significantly predicted (after statistically controlling for traditional predictors of these outcomes) the proportions of URM participants who applied to medical school and were accepted, the timeliness of graduating, and the proportion graduating. Odds ratios with 95% confidence intervals were calculated to determine the associations between the independent and outcome variables. In separate logistic regression models, MEDP performance predicted the study's outcomes after statistically controlling for traditional predictors with 95% confidence intervals. Pre-admission programs with similar outcomes can improve the diversity of the physician workforce and the access to health care for underrepresented minority and economically disadvantaged populations.

Assessing the Acceptability and Feasibility of a School-Located Influenza Vaccination Program with Third-Party Billing in Elementary Schools

ERIC Educational Resources Information Center

Christensen, Julie J.; Humiston, Sharon G.; Long, Christine E.; Kennedy, Allison M.; DiMattia, Kimberly; Kolasa, Maureen S.

2012-01-01

This study qualitatively assesses the acceptability and feasibility of a school-located vaccination for influenza (SLIV) project that was conducted in New York State in 2009-2011, from the perspectives of project participants with different roles. Fourteen in-depth semistructured interviews with participating schools' personnel and the mass…

Who Eats School Breakfast? Parent Perceptions of School Breakfast in a State with Very Low Participation

ERIC Educational Resources Information Center

Spruance, Lori A.; Harrison, Caleb; Brady, Patrick; Woolford, Marti; LeBlanc, Heidi

2018-01-01

Background: Having breakfast is correlated with health and academic benefits; yet, many children do not consume breakfast, and participation in the federal School Breakfast Program remains low. The purpose of this study was to examine parent perceptions of school breakfast and identify relationships between those who consume breakfast at school…

The Development of After-School Program Educators through University-Community Partnerships

ERIC Educational Resources Information Center

Mahoney, Joseph L.; Levine, Mark D.; Hinga, Briana

2010-01-01

Participation in after-school programs (ASPs) "can" positively affect the development of young people. However, "whether" ASPs are beneficial depends on program quality. Although many factors influence the quality of a program, the competencies of adult staff who lead ASPs are a critical determinant. Unfortunately, ASP staff…

College Summer Programs for High School Students: Outreach, Recruitment, Enrichment.

ERIC Educational Resources Information Center

Nusbaum, Kenneth E.

1998-01-01

Describes an Auburn University (Alabama) summer program that brings high school students into the veterinary medicine and molecular biology programs, focusing on recruitment and selection of students, aspects of faculty participation, parent involvement, orientation, laboratory work, and student grouping and mentoring. Results of the program to…

Music Composition in the High School Curriculum: A Multiple Case Study

ERIC Educational Resources Information Center

Menard, Elizabeth A.

2015-01-01

Student and teacher perceptions regarding composition instruction were investigated using case study techniques in two high school music programs: a general music program providing accelerated instruction to gifted musicians in small classes and a typical performance-based band program. Students in both programs participated in a composition…

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

PubMed

Riggs, Nathaniel R; Medina, Carmen

2005-11-01

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

The Effects of the "Yes You Can!" Curriculum on the Sexual Knowledge and Intent of Middle School Students

ERIC Educational Resources Information Center

Donnelly, Joseph; Horn, Robert R.; Young, Michael; Ivanescu, Andrada E.

2016-01-01

Background: The purpose of the study was to examine the effects of the "Yes You Can!" ("YYC") curriculum on sexual knowledge and behavioral intent of program participants. Methods: Participants included students ages 10-14 from schools in a northeast US urban area. "Yes You Can!" program lessons were designed to…

The Impact of Early Intervention on the School Readiness of Children Born to Teenage Mothers

ERIC Educational Resources Information Center

Brown, Amber L.

2015-01-01

This study examined the effect of participation in the Home Instruction for Parents of Preschool Youngsters program on the school readiness of children born to teenage mothers versus children born to traditional-age mothers participating in the Home Instruction for Parents of Preschool Youngsters program. A 45-item survey was collected from the…

A Survey of Teen Museum Education Participants and Their Parents

ERIC Educational Resources Information Center

Hornby, Jenny; Bobick, Bryna

2016-01-01

In this article, we discuss a museum program for teens located in an urban environment. The participants were high school students from public, private, religious and home schools. The program allowed learning to occur in an informal setting and united teens from one city through a common interest in visual art. Also, it was an opportunity for the…

Portland Schools Foundation Ninth Grade Counts: Student Data Report--Outcomes and Participation for Summer 2009 and Participation for Summer 2010

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2011

2011-01-01

The Portland Schools Foundation's (PSF) Ninth Grade Counts initiative is a network of more than twenty independent summer transition programs targeting Academic Priority (or "at-risk") students. These programs share a common focus on providing academic support, enrichment, and career/college exposure for students who show early warning…

The Influence of Peer, Family, and School Relationships in Substance Use among Participants in a Youth Jobs Program.

ERIC Educational Resources Information Center

Atkinson, John S.; Richard, Alan J.; Carlson, Jerry W.

2001-01-01

Tests the Primary Socialization Hypothesis of deviant behavior in examining drug use in a sample of adolescents participating in a federally sponsored program for disadvantaged youth. The theory holds that peer, family, and schools are the principal agents in instilling pro-social norms in adolescents. As predicted by the theory, family and school…

We Run This City: Impact of a Community-School Fitness Program on Obesity, Health, and Fitness.

PubMed

Borawski, Elaine A; Jones, Sarah Drewes; Yoder, Laura Danosky; Taylor, Tara; Clint, Barbara A; Goodwin, Meredith A; Trapl, Erika S

2018-05-03

The We Run This City (WRTC) Youth Marathon Program is a community-supported, school-based fitness program designed to increase physical activity in a large, urban school district by engaging middle school youth to train 12 to 14 weeks to run or walk 1.2 miles, 6.2 miles, or 13.1 miles of the Rite Aid Cleveland Marathon. The objective of our study was to evaluate the effect of the intervention on adolescent health. We assessed changes in obesity, health, and fitness, measured before training and postintervention, among 1,419 sixth- to eighth-grade students participating in WRTC for the first time, with particular interest in the program's effect on overweight (85th-94th body mass index percentile) or obese (≥95th percentile) students. We collected data from 2009 through 2012, and analyzed it in 2016 and 2017. Outcomes of interest were body mass index (BMI), waist-to-hip ratio (WHR), elevated blood pressure, and fitness levels evaluated by using the Progressive Aerobic Cardiovascular Endurance Run (PACER) test and the sit-to-stand test. We saw significant improvements overall in fitness and blood pressure. Controlling for demographics, program event, and training dosage, BMI percentile increased among normal weight participants and decreased among overweight and obese participants (P < .001). WHR increased among obese participants, whereas reductions in blood pressure among those with elevated blood pressure were associated with higher amounts of training and lower baseline BMI. Even small amounts of regular physical activity can affect the health and fitness of urban youths. School-community partnerships offer a promising approach to increasing physical activity by supporting schools and making a school-based activity inclusive, fun, and connected to the broader fitness community.

Successful School Composting.

ERIC Educational Resources Information Center

Mahar, Rhea Dawn

2001-01-01

School composting programs that have met the challenges inherent in long-term composting have several traits in common: a supportive educational program, schoolwide participation, and a consistent maintenance program. Examines the elements of success, offers examples of incorporating composting into the curriculum, and describes three methods of…

Evaluation of the healthy schools program: Part I. Interim progress.

PubMed

Beam, Margaret; Ehrlich, Ginny; Donze Black, Jessica; Block, Audrey; Leviton, Laura C

2012-01-01

Federal and state policies identify schools as a setting to prevent childhood obesity, but schools need better health-promoting strategies. The objective of this study was to evaluate interim progress in schools receiving hands-on training from the Healthy Schools Program, the nation's largest school-based program aimed at preventing childhood obesity. The 4-year program targets schools with predominantly low-income, African American, or Hispanic students. In 2010 we assessed schools that enrolled in the 2007-2008 and 2008-2009 school years. School representatives completed an inventory of 8 content areas: policy and systems, school meals, competitive foods and beverages, health education, physical education, physical activity outside of physical education, before- and after-school programs, and school employee wellness. Schools' baseline inventory was compared by t test with the most recent inventory available. Schools made significant changes in all content areas, and effect sizes were moderate to large. Participating schools improved environmental policies and practices to prevent childhood obesity. The program is a resource to implement recent federal and state policies.

Supported employment and education in comprehensive, integrated care for first episode psychosis: Effects on work, school, and disability income.

PubMed

Rosenheck, Robert; Mueser, Kim T; Sint, Kyaw; Lin, Haiqun; Lynde, David W; Glynn, Shirley M; Robinson, Delbert G; Schooler, Nina R; Marcy, Patricia; Mohamed, Somaia; Kane, John M

2017-04-01

Participation in work and school are central objectives for first episode psychosis (FEP) programs, but evidence effectiveness has been mixed in studies not focused exclusively on supported employment and education (SEE). Requirements for current motivation to work or go to school limit the generalizability of such studies. FEP participants (N=404) at thirty-four community treatment clinics participated in a cluster randomized trial that compared usual Community Care (CC) to NAVIGATE, a comprehensive, team-based treatment program that included ≥5h of SEE services per week, , grounded in many of the principles of the Individual Placement and Support model of supported employment combined with supported education services. All study participants were offered SEE regardless of their initial interest in work or school. Monthly assessments over 24months recorded days of employment and attendance at school, days of participation in SEE, and both employment and public support income (including disability income). General Estimation Equation models were used to compare CC and NAVIGATE on work and school participation, employment and public support income, and the mediating effect of receiving ≥3 SEE visits on these outcomes. NAVIGATE treatment was associated with a greater increase in participation in work or school (p=0.0486) and this difference appeared to be mediated by SEE. No group differences were observed in earnings or public support payments. A comprehensive, team-based FEP treatment approach was associated with greater improvement in work or school participation, and this effect appears to be mediated, in part, by participation in SEE. Published by Elsevier B.V.

An Educational Program for Underserved Middle School Students to Encourage Pursuit of Pharmacy and Other Health Science Careers

PubMed Central

Tran, Thao T.; Tran, Linh

2014-01-01

Objective. To develop and implement an active, hands-on program for underrepresented minority (URM) seventh grade students and to determine if participation in the program increased interest in health care careers and understanding of pharmacy and physician assistant (PA) professions. Design. A hands-on educational program was developed in conjunction with local middle school administrators and staff for URM 7th grade students. The program was designed to be hands-on and focus on pharmacy and PA laboratory skills. A discussion component was included, allowing participants to interact personally with pharmacy and PA students and faculty members. Assessment. Students’ responses to survey questions about interest in health care careers and knowledge about health professions were compared before and after 2 separate offerings of the program. After the program, significant increases were seen in participants’ understanding of the pharmacy and PA professions. An increased percentage of participants reported interest in health care careers after the program than before the program. Conclusion. Introducing middle school-aged URM students to the pharmacy and PA professions through a hands-on educational program increased interest in, and knowledge of, these professions. PMID:26056405

Treatment of posttraumatic stress disorder in postwar Kosovo high school students using mind-body skills groups: a pilot study.

PubMed

Gordon, James S; Staples, Julie K; Blyta, Afrim; Bytyqi, Murat

2004-04-01

This preliminary study examined whether the practice of mind-body techniques decreases symptoms of posttraumatic stress in adolescents. Posttraumatic Stress Reaction Index questionnaires were collected from 139 high school students in Kosovo who participated in a 6-week program that included meditation, biofeedback, drawings, autogenic training, guided imagery, genograms, movement, and breathing techniques. Three separate programs were held approximately 2 months apart. There was no control group. Posttraumatic stress scores significantly decreased after participation in the programs. These scores remained decreased in the 2 groups that participated in the follow-up study when compared to pretest measures. These data indicate that mind-body skills groups were effective in reducing posttraumatic stress symptoms in war-traumatized high school students.

28 CFR 544.73 - Program participation.

Code of Federal Regulations, 2012 CFR

2012-07-01

...) shall be deemed to be making satisfactory progress toward earning a GED credential or high school... program until the inmate earns a GED credential or high school diploma. At these meetings, the inmate may...

28 CFR 544.73 - Program participation.

Code of Federal Regulations, 2013 CFR

2013-07-01

...) shall be deemed to be making satisfactory progress toward earning a GED credential or high school... program until the inmate earns a GED credential or high school diploma. At these meetings, the inmate may...

28 CFR 544.73 - Program participation.

Code of Federal Regulations, 2014 CFR

2014-07-01

...) shall be deemed to be making satisfactory progress toward earning a GED credential or high school... program until the inmate earns a GED credential or high school diploma. At these meetings, the inmate may...

28 CFR 544.73 - Program participation.

Code of Federal Regulations, 2011 CFR

2011-07-01

...) shall be deemed to be making satisfactory progress toward earning a GED credential or high school... program until the inmate earns a GED credential or high school diploma. At these meetings, the inmate may...

7 CFR 210.19 - Additional responsibilities.

Code of Federal Regulations, 2013 CFR

2013-01-01

... this part, fiscal action shall be extended back to the beginning of the school year or that point in... severity and longevity of the problem, the State agency may extend fiscal action back to previous school... AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for State Agency Participation...

7 CFR 210.19 - Additional responsibilities.

Code of Federal Regulations, 2014 CFR

2014-01-01

... this part, fiscal action shall be extended back to the beginning of the school year or that point in... severity and longevity of the problem, the State agency may extend fiscal action back to previous school... AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for State Agency Participation...

Praises & Nudges: A Case of District-Wide Change.

ERIC Educational Resources Information Center

Doyle, Richard; And Others

This paper describes the processes and outcomes experienced by the Marshalltown Community School District (Iowa) as it implemented a shared decision-making, school-improvement program. A district Shared Decision Making (SDM) Team and School Improvement Program (SIP) teams were trained to facilitate greater staff participation in the…

The Role of Hands-On Science Labs in Engaging the Next Generation of Space Explorers

NASA Astrophysics Data System (ADS)

Williams, Teresa A. J.

2002-01-01

Each country participating on the International Space Station (ISS) recognizes the importance of educating the coming generation about space and its opportunities. In 2001 the St. James School in downtown Houston, Texas was approached with a proposal to renovate an unused classroom and become involved with the "GLOBE" Program and other Internet based international learning resources. This inner-city school willingly agreed to the program based on "hands-on" learning. One month after room conversion and ten computer terminals donated by area businesses connectivity established to the internet the students immediately began using the "Global Learning and Observations to Benefit the Environment (GLOBE)" program and the International Space Station (ISS) Program educational resources. The "GLOBE" program involves numerous scientific and technical agencies studying the Earth, who make it their goal to provide educational resources to an international community of K-12 scientist. This project was conceived as a successor to the "Interactive Elementary Space Museum for the New Millennium" a space museum in a school corridor without the same type of budget. The laboratory is a collaboration, which involved area businesses, volunteers from the NASA/Johnson Space Center ISS Outreach Program, and students. This paper will outline planning and operation of the school science laboratory project from the point of view of the schools interest and involvement and assess its success to date. It will consider the lessons learned by the participating school administrations in the management of the process and discuss some of the issues that can both promote and discourage school participation in such projects.

National Science Resources Center Project to Improve Science Teaching in Elementary Schools with Special Emphasis on Department of Defense Dependents Schools and Other Schools Serving Children of Military Personnel

DTIC Science & Technology

1992-10-01

science and mathematics education: • DOD Apprenticeship Programs * DOD Teacher Internship Programs * DOD Partnership Programs * DOD Dependents Schools ...corporate sponsors. curriculum and instruction in school mathematics For further information about the project or for were developed in a comprehensive... students develop critical thinking skills and to enhance their ability to solve problems through hands-on activities. The staff and participants were most

Effect of a Sport Education Program on Motivation for Physical Education and Leisure-Time Physical Activity

ERIC Educational Resources Information Center

Wallhead, Tristan L.; Garn, Alex C.; Vidoni, Carla

2014-01-01

Purpose: The purpose of this study was to examine the effect of a high school sport education curriculum program on students' motivation for physical education and leisure-time physical activity. Method: Participants were 568 high school students enrolled in the required physical education programs at 2 schools, 1 taught using sport education and…

A Summative Evaluation of a Middle School Summer Math Program

ERIC Educational Resources Information Center

Nelson, Brian W.

2014-01-01

By some estimates, students lose an average of 2.6 months of learning during summer break, roughly one quarter of the time spent in school. To combat this problem, the school under study implemented a summer math program that was thematically linked to the Boston Red Sox baseball team. Hundreds of students have participated in the program, but the…

Linkages between Youth Diversity and Organizational and Program Characteristics of Out-of-School-Time Science Programs: A Mixed-Methods Study

ERIC Educational Resources Information Center

Thiry, Heather; Archie, Timothy; Arreola-Pena, Melissa; Laursen, Sandra

2017-01-01

Science opportunities in out-of-school time (OST) programs hold potential for expanding access to science, engineering, and technology (SET) pathways for populations that have not participated in these fields at equitable rates (Coalition for Science After School, 2014). This mixed-methods study examines the relationship between the diversity of…

An Actuarial Model for Selecting Participants for a Special Medical Education Program.

ERIC Educational Resources Information Center

Walker-Bartnick, Leslie; And Others

An actuarial model applied to the selection process of a special medical school program at the University of Maryland School of Medicine was tested. The 77 students in the study sample were admitted to the university's Fifth Pathway Program, which is designed for U.S. citizens who completed their medical school training, except for internship and…

An Urban Schools-University Partnership that Prepares and Retains Quality Teachers for "High Need" Schools

ERIC Educational Resources Information Center

Helfeldt, John P.; Capraro, Robert M.; Capraro, Mary Margaret; Foster, Elizabeth; Carter, Norvella

2009-01-01

This article describes a full-time teaching internship program, where, in lieu of student teaching, interns serve as classroom teachers in urban area schools. Through a partnership between a university and participating school districts, all interns received intensive mentoring and induction during their first year. Among the program results, were…

34 CFR 600.56 - Additional criteria for determining whether a foreign veterinary school is eligible to apply to...

Code of Federal Regulations, 2013 CFR

2013-07-01

... private nonprofit), the school satisfies all of the following criteria: (1) The school provides, and in... instruction through a training program for foreign veterinary students that has been approved by all... veterinary school is eligible to apply to participate in the Direct Loan Program. 600.56 Section 600.56...

34 CFR 600.56 - Additional criteria for determining whether a foreign veterinary school is eligible to apply to...

Code of Federal Regulations, 2014 CFR

2014-07-01

... private nonprofit), the school satisfies all of the following criteria: (1) The school provides, and in... instruction through a training program for foreign veterinary students that has been approved by all... veterinary school is eligible to apply to participate in the Direct Loan Program. 600.56 Section 600.56...

34 CFR 600.56 - Additional criteria for determining whether a foreign veterinary school is eligible to apply to...

Code of Federal Regulations, 2012 CFR

2012-07-01

... private nonprofit), the school satisfies all of the following criteria: (1) The school provides, and in... instruction through a training program for foreign veterinary students that has been approved by all... veterinary school is eligible to apply to participate in the Direct Loan Program. 600.56 Section 600.56...

An Experiment in the Use of Programmed Materials in Teaching High School Biology.

ERIC Educational Resources Information Center

Young, Paul Alexander

Investigated were the feasibility and effectiveness of using programed materials with concomitant laboratory exercises in teaching genetics on the secondary level. Students from two white and two Negro high schools in the Atlantic Public School System participated, with one control and one experimental biology class in each school taught by the…

The Effects of an After-School Science Program on Middle School Female Students' Attitudes towards Science, Mathematics and Engineering.

ERIC Educational Resources Information Center

Ferreira, Maria M.

This study examined the impact of an after-school science program that incorporated cooperative learning, hands-on activities, mentoring, and role models on a group of minority female students' attitudes toward science, engineering, and mathematics. Eighteen African American middle school students participated in the study. Seven female engineers…

Recruiting and Retaining African American Students for Gifted Education and Accelerated Programs in Middle School: A Qualitative Case Study

ERIC Educational Resources Information Center

Roberson, Ivory S.

2017-01-01

Recruiting and retaining African American students in middle school gifted education continues to be challenging in American schools. African American students continue to be underrepresented in middle school gifted education and accelerated programs, even when they qualify to be gifted education participants. The case study that follows focuses…

Development of Program for Enhancing the Ideal Desirable Characteristic of Basic School Administrators

ERIC Educational Resources Information Center

Khakhlong, Chettha; Julsuwan, Suwat; Somprach, Kanokorn; Khangpheng, Samrit

2015-01-01

The objective of this research is to develop a program for enhancing ideal desirable characteristic of basic school administrators. An in-depth interview was done with experts. The opinions of school administrators, assistant school administrators, and teachers as the chiefs of academic work were found out. A total of 330 persons participated in…

Diverging Experiences during Out-of-School Time: The Race Gap in Exposure to After-School Programs

ERIC Educational Resources Information Center

Hynes, Kathryn; Sanders, Felicia

2011-01-01

There is considerable interest in identifying ways to close the Black-White achievement gap. This study examines race differences in children's participation in after-school programs, an out-of-school time experience that may influence children's achievement. Using nationally representative data spanning 1995-2005, the authors find that African…

Structuring Out-of-School Time to Improve Academic Achievement. IES Practice Guide. NCEE 2009-012

ERIC Educational Resources Information Center

Beckett, Megan; Borman, Geoffrey; Capizzano, Jeffrey; Parsley, Danette; Ross, Steven; Schirm, Allen; Taylor, Jessica

2009-01-01

Out-of-school time programs can enhance academic achievement by helping students learn outside the classroom. The purpose of this practice guide is to provide recommendations for organizing and delivering school-based out-of-school time (OST) programs to improve the academic achievement of student participants. The five recommendations in this…

The Fiscal Impact of the D.C. Voucher Program

ERIC Educational Resources Information Center

Aud, Susan L.; Michos, Leon

2006-01-01

In August 2004 the first ever federally funded school voucher program began in Washington, D.C. Eligible students could attend a private school of their choice in the District of Columbia. Each participant received up to $7,500 for school tuition, fees, and transportation. In addition, the D.C. Public School System (DCPS) and D.C. charter school…

Enhancing community capacity to support physical activity: the development of a community-based indoor-outdoor walking program.

PubMed

Riley-Jacome, Mary; Gallant, Mary P; Fisher, Brian D; Gotcsik, Frances S; Strogatz, David S

2010-04-01

The University at Albany Prevention Research Center, guided by a needs assessment in two underserved communities (one urban, one rural), initiated a pilot project that opened a public school for community walking in a rural setting. This study examined a 9-week program for potential barriers, benefits, influential factors, and the physical activity levels of program participants. Evaluation was based on daily logs, pedometer diaries, participant surveys, and focus groups. Results indicated that rural schools provide a useful resource for residents and increase participants' physical activity levels. A more comprehensive rural community walking program has been implemented as a result of these findings.

Characteristics of 'tween' participants and non-participants in the VERB™ summer scorecard physical activity promotion program.

PubMed

Nickelson, Jen; Alfonso, Moya L; McDermott, Robert J; Bumpus, Elizabeth C; Bryant, Carol A; Baldwin, Julie A

2011-04-01

Creating community-based opportunities for youth to be physically active is challenging for many municipalities. A Lexington, Kentucky community coalition designed and piloted a physical activity program, 'VERB™ summer scorecard (VSS)', leveraging the brand equity of the national VERB™--It's What You Do! campaign. Key elements of VSS subsequently were adopted in Sarasota County, FL. This study identified characteristics of Sarasota's VSS participants and non-participants. Students in Grades 5-8 from six randomly selected public schools completed a survey assessing VSS participation, physical activity level, psychosocial variables, parental support for physical activity and demographics. Logistic regression showed that VSS participants were more likely to be from Grades 5 to 6 versus Grades 7 and 8 [odds ratio (OR) = 6.055] and perceive high versus low parental support for physical activity (OR = 4.627). Moreover, for each unit rise in self-efficacy, the odds of VSS participation rose by 1.839. Chi-squared automatic interaction detector (CHAID) analysis suggested an interaction effect between grade and school socioeconomic status (SES), with a large proportion of seventh and eighth graders from high SES schools being non-participants (76.6%). A VSS-style program can be expected to be more effective with tweens who are younger, in a middle SES school, having high self-efficacy and high parental support for physical activity.

School Resources and Engagement in Technical Assistance Programs Is Associated with Higher Prevalence of Salad Bars in Elementary School Lunches in the United States.

PubMed

Ohri-Vachaspati, Punam; Turner, Lindsey; Adams, Marc A; Bruening, Meg; Chaloupka, Frank J

2016-03-01

Salad bars have been promoted as a strategy for increasing fruit and vegetable consumption in schools. To examine school-level resources and programs associated with the presence of salad bars in elementary schools and to assess whether there were differential changes in salad bar prevalence based on school-level resources and programs before and after the new US Department of Agriculture schools meals standards were proposed (January 2011) and implemented (July 2012). Repeated cross-sectional design. Data were collected annually between 2006-2007 and 2013. Nationally representative sample of 3,956 elementary schools participating in the National School Lunch Program. School personnel (ie, administrators and foodservice staff) provided data using a mail-back survey. Presence of salad bars in school was the primary outcome variable. School-level programs and resources were investigated as independent variables. Weighted logistic regression analyses examined associations between dependent and independent variables controlling for school demographic characteristics. Prevalence of salad bars increased significantly from 17.1% in 2006-2007 to 29.6% in 2012-2013. The prevalence of salad bars was significantly higher among schools that participated in the Team Nutrition program (odds ratio [OR] 1.37, 95% CI 1.10 to 1.70), the Fresh Fruit and Vegetable Program (OR 1.48, 95% CI 1.13 to 1.95), a Farm to School program (OR 1.77, 95% CI 1.36 to 2.33), and where school meals were provided by a foodservice management company (OR 1.46, 95% CI 1.08 to 1.97). No association was found for schools with full-service kitchen, school gardens, those offering nutrition education, or those with dietitians/nutritionists on staff. Prevalence of salad bars increased significantly after the US Department of Agriculture school meal guidelines were proposed and implemented. It is likely that schools are using salad bars to offer a variety of fruits and vegetables to students, and schools with greater numbers of school-level resources and programs are better positioned for having salad bars. Copyright © 2016 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Teacher Responses to Participation in Hawaii's Kahua Induction Program

ERIC Educational Resources Information Center

Thigpen, Rebecca E.

2011-01-01

This qualitative, phenomenological study investigated teachers' responses to participation in the Kahua Induction Program for new and new-to-district public school teachers in Hawaii. Nine teachers were interviewed who had participated in the program for at least one year in the West Hawaii Complex Area on the island of Hawaii. Long, in-depth…

Characteristics of Teachers Participating in Voluntary Music Integration Professional Development

ERIC Educational Resources Information Center

Wagner, Diana; Baron, Jessica

2008-01-01

This study examines characteristics of teachers participating in the national Guitars in the Classroom program in the 2007-2008 school year. 96 teacher participants from programs across the United States completed an online survey at the start of their professional development programs, usually 6-10 hours. 75 percent of teachers electing to…

Student Financial Aid Handbook, 2001-2002. Volume 2: Institutional Eligibility and Participation.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Student Financial Assistance.

The purpose of this publication is to describe how a school becomes eligible to participate in the Student Financial Assistance (SFA) programs and to explain the administrative and fiscal requirements of SFA program participation. In addition, this publication discusses other issues relevant to the general administration of the SFA programs. Major…

Teacher decision-making in implementing a new environmental education curriculum: A qualitative study

NASA Astrophysics Data System (ADS)

Winther, Austin A.

This was a qualitative study of teacher decision-making during the first year of implementation of a new environmental education curriculum. Eight teachers were included in the study: three high school teachers, two middle school teachers and three elementary teachers. These teachers received summer training in the program, and were chosen at random from those who volunteered for the study. The teachers were interviewed at the close of training, at midyear during implementation, and during the spring. In addition to interview data other data sources were used to verify findings. These additional sources included interviews with high school students, visits to all the schools, examination of teacher prepared and student prepared materials, informal discussions with teacher peers at the schools, and implementation reports from the teachers. Among the factors examined were teachers' perceptions of training, teachers' perceptions of administrative and peer support, and the manner in which the program was implemented in each classroom. It was found that support from administrative and peer was important, but that neither of these were as critical as might have been expected. Administrators were perceived as supporting the program because the program helped to facilitate goals that had already been established in the school. Peer support was social and largely passive. Participants perceived that neither administrators nor peers really understand how the program worked. Participants initially found the training difficult and confusing. As they continued training and implementation some participants found that the program was substantially different from what they were accustomed to doing in their classrooms. Some participants were reluctant to implement the program, either implementing the program late in the year, or limiting implementation in some way. Others implemented the program fully, and were extremely enthusiastic about what their students were doing and learning. The researcher found that teachers' perceptions of training, administrative and peer support, and of the program itself stemmed from cognitive changes that the program stimulated. Comments from all of the teachers reflected reactions to these changes. Some teachers resisted the changes, while others enjoyed the process. Both programmatic and research recommendations were made.

The Effectiveness of LEAD Program Elements.

ERIC Educational Resources Information Center

Carver, Fred D.

This paper describes the Leadership Enhancement and Development (LEAD) preparation program implemented in Gwinnett County School District, Georgia, and designed to prepare participants for assistant principalships in the school district. Those selected for the program completed year-long coursework and a 12-week internship. This report presents…

Linking Shorebird Conservation and Education Along Flyways: An Overview of the Shorebird Sister Schools Program

Treesearch

Hillary Chapman; Heather Johnson

2005-01-01

The Shorebird Sister Schools Program (SSSP) is an internet-based environmental education program that provides a forum for students, biologists, and shorebird enthusiasts to track shorebird migration and share observations along flyways. The program?s vision is to engage public participation in the conservation of shorebirds and their wetland, grassland, and shoreline...

Choices of Students, Parents, and Teachers and Their Effects on Schools and Communities: A Case Study of a New Enriched High School Program

ERIC Educational Resources Information Center

DiGiorgio, Carla

2010-01-01

This study is an ethnographic case study of two schools as they implemented an enrichment program. The sample included students, parents, teachers, school administrators, and board and government personnel. Data was drawn from interviews and observations of participants, curriculum analysis, and communication between school, home, and the public.…

The Influence of Pay-To-Play Fees on Participation in Interscholastic Sports: A School-Level Analysis of Michigan's Public Schools.

PubMed

Zdroik, Jennifer; Veliz, Philip

2016-12-01

School districts in the United States are turning toward new sources of revenue to maintain their interscholastic sports programs. One common revenue generating policy is the implementation of participation fees, also known as pay-to-play. One concern of the growing trend of participation fees is how it impacts student participation opportunities. This study looks at how pay-to-play fees are impacting participation opportunities and participation rates in the state of Michigan. Through merging 3 school-level data sets, Civil Rights Data Collection, the Common Core of Data, and participation information from MHSAA (Michigan High School Athletic Association), bivariate analysis and ordinary least squares regression were used in our analysis. Our findings indicate that certain types of schools are able to support pay-to-play fees: relatively large schools that are located in suburban, white communities, with relatively low poverty rates. We also found that participation fees are not decreasing the number of sport opportunities for students, participation opportunities are higher in schools with fees; but participation rates are similar between schools with and without participation fees. Participation fee policy implications are discussed and we offer suggestions for future research.

Mercury and Chemical Management in Schools: Teachers and School Administrators Participant's Manual in Southeast Asia. EPA 747-R-08-001

ERIC Educational Resources Information Center

US Environmental Protection Agency, 2008

2008-01-01

Designed as a "Participant's Manual" to be used as part of a "Chemical and Mercury Management in Schools Training," this document focuses on the policies and programs needed at the school and district level for safe and sustainable chemical and mercury management practices. This document is designed primarily for school…

Increasing the Participation of Parents of Elementary School Students in Parent Education Activities through Development and Implementation of an Alternative Delivery System.

ERIC Educational Resources Information Center

Walker, Thomas

This practicum report describes a program intended to increase parent participation by improved information delivery at an elementary school. Background study of the school and community indicated approximately a 25% turnover rate of new families and students. Attendance at parent education workshops and school orientation tours before program…

Evaluation of the impact of a diabetes education curriculum for school personnel on disease knowledge and confidence in caring for students.

PubMed

Smith, Cory T; Chen, Aleda M H; Plake, Kimberly S; Nash, Christiane L

2012-10-01

School personnel may lack knowledge of diabetes and be unprepared to address the needs of students with type 1 diabetes. This project evaluated the effectiveness of a type 1 diabetes education program for school personnel on increasing knowledge of diabetes and confidence in caring for students with diabetes. Two types of diabetes education programs were created for school personnel. The basic program provided a 60-minute overview of diabetes. The expanded program, intended for volunteer health aides, provided participants with a more in-depth overview of diabetes during a 180-minute session, including demonstrations of how to assist students with insulin injections. Instruments were created to assess changes in diabetes-related knowledge and confidence in caring for students. Separate knowledge instruments were created for the basic and expanded programs. Knowledge instruments were administered before and after delivery of the education programs to both groups. Confidence instruments were administered before and after for persons completing the expanded program. A total of 81 school personnel participated in the basic (N = 44) or expanded programs (N = 37). Overall knowledge regarding diabetes significantly increased in both the basic and expanded programs from baseline (p < .001). Confidence in caring for students with diabetes also increased from pretest to posttest, both for overall confidence and each individual item (p < .001). Educational programs offered for school personnel can lead to increased knowledge and increased confidence in caring for students with diabetes, which may assist school personnel in addressing the needs of students with diabetes. © 2012, American School Health Association.

A School-Based Dental Program Evaluation: Comparison to the Massachusetts Statewide Survey.

PubMed

Culler, Corinna S; Kotelchuck, Milton; Declercq, Eugene; Kuhlthau, Karen; Jones, Kari; Yoder, Karen M

2017-10-01

School-based dental programs target high-risk communities and reduce barriers to obtaining dental services by delivering care to students in their schools. We describe the evaluation of a school-based dental program operating in Chelsea, a city north of Boston, with a low-income and largely minority population, by comparing participants' oral health to a Massachusetts oral health assessment. Standardized dental screenings were conducted for students in kindergarten, third, and sixth grades. Outcomes were compared in bivariate analysis, stratified by grade and income levels. A greater percentage of Chelsea students had untreated decay and severe treatment need than students statewide. Yet, fewer Chelsea third graders had severe treatment need, and more had dental sealants. There was no significant difference in the percentage of Chelsea students having severe treatment need or dental sealants by income level. Students participating in our program do not have lower decay levels than students statewide. However, they do have lower levels of severe treatment need, likely due to treatment referrals. Our results confirm that school-based prevention programs can lead to increased prevalence of dental sealants among high-risk populations. Results provide support for the establishment of full-service school-based programs in similar communities. © 2017, American School Health Association.

34 CFR 685.101 - Participation in the Direct Loan Program.

Code of Federal Regulations, 2010 CFR

2010-07-01

... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION WILLIAM D. FORD FEDERAL DIRECT LOAN PROGRAM Purpose and Scope... school participating in the Direct Loan Program may borrow under the Federal Direct Stafford/Ford Loan and Federal Direct Unsubsidized Stafford/Ford Loan Programs. An eligible graduate or professional...

After-school enrichment and the activity theory: How can a management service organization assist schools with reducing the achievement gap among minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours?

NASA Astrophysics Data System (ADS)

Flowers, Reagan D.

The primary purpose of this study was to investigate how a management service organization can assist schools with reducing the achievement gap between minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours. Developing a strategic plan through creating a program that provides support services for the implementation of hands-on activities in STEM for children during the after-school hours was central to this purpose. This Project Demonstrating Excellence (PDE), a social action project, also presents historical and current after-school program developments in the nation. The study is quantitative and qualitative in nature. Surveys were utilized to quantitatively capture the opinions of participants in the social action project on three specific education related issues: (1) disparity in academic motivation of students to participate in after-school STEM enrichment programs; (2) whether teachers and school administrators saw a need for STEM after-school enrichment; and (3) developing STEM after-school programs that were centered on problem-solving and higher-order thinking skills to develop students' interest in STEM careers. The sample consisted of 50 participants comprised of students, teachers, and administrators. The focus groups and interviews provided the qualitative data for the study. The qualitative sample consisted of 14 participants comprised of students, parents and teachers, administrators, an education consultant, and a corporate sponsor. The empirical data obtained from the study survey, focus groups, and interviews provided a comprehensive profile on the current views and future expectations of STEM after-school enrichment, student and school needs, and community partnerships with STEM companies. Results of the study and review of the implementation of the social action project, C-STEM (communication, science, technology, engineering, and mathematics) Teacher and Student Support Services, Inc., revealed the need and focus for STEM after-school enrichment programs in Houston, Texas. This result, along with requirements of STEM Research and Special Programs Administrations and a multiyear and multilevel strategic plan inspired by this study, led to the conceptualization, development, and implementation of C-STEM Teacher and Student Support Services, Inc. at multiple schools in Houston, Texas. The purpose of C-STEM Teacher and Student Support Services, Inc. is to provide hands-on support services that encourage schools, organizations and families to improve academic achievement and socioemotional development through project-based learning in communication, science, technology, engineering, and mathematics (CSTEM) in grades 4-12.

7 CFR 210.17 - Matching Federal funds.

Code of Federal Regulations, 2010 CFR

2010-01-01

... AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for State Agency Participation § 210.17 Matching Federal funds. (a) State revenue matching. For each school year, the amount of State... percent of the funds received by such State under section 4 of the National School Lunch Act during the...

Art + Technology Integration: Developing an After School Curriculum

ERIC Educational Resources Information Center

Betts, J. David

2003-01-01

More than three million children in the United States participate in some type of after school program (National Study, 1993) offering wide-ranging benefits to children, their families and the community (Pederson, et al, 1998). After school programs of many descriptions provide responsible adult supervision for youth, constructive activities and…

7 CFR 226.19 - Outside-school-hours care center provisions.

Code of Federal Regulations, 2010 CFR

2010-01-01

...-school-hours care centers shall be eligible to serve one or more of the following meal types: breakfasts...-hours care centers to serve Program meals to children on school vacation, including holidays and... care center participating in the Program shall claim only the meal types specified in its approved...

7 CFR 226.19 - Outside-school-hours care center provisions.

Code of Federal Regulations, 2011 CFR

2011-01-01

...-school-hours care centers shall be eligible to serve one or more of the following meal types: breakfasts...-hours care centers to serve Program meals to children on school vacation, including holidays and... care center participating in the Program shall claim only the meal types specified in its approved...

Promoting Stress Management: The Role of Comprehensive School Health Programs. ERIC Digest.

ERIC Educational Resources Information Center

Massey, Marilyn S.

This Digest examines how Comprehensive School Health Programs (CSHPs) may promote stress management in children and adolescents. CSHPs contain four key elements. The first element, community participation and focus, can be achieved through school health newsletters, health fairs, local newspaper, radio, and television promotions, and guest…

7 CFR 210.20 - Reporting and recordkeeping.

Code of Federal Regulations, 2014 CFR

2014-01-01

... § 210.13(b) by November 15 following each of school years 2005-2006 through 2014-2015, beginning... under § 210.5(a); (2) Documentation supporting all school food authority claims paid by the State agency... AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for State Agency Participation...

Title IV Indian Education Program Evaluation, 1985-86.

ERIC Educational Resources Information Center

Albuquerque Public Schools, NM. Planning, Research and Accountability.

Public schools in Albuquerque, New Mexico, used a Title IV Part A grant to assist American Indian elementary and secondary school students in receiving passing grades and improving school-related behaviors. Canoncito Navajo Reservation, the Isleta Pueblo, and urban Indian students in Albuquerque participated in the program. Personnel consisted of…

Diploma Recovery: High School Graduates' Perceptions of Online Credit Recovery Programming

ERIC Educational Resources Information Center

Currier, Clay W.

2017-01-01

This phenomenological case study explored student experiences in a technology-based credit recovery program at several central Texas high schools. Students shared their perceptions about utilizing technology-based credit recovery environments. Participants in this study were ten high school graduates who had completed credit recovery courses at…

A Summative Report of the Leadership Training Program.

ERIC Educational Resources Information Center

Buikema, Lolita; Many, Wesley

An ESEA Title III program to improve leadership capabilities of educators was conducted in both actual and model school settings during 1966-69. Participants included staff personnel, consultants, administrative and teaching personnel from cooperating school districts, and board of education members from a consortium school. This report discusses…

Mexico: perspectives in school health.

PubMed

Allensworth, D M; Greene, A G

1990-09-01

The school health program in Mexico, directed by the Office of School Hygiene (la Unidad de Higiene Escolar), is in a state of flux. The program will change substantially if an initiative between the national offices of health and education is enacted. The initiative would establish a national commission to be replicated at state, county, and district levels. Commissions would oversee integration of the health services component, social participation, and research into the school health program which currently only focuses on health instruction and a healthy school environment. The initiative would restore and improve a former model that incorporated health services as a part of the school health program. The history of the school health program, which can trace its roots to 1861 and President Benito Juarez, is provided.

Effect of the Strong4Life School Nutrition Program on Cafeterias and on Manager and Staff Member Knowledge and Practice, Georgia, 2015.

PubMed

Rajbhandari-Thapa, Janani; Bennett, Ashley; Keong, Farrah; Palmer, Wendy; Hardy, Trisha; Welsh, Jean

The goal of the Strong4Life School Nutrition Program is to promote healthy eating in school cafeterias in Georgia by training school nutrition managers and staff members to implement changes in the cafeteria to nudge children to make healthier choices. The objective of our study was to evaluate program effect on (1) school nutrition manager and staff member knowledge of evidence-based strategies and their self-efficacy to make positive changes, (2) the school cafeteria environment, and (3) National School Lunch Program participation. We assessed changes in participant knowledge, beliefs, and self-efficacy by administering a survey before and after training (February-July 2015); a follow-up survey (3 school months posttraining) assessed changes in the cafeteria. A total of 842 school nutrition managers and staff members were trained and completed pre- and posttraining surveys; 325 managers completed the follow-up survey. We used cafeteria records from a subsample of the first schools trained (40 intervention and 40 control) to assess National School Lunch Program participation. From pretraining to posttraining, we found a significant increase in manager and staff member (n = 842) knowledge of strategies for enhancing taste perception through the use of creative menu item names (from 78% to 95%, P < .001) and understanding that food placement in the lunch line influences food selection (from 78% to 95%, P < .001), and in their self-perceived ability to influence the cafeteria environment (from 91% to 96%, P < .001). From pretraining to 3-month follow-up, managers (n = 325) reported increased use of evidence-based serving strategies: visibility (from 84% to 96% for placing healthy options in >2 locations, P < .001), convenience (from 63% to 84% for placing plain milk in front of other beverages, P < .001), sell (from 25% to 38% for branding healthy items with stickers, P < .001), price (from 17% to 27% for using bundle pricing to encourage sales, P < .001), and taste (from 77% to 85% for signage demonstrating the benefits of healthy eating, P = .01). National School Lunch Program participation did not change significantly. Training cafeteria managers and staff members in Smarter Lunchrooms Movement techniques may be an effective way to make changes in the school cafeteria environment to encourage healthier choices among students. Additional studies allowing time for more complex changes to be implemented are needed to assess the full effect of the program.

Randomized Controlled Evaluation of the "Too Good for Drugs" Prevention Program: Impact on Adolescents at Different Risk Levels for Drug Use

ERIC Educational Resources Information Center

Hall, Bruce W.; Bacon, Tina P.; Ferron, John M.

2013-01-01

Sixth graders participating in the "Too Good for Drugs" (TGFD) prevention program in comparison to 6th graders not participating show different results by student risk level. Sixth graders from 20 middle schools were randomly assigned to receive the intervention and those from 20 paired middle schools assigned to serve as controls (N =…

The Impact of Participation in an Ancillary Science and Mathematics Program (SEMAA) on Engagement Rates of Middle School Students in Regular Mathematics Classrooms

ERIC Educational Resources Information Center

Seaton, Daniel M.; Carr, Donna

2005-01-01

The purpose of this study was to investigate the impact of participation in a federally sponsored, short-term, cocurricular, mathematics and science program (Science Engineering Mathematics Aerospace Academy, SEMAA) on the engagement rates of sixth- and seventh-grade students in public school mathematics classes. Engagement was measured with the…

School-Based Influenza Vaccination: Parents’ Perspectives

PubMed Central

Lind, Candace; Russell, Margaret L.; MacDonald, Judy; Collins, Ramona; Frank, Christine J.; Davis, Amy E.

2014-01-01

Background School-age children are important drivers of annual influenza epidemics yet influenza vaccination coverage of this population is low despite universal publicly funded influenza vaccination in Alberta, Canada. Immunizing children at school may potentially increase vaccine uptake. As parents are a key stakeholder group for such a program, it is important to consider their concerns. Purpose We explored parents’ perspectives on the acceptability of adding an annual influenza immunization to the immunization program that is currently delivered in Alberta schools, and obtained suggestions for structuring such a program. Participants Forty-eight parents of children aged 5-18 years participated in 9 focus groups. Participants lived in urban areas of the Alberta Health Services Calgary Zone. Findings Three major themes emerged: Advantages of school-based influenza vaccination (SBIV), Disadvantages of SBIV, and Implications for program design & delivery. Advantages were perceived to occur for different populations: children (e.g. emotional support), families (e.g. convenience), the community (e.g. benefits for school and multicultural communities), the health sector (e.g. reductions in costs due to burden of illness) and to society at large (e.g. indirect conduit of information about health services, building structure for pandemic preparedness, building healthy lifestyles). Disadvantages, however, might also occur for children (e.g. older children less likely to be immunized), families (e.g. communication challenges, perceived loss of parental control over information, choices and decisions) and the education sector (loss of instructional time). Nine second-level themes emerged within the major theme of Implications for program design & delivery: program goals/objectives, consent process, stakeholder consultation, age-appropriate program, education, communication, logistics, immunizing agent, and clinic process. Conclusions Parents perceived advantages and disadvantages to delivering annual seasonal influenza immunizations to children at school. Their input gives a framework of issues to address in order to construct robust, acceptable programs for delivering influenza or other vaccines in schools. PMID:24686406

Teachers' Perspectives of Ways to Improve an Elementary School's Supplemental Reading Program

ERIC Educational Resources Information Center

Clayton, JoAnn M.

2012-01-01

To improve students' reading abilities, an elementary school staff decided to supplement the regular curriculum with a free Internet reading program. To promote student participation in the supplemental program, the media specialist designed the Gumball Reading Program, which included student requirements and rewards. The requirements…

Characteristics and Postsecondary Pathways of Students Who Participate in Acceleration Programs in Minnesota. REL 2017-234

ERIC Educational Resources Information Center

Davis, Elisabeth; Smither, Cameron; Zhu, Bo; Stephan, Jennifer

2017-01-01

Acceleration programs are academically challenging courses in which high school students can simultaneously earn credit toward a high school diploma and a postsecondary degree (dual credit). These programs include Advanced Placement courses, concurrent-enrollment courses, Postsecondary Enrollment Options courses (a dual-enrollment program in…

The Impact of an Online Tutoring Program on Mathematics Achievement

ERIC Educational Resources Information Center

Clark, Amy K.; Whetstone, Patti

2014-01-01

The authors explored the impact of an online tutoring program, Math Whizz (Whizz Education, 2014), on student mathematics achievement at 15 elementary schools. Students participated in the use of the Math Whizz program for the duration of the school year as a supplement to mathematics instruction. The Math Whizz program recorded such information…

Understanding violence: a school initiative for violence prevention.

PubMed

Nikitopoulos, Christina E; Waters, Jessica S; Collins, Erin; Watts, Caroline L

2009-01-01

The present study evaluates Understanding Violence, a violence prevention initiative implemented in a Boston-area elementary school whose students experience high rates of community violence. Understanding Violence draws on the educational and personal skills of youths and allows them to practice positive alternatives to violence. Participating 5th graders (n = 123) completed a survey that included rating scale items and open-ended questions to assess the program. Results indicate high levels of satisfaction with and learning from the program. Participants responded positively to the program's use of diverse components and community engagement. Developed as part of a larger community mental health outreach program, Understanding Violence offers an example of a school-based initiative to mitigate the effects of community violence.

The UCAR SOARS Program: Strategies for Supplementing Undergraduate Research Experience

NASA Astrophysics Data System (ADS)

Pandya, R. E.

2005-12-01

Many REU programs have a goal of recruiting students to continue in the sciences. Undergraduate research is a successful strategy for engaging talented undergraduates to think about a career in science, encouraging them to purse graduate degrees, and for preparing them to succeed in graduate school. In the Significant Opportunities for Atmospheric Research (SOARS) program, we supplement undergraduate research with several strategies as part of an undergraduate-to-graduate bridge program aimed at broadening participation in the atmospheric and related sciences. In addition to a 10-week research program, SOARS also includes a formal mentoring program, writing workshop, vigorous learning community, and extensive professional development opportunities. Our presentation will describe these research-extending strategies in SOARS in more detail, with an eye toward how such strategies might be adapted for other programs. To do this, we will draw on the results of a major, independent evaluation of the SOARS program to determine the relative importance of these strategies in the overall success of the SOARS program. In the 10 yeas since SOARS creations, 98 students have participated in the program. Of those participants, 18 are still enrolled as undergraduates, and 55 have gone on to purse graduate school in the atmospheric sciences. Overall, this represents a graduate school placement rate of 69% and an overall retention rate of 82%. Of the 27 SOARS participants who have entered the workforce, 23 are in STEM related disciplines. Finally, 3 SOARS participants have already earned their PhD, and 32 have earned Master's. These numbers are especially significant given that SOARS participants come from groups that have been historically under-represented in the atmospheric sciences.

Exploration of Factors Predictive of At-risk Fathers' Participation in a Pilot Study of an Augmented Evidence-Based Parent Training Program: A Mixed Methods Approach.

PubMed

Rostad, Whitney L; Self-Brown, Shannon; Boyd, Clinton; Osborne, Melissa; Patterson, Alexandria

2017-08-01

There has been burgeoning parenting intervention research specifically addressing fathers in recent decades. Corresponding research examining their participation and engagement in evidence-based parent training programs, which have almost exclusively targeted mothers, is just emerging. The current study used mixed methods to examine factors that influenced completion of an augmented version of an evidence-based child maltreatment prevention program developed for male caregivers called SafeCare Dad to Kids (Dad2K) in a pilot study. The current sample comprised 50 male caregivers ( M age = 29.42 years, SD = 8.18) of a child between the ages of 2 and 5 years. Fathers participated in a baseline assessment and were considered program completers (n = 27) if they participated in the program's six home visiting sessions. A subsample of completers (n = 11) was recruited to participate in qualitative interviews that provided in-depth information about fathers' experiences in Dad2K. Logistic regression indicated that, in the context of other demographic predictors, fathers with an education beyond high school were over 5 times more likely to complete Dad2K program compared to fathers with a high school education or less. Qualitative analyses revealed that interviewed father completers were motivated to enroll and participate in a fathering program because of an interest to learn and obtain skills to make them a better parent. Fathers with a high school education or less may require additional engagement strategies to help proactively encourage their enrollment and completion of parent training programs.

A pilot hospital-school educational program to address teen motor vehicle safety.

PubMed

Unni, Purnima; Morrow, Stephen E; Shultz, Barbara L; Tian, Tina T

2013-10-01

Texting while driving has emerged as a significant distracted driving behavior among teenage drivers. A unique hospital-school collaborative pilot intervention (called "Be in the Zone" or "BITZ") was implemented to combat this growing problem. This intervention was hypothesized to lead to a decline in texting while driving among high school students. This collaborative intervention consisted of two separate phases. In Phase 1, small groups of high school student leaders participated in a half-day interactive educational session in a pediatric hospital. Pre- and post-follow-up surveys were administered to this group. In Phase 2, these same students took the lessons they learned from the hospital to plan and implement a yearlong peer-to-peer campaign that focused on a clear "no texting while driving" message at their schools. Two unannounced driver observations were conducted to evaluate the effectiveness of the pilot program. Sixty-one high school students participated in Phase 1. Self-reported texting while driving rates decreased significantly among the participants after Phase 1. Two schools were recruited to participate in Phase 2. Unannounced driver observations were conducted before the campaign and toward the end of the campaign. Postintervention, there was a significant decrease in the percentage of drivers who texted while driving. Preliminary results from this pilot program suggest that a strategy of combining hospital-school partnerships with a peer-driven educational approach can be effective in reducing texting while driving among teenagers in the short-term.

Evaluation of Project P.A.T.H.S. (Secondary 1 Program) by the Program Participants: Findings Based on the Full Implementation Phase

ERIC Educational Resources Information Center

Shek, Daniel T. L.; Sun, Rachel C. F.

2008-01-01

A total of 207 schools (N = 33,693 students) participated in the Secondary 1 Program of Project P.A.T.H.S. in the Full Implementation Phase (2006-07). Participants responded to a Subjective Outcome Evaluation Form (Form A) to assess their views of the program, instructors, and perceived effectiveness after program completion. Utilizing the…

Cherokee Choices: a diabetes prevention program for American Indians.

PubMed

Bachar, Jeffrey J; Lefler, Lisa J; Reed, Lori; McCoy, Tara; Bailey, Robin; Bell, Ronny

2006-07-01

In 1999, the Centers for Disease Control and Prevention (CDC) provided Racial and Ethnic Approaches to Community Health 2010 (REACH 2010) funds to the Eastern Band of Cherokee Indians to develop a community-based intervention to improve the health of this rural, mountainous community in North Carolina. During the first year of the Cherokee Choices program, team members conducted formative research, formed coalitions, and developed a culturally appropriate community action plan for the prevention of type 2 diabetes, particularly among children. The Eastern Band of Cherokee Indians has higher rates of obesity and type 2 diabetes than the U.S. and North Carolina general populations. The Cherokee Choices program includes three main components: elementary school mentoring, worksite wellness for adults, and church-based health promotion. A social marketing strategy, including television advertisements and a television documentary series, supports the three components. School policy was altered to allow Cherokee Choices to have class time and after-school time devoted to health promotion activities. School staff have shown an interest in improving their health through attendance at fitness sessions. The credibility of the program has been validated through multiple invitations to participate in school events. Participants in the worksite wellness program have met dietary and physical activity goals, had reductions in body fat, and expressed enthusiasm for the program. A subcoalition has been formed to expand the worksite wellness component and link prevention efforts to health care cost reduction. Participants in the church program have walked more than 31,600 miles collectively.

School-to-work program participation and the post-high school employment of young adults with disabilities

PubMed Central

Shandra, Carrie L.; Hogan, Dennis P.

2014-01-01

Previous research on the education-to-employment transition for students with disabilities has suggested that participation in school-to-work programs is positively associated with post-high school success. This article utilizes data from the National Longitudinal Survey of Youth 1997 (NLSY97) to extend these findings in several ways. First, we assess the efficacy of specific types of school-based and work-based initiatives, including job shadowing, mentoring, cooperative education, school-sponsored enterprise, technical preparation, internships, and career major. Next, we extend the usual focus on the employment outcomes of work status and financial compensation to consider job-specific information on the receipt of fringe benefits. Overall, results from longitudinal multivariate analyses suggest that transition initiatives are effective in facilitating vocational success for this population; however, different aspects of school-to-work programs are beneficial for different aspects of employment. School-based programs are positively associated with stable employment and full-time work while work-based programs most consistently increase the likelihood that youth with disabilities will be employed in jobs that provide fringe benefits. Analyses also indicate that – once individuals with disabilities are stably employed – they can be employed in “good” jobs that provide employee benefits. PMID:25309111

Ideological and Personological Correlates of Participation in High School R.O.T.C.: Some Good News.

ERIC Educational Resources Information Center

Polson, Linda A.; And Others

Concern for the social psychological effects of military service, particularly its effect on authoritarianism and political conservatism extends to military training programs on university and secondary school campuses. This study examined the relationship between participation in a high school Marine Corps Junior Reserve Officer Training Corps…

Intervening in Alienation: The Outcomes for Urban Youth of Participating in School Activism

ERIC Educational Resources Information Center

Taines, Cynthia

2012-01-01

This article investigates whether school activism diminishes the alienation that accompanies urban youths' observations of unequal educational conditions, and often leads to underachievement and school rejection. The study is based on interviews with 13 urban youth about their participation in a community-based program that supports education…

Iowa School-to-Work Employer Participation Ideas. Developing a Workforce.

ERIC Educational Resources Information Center

Iowa School-to-Work Office, Des Moines.

This document, which is intended for Iowa employers and elementary and secondary educators, outlines 11 activities through which employers can participate in school-to-work (STW) programs in Iowa's elementary and secondary schools. The document begins with a definition of work-based learning and a brief overview of information and other resources…

Athletic Participation and "New England Common Assessment Program" Scores

ERIC Educational Resources Information Center

Powers, Timothy J.

2011-01-01

In many schools, standardized tests are used to determine school effectiveness in instruction. School districts spend money, implement research, and look for new ways to improve on these metrics of academic achievement. Researchers have shown that athletic participation has helped to lead to academic success at a macro level; however less is known…

Parental and Professional Participation in the IEP Process: A Comparison of Discourses

ERIC Educational Resources Information Center

Harris, Apollos Ramon

2010-01-01

This study examined the participation styles of nine parents while attending Individual Educational Program (IEP) meetings for their children. The nine parents consisted of three parents from a suburban school district, three parents from a rural school district, and three parents from an urban school district. Data collection through videotaping…

New York's Experiment: Participation in Government.

ERIC Educational Resources Information Center

Bragaw, Donald H.

1989-01-01

Reports a New York State Education Department mandated government participation course. Course requirements were to examine public policy issues and to incorporate a participatory element. Describes four programs that were implemented by school districts: Effective Participation in Government Program; The Community Service Corps; National Issues…

Global Explorers: An Examination of Program Processes and Outcomes

ERIC Educational Resources Information Center

Duerden, Mathew David

2009-01-01

This study utilizes longitudinal, mixed-method data drawn from participants in an environmental education/international immersion program for middle high-school students to study outcomes and processes associated with program participation. Studies of program outcomes and processes are important for better understanding the design and impact of…

Gifted Students' Perceptions of an Accelerated Summer Program and Social Support

ERIC Educational Resources Information Center

Lee, Seon-Young; Olszewski-Kubilius, Paula; Makel, Matthew C.; Putallaz, Martha

2015-01-01

Using survey responses from students who participated in the summer programs at two university-based gifted education institutions, this study examined changes in gifted students' perceptions of their learning environments, accelerated summer programs and regular schools, and social support in lives after participation in the summer programs. Our…

Development Process and Outcome Evaluation of a Program for Raising Awareness of Indirect and Relational Aggression in Elementary Schools: A Preliminary Study

ERIC Educational Resources Information Center

Verlaan, Pierrette; Turmel, France

2010-01-01

The development process of a program for raising awareness of indirect and relational aggression in elementary school children and teachers is described and a preliminary outcome evaluation of the program was conducted. The 188 participants were derived from 8 fourth- through sixth-grade elementary classes in two lower-middle-class schools from…

Voices from the Field: The Perceptions of Teachers and Principals on the Class Size Reduction Program in a Large Urban School District.

ERIC Educational Resources Information Center

Munoz, Marco A.; Portes, Pedro R.

A class size reduction (CSR) program was implemented in a large low-performing urban elementary school district. The CSR program helps schools improve student learning by hiring additional teachers so that children in the early elementary grades can attend smaller classes. This study used a participant-oriented evaluation model to examine the…

A Qualitative Analysis of African American Female High School Graduates' Perceptions of Participating in an Asynchronous Credit Recovery Program

ERIC Educational Resources Information Center

Waters, Eric L.

2010-01-01

Asynchronous online credit recovery programs have been implemented in public schools across the United States for a variety of reasons. In this case, African American female students who are deficient in course credits towards high school graduation have taken advantage of this relatively new e-programming mechanism as a means to capture course…

The Perceived Effectiveness of the School Based Support Program: A National Capacity Building Initiative by the National Center for Educational Development at Qatar University

ERIC Educational Resources Information Center

Abu-Tineh, Abdullah M.

2015-01-01

Purpose: This study aims to investigate the effectiveness of the school-based support program (SBSP) as perceived by teachers who participated in this program. SBSP was designed to collectively build the capacity and promote the overall quality of teaching and learning in identified independent schools in the State of Qatar.…

2012 School Libraries Count! National Longitudinal Survey of School Library Programs

ERIC Educational Resources Information Center

American Association of School Librarians (NJ1), 2012

2012-01-01

AASL's School Libraries Count! annual longitudinal survey is an online survey that is open to all primary and secondary school library programs to participate. The 2012 survey was launched on January 24th and closed on March 20th. The survey was publicized through various professional organizations and events and through word of mouth. Data…

The Impact of Education and School-Based Counseling on Children's and Adolescents' Views of Substance Abuse

ERIC Educational Resources Information Center

Anderson, Shawanda W.; Moore, Paula A.

2009-01-01

The purpose of this study was to investigate if a school-based education and counseling program (Life Skills Training Program) would have an impact on school-aged children/adolescents' views of substance abuse. The study also investigated the degree and direction of change. Participants were 338 elementary or middle-school students in the metro…

West Virginia Safe and Supportive (S3) Schools Project: Year 2 Implementation Evaluation Report

ERIC Educational Resources Information Center

Whisman, Andy

2013-01-01

The 4-year federal Safe and Supportive Schools (S3) program supports targeted interventions to improve and measure conditions for learning at the high school level. For 2011-2012 (Year 2), two evaluation questions were investigated: (EQ1) To what extent do participating schools implement the program with fidelity relative to the WV Model for…

Immediate Effects of a Program to Promote School Readiness in Low-Income Children: Results of a Pilot Study

ERIC Educational Resources Information Center

Pears, Katherine C.; Healey, Cynthia V.; Fisher, Philip A.; Braun, Drew; Gill, Colt; Conte, Holly Mar; Newman, Judy; Ticer, Sara

2014-01-01

Children from low-income backgrounds demonstrate poorer school readiness skills than their higher-income peers. The Kids In Transition to School (KITS) Program was developed to increase early literacy, social, and self-regulatory skills among children with inadequate school readiness. In the present study, 39 families participated in a pilot…

A Descriptive Analysis of Supply Factors and Prices for USDA Foods in the National School Lunch Program

ERIC Educational Resources Information Center

Peterson, Cora

2010-01-01

Purpose/Objectives: Schools that participate in the National School Lunch Program (NSLP) receive a portion of their annual federal funding as commodity entitlement foods--now called USDA Foods--rather than cash payments. Due to rising food prices in recent years, it has been recommended that schools compare the costs and benefits of commodity and…

Food Group Preferences of Elementary School Children Participating in the National School Lunch Program

ERIC Educational Resources Information Center

Cashman, Linda; Tripurana, Madhuri; Englund, Tim; Bergman, Ethan A.

2010-01-01

Purpose/Objectives: The purpose of the study was to assess the food group preferences of second through fifth grade children based on ethnic background, gender, and grade. Food group preferences were determined by the amount of various food groups consumed in meals served as part of the National School Lunch Program at selected schools. Research…

Toward Safe and Orderly Schools--The National Study of Delinquency Prevention in Schools. Research in Brief

ERIC Educational Resources Information Center

Gottfredson, Gary D.; Gottfredson, Denise C.; Czeh, Ellen R.; Cantor, David; Crosse, Scott B.; Hantman, Irene

2004-01-01

Schools are expected to provide a safe environment and to play an active role in socializing children for participation in a civil society. Most schools have programs to prevent problem behavior and serious misconduct such as drug use and violence. But how good are these programs? A recent national study surveyed principals, teachers, program…

An Investigation of a Virtual School Program in One Public School District in Texas: A Descriptive Case Study

ERIC Educational Resources Information Center

Quadri, Rizvan

2012-01-01

This qualitative, descriptive case study employed the use of narrative to investigate a virtual school program in a public school district in Texas. A focus group interviewing process was used to interview the participants. Findings from this study conclude that with continued support from district leaders, along with having the appropriate…

Exploring Knowledge Processes Based on Teacher Research in a School-University Research Network of a Master's Program

ERIC Educational Resources Information Center

Cornelissen, Frank; van Swet, Jacqueline; Beijaard, Douwe; Bergen, Theo

2013-01-01

School-university research networks aim at closer integration of research and practice by means of teacher research. Such practice-oriented research can benefit both schools and universities. This paper reports on a multiple-case study of five participants in a school-university research network in a Dutch master's program. The research question…

Effect of a park-based after-school program on participant obesity-related health outcomes.

PubMed

Messiah, Sarah E; Diego, Allison; Kardys, Jack; Kirwin, Kevin; Hanson, Eric; Nottage, Renae; Ramirez, Shawn; Arheart, Kristopher L

2015-01-01

The objective of this study was to examine the effect of a structured after-school program housed in a large county parks system on participant health and wellness outcomes. Longitudinal cohort study over one school year (fall 2011-spring 2012). A total of 23 county parks in Florida. Children ages 5 to 16 (N = 349, 55% non-Hispanic black, 40% Hispanic, mean age 8.9 years). An after-school program called Fit-2-Play that integrates daily standardized physical activity and health and wellness education components. Preintervention (August/September 2011) and postintervention (May/June 2012) anthropometric, systolic/diastolic blood pressure, fitness, and health and wellness knowledge measurements were collected. Comparison of pre-post outcome measure means were assessed via general linear mixed models for normal-weight (body mass index [BMI] <85th percentile for age and sex) and overweight/obese (BMI ≥85th percentile for age and sex) participants. The overweight/obese group significantly decreased their mean (1) BMI z score (2.0 to 1.8, p < .01) and (2) subscapular skinfold measurements (19.4 to 17.5 mm, p < .01) and increased (1) mean laps on the Progressive Aerobic Cardiovascular Endurance Run test (10.8 to 12.5, p = .04) and (2) percentage with normal systolic blood pressure (58.1% to 71.0%, p = .03) from pretest to posttest. On average, participants significantly improved their health and wellness knowledge over the school year (p < .01). Normal-weight participants maintained healthy BMI ranges and significantly increased fitness levels. Findings suggest that the Fit-2-Play after-school programs can be a significant resource for combating childhood obesity and instilling positive physical health in children, particularly among ethnic and socioeconomically diverse communities.

A longitudinal study of the educational and career trajectories of female participants of an urban informal science education program

NASA Astrophysics Data System (ADS)

Fadigan, Kathleen Ann

The purpose of this study is to describe the educational trajectories of a sample of young women from urban, low-income, single-parent families who participated in the Women in Natural Sciences (WINS) program during their ninth and/or tenth grade years of high school. This study also attempts to determine how the WINS program affected the participants' educational and career choices in order to provide insight into the role informal science education programs play in increasing the participation of women and minorities in science, math, engineering, and technology (SMET)-related fields. The research takes the form of a longitudinal, descriptive case study. The case is composed of 152 WINS participants who applied for, were accepted into, and completed at least one year of the program between 1992 and 1997. Data were drawn from program records, surveys, and interviews. Pre-WINS desired educational and career trajectory data were available for 152 participants. Post-WINS actual educational and career trajectory data were available for 101 of the young women in the sample. Seventy-eight women completed a WINS survey. The researcher conducted semi-structured interviews with 12 former participants. Findings revealed a 100 percent high school completion rate. A total of 109 participants (93.16%) enrolled in a college program following high school completion. Careers in medical or health-related fields followed by careers in SMET emerged as the highest ranking career paths with 24 students (23.76%) and 21 students (20.79%), respectively, employed in or pursuing careers in these areas. Taking a greater number of advanced or honors level SMET high school courses was the only contextual variable showing a significant relationship to pursuing a career in SMET. The majority of participants perceived having the WINS staff as people you could talk to, the job skills learned in WINS, and having the museum as a safe place to go as having influenced their educational and career decisions. These findings reflect the need for continued support of informal science education programs for urban girls and at-risk youth. Additional longitudinal studies of similar programs are crucial to understanding their effects on the education and career paths of young women with an initial interest in science.

Implementation and evaluation of the Johns Hopkins University School of Medicine leadership program for women faculty.

PubMed

Levine, Rachel B; González-Fernández, Marlís; Bodurtha, Joann; Skarupski, Kimberly A; Fivush, Barbara

2015-05-01

Women continue to be underrepresented in top leadership roles in academic medicine. Leadership training programs for women are designed to enhance women's leadership skills and confidence and increase overall leadership diversity. The authors present a description and evaluation of a longitudinal, cohort-based, experiential leadership program for women faculty at the Johns Hopkins University School of Medicine. We compared pre- and post-program self-assessed ratings of 11 leadership skills and specific negotiation behaviors from 3 cohorts of leadership program participants (n=134) from 2010 to 2013. Women reported significant improvements in skills across 11 domains with the exceptions of 2 domains, Public Speaking and Working in Teams, both of which received high scores in the pre-program assessment. The greatest improvement in rankings occurred within the domain of negotiation skills. Although women reported an increase in their negotiation skills, we were not able to demonstrate an increase in the number of times that women negotiated for salary, space, or promotion following participation in the program. The Johns Hopkins School of Medicine Leadership Program for Women Faculty has demonstrable value for the professional development of participants and addresses institutional strategies to enhance leadership diversity and the advancement of women.

The effect of a music therapy social skills training program on improving social competence in children and adolescents with social skills deficits.

PubMed

Gooding, Lori F

2011-01-01

Three separate studies were conducted in school, residential and after-school care settings to test the effectiveness of a music therapy-based social skills intervention program on improving social competence in children and adolescents. A total of 45 children (n = 12; n = 13; n = 20) aged 6-17 years with social skills deficits participated in a group-based five session intervention program. The same curriculum, adapted to be age appropriate, was used at all 3 sites. Specific deficits within the social skills areas of peer relations and self-management skills were targeted. Active interventions like music performance, movement to music and improvisation were used. Cognitive-behavioral techniques like modeling, feedback, transfer training and problem solving were also incorporated. Data on social functioning were collected before, during, and after the music therapy intervention from participants, appropriate adult personnel and via behavioral observations. Results indicated that significant improvements in social functioning were found in (a) school participant pre and post self-ratings, (b) researcher pre and post ratings of school participants, (c) case manager's pre and post treatment ratings for the residential participants, (d) after-school care participants' pre and post self-ratings, and (e) behavioral observations at all three settings. Additional changes, although not significant, were noted in teacher ratings, residential participant self- and peer ratings, and after-school case manager ratings. Results from these studies suggest that the music therapy intervention was effective in improving social competence in children and adolescents with social deficits. More research is warranted to provide additional guidance about the use of music therapy interventions to improve social functioning.

Building on the Success of Increasing Diversity in the Geosciences: A Bridging Program From Middle School to College

NASA Astrophysics Data System (ADS)

Kovacs, T.; Robinson, D.; Suleiman, A.; Maggi, B.

2004-12-01

A bridging program to increase the diversity in the geosciences was created at Hampton University (HU) to inspire underrepresented minorities to pursue an educational path that advances them towards careers in the geosciences. Three objectives were met to achieve this goal. First, we inspired a diverse population of middle and high school students outside of the classroom by providing an after school geoscience club, a middle school geoscience summer enrichment camp, and a research/mentorship program for high school students. Second, we helped fill the need for geoscience curriculum content requested of science teachers who work primarily with underrepresented middle school populations by providing a professional development workshop at HU led by geoscience professors, teachers, and science educators. Third, we built on the successful atmospheric sciences research and active Ph.D. program by developing our geoscience curriculum including the formation of a new space, earth, and atmospheric sciences minor. All workshops, camps, and clubs have been full or nearly full each year despite restrictions on participants repeating any of the programs. The new minor has 11 registered undergraduates and the total number of students in these classes has been increasing. Participants of all programs gave the quality of the program good ratings and participant perceptions and knowledge improved throughout the programs based on pre-, formative, and summative assessments. The ultimate goal is to increase the number of degrees granted to underrepresented minorities in the geosciences. We have built a solid foundation with our minor that prepares students for graduate degrees in the geosciences and offer a graduate degree in physics with a concentration in the atmospheric sciences. However, it's from the geoscience pipeline that students will come into our academic programs. We expect to continue to develop these formal and informal education programs to increase our reputation and utilize the network of schools with which we have built relationships to recruit underrepresented minority students into our academic programs. We also plan to continue to enhance our undergraduate minor and graduate degree programs to build a self-sustaining graduate degree-granting program in the geosciences.

First Steps Toward Improving DoD STEM Workforce Diversity: Response to the 2012 Department of Defense STEM Diversity Summit

DTIC Science & Technology

2013-01-01

student achievement or par- ticipation in STEM fields. For example, facilitators of a middle school student program...Assessment Annual Cost navy Seaperch Middle school Middle school robotics competition 45% 35,000 students , 4,000 teachers missing number of annual...participating in Seaperch increased interest in studying engineering in 25% of middle school and 30% of high school students program

Effectiveness of a peer-delivered dissonance-based program in reducing eating disorder risk factors in high school girls.

PubMed

Ciao, Anna C; Latner, Janet D; Brown, Krista E; Ebneter, Daria S; Becker, Carolyn B

2015-09-01

This pilot study investigated the feasibility, acceptability, and effectiveness of a peer-led dissonance-based eating disorders (ED) prevention/risk factor reduction program with high school girls. Ninth grade girls (n = 50) received the peer-led program within the school curriculum. A quasi-experimental design was used to assess changes in ED risk factors preintervention and postintervention compared with waitlist control. Participants were followed through 3-month follow-up. Peer-leader adherence to an intervention manual tailored for this age group was high. The intervention was rated as highly acceptable, with a large proportion of participants reporting that they enjoyed the program and learned and applied new information. Intervention participants exhibited significantly greater pre-post reductions in a majority of risk-factor outcomes compared to waitlist controls. When groups were combined to assess program effects over time there were significant pre-post reductions in a majority of outcomes that were sustained through 3-month follow-up. This pilot study provides tentative support for the effectiveness of using peer leaders to implement an empirically supported ED risk factor reduction program in a high school setting. Additional research is needed to replicate results in larger, better-controlled trials with longer follow-up. © 2015 Wiley Periodicals, Inc.

Promoting safe walking and biking to school: the Marin County success story.

PubMed

Staunton, Catherine E; Hubsmith, Deb; Kallins, Wendi

2003-09-01

Walking and biking to school can be an important part of a healthy lifestyle, yet most US children do not start their day with these activities. The Safe Routes to School Program in Marin County, California, is working to promote walking and biking to school. Using a multipronged approach, the program identifies and creates safe routes to schools and invites communitywide involvement. By its second year, the program was serving 4665 students in 15 schools. Participating public schools reported an increase in school trips made by walking (64%), biking (114%), and carpooling (91%) and a decrease in trips by private vehicles carrying only one student (39%).

STEM integration in middle school career and technical education programs: A Delphi design study

NASA Astrophysics Data System (ADS)

Wu-Rorrer, Billy Ray

The purpose of this qualitative method study with a Delphi research design sought to determine how STEM programs can be effectively integrated into middle school career and technical education programs by local, state, and national educators, administrators, directors, specialists, and curriculum writers. The significance of the study is to provide leaders in CTE with a greater awareness, insight, and strategies about how CTE programs can more effectively integrate academics into career and technical education programs through STEM-related programming. The findings will increase the limited amount of available literature providing best practice strategies for the integration of STEM curriculum into middle school CTE programs. One basic question has guided this research: How can STEM programs be effectively integrated into middle school career and technical education programs? A total of twelve strategies were identified. The strategies of real-world applications and administrative buy-in were the two predominant strategies consistently addressed throughout the review of literature and all three sub-questions in the research study. The Delphi design study consisted of pilot round and three rounds of data collection on barriers, strategies, and professional development for STEM integration in middle school career and technical education programs. Four panelists participated in the pilot round, and 16 panel members not involved in the pilot round participated in the three rounds of questioning and consensus building. In the future, more comprehensive studies can build upon this foundational investigation of middle school CTE programs.

The Effects of the Home Instruction Program for Preschool Youngsters (HIPPY) on Children's School Performance at the End of the Program and One Year Later.

ERIC Educational Resources Information Center

Baker, Amy J. L.; Piotrkowski, Chaya S.; Brooks-Gunn, Jeanne

1998-01-01

Evaluated whether participation in HIPPY (Home Instruction Program for Preschool Youngsters) has a positive impact on young children's performance in school. Assessed 182 children at baseline, the program's end, and one year later. Interpreted findings as mixed support for the effectiveness of the HIPPY program. (JS)

Five Years of the RoBOT "Rocks Beneath Our Toes" High School Outreach Program

NASA Astrophysics Data System (ADS)

Baxter, E. F.

2011-12-01

The "Rocks Beneath Our Toes" or RoBOT Program began in 2006 as part of an NSF CAREER award through the Geochemistry and Petrology Program. The educational outreach program engages Boston area high school students in a hands on study of rocks and minerals collected in their communities. The goal is to provide high school students a unique window into modern scientific methods of geochemistry and mineralogy and create a higher level of interest and awareness of geoscience amongst Massachusetts secondary school students who are less often exposed to earth science coursework. Beginning with a joint field trip to sampling sites identified by participants, high school students work with Boston University undergraduates enrolled in Mineralogy to analyze their samples in thin section. During the field trip, each BU undergraduate is paired with a high school student. The assignment of student pairings (started in year 2) dramatically increased student interactions and enjoyment. The program culminates with a visit by the high school group to tour BU's lab facilities and work with the undergraduates using the petrographic microscopes to explore their rock. At this visit, BU undergraduates present their semester's work in one-on-one powerpoint presentations from which discussion and microscope work follow. Thus far, >50 high school students, >40 undergraduates, and 7 high school educators were involved in the program. This included participants from three different suburban Boston area high schools and with students enrolled in the BU "Upward Bound" program: an existing program designed to enhance educational opportunities for Boston inner city high school students. Participant reviews indicate great success in achieving the program's goals. Notably, both BU undergraduates and high school students rated the opportunities for interaction with eachother among the best aspects of RoBOT. On a scale of 1 to 10, BU undergraduates rated the following four categories highest: powerpoint presentations to students (8.5); field trip (8.4); working together with microscopes (8.3); would you recommend RoBOT to others (8.2). The high school students rated the following four categories highest: RoBOT provided new geosciences experiences (9.3); working together with microscopes (9.0); tour of BU labs (8.7); powerpoint presentations by students (8.4). In addition, the PI was able to recruit top undergraduate students from Mineralogy and the RoBOT experience to join his research group where they could contribute to broader CAREER award research aims. Challenges and areas for improvement remain for the future of RoBOT. These include keeping participants engaged between the field trip and the BU visit, logistics of field trip scheduling especially with larger groups requiring more field sites and samples, and the ability to gain the interest and collaboration of secondary school educators to initiate the program in the first place. This has proven especially difficult for high schools that do not offer any earth science curriculum, indicating once again the uphill battle in perception that the geosciences face at the secondary school level.

Federal Student Aid Handbook, 2002-2003. Volume 2: Institutional Eligibility and Participation.

ERIC Educational Resources Information Center

Office of Federal Student Aid (ED), Washington, DC.

The purpose of this volume is to describe how schools become eligible to participate in the Federal Student Aid (FSA) programs and to explain the administrative and fiscal requirements of FSA program participation. In addition, the publication discusses other issues relevant to the general administration of the FSA programs. Major changes from the…

Participation during Out-of-School Time: Taking a Closer Look. Out-of-School Time Policy Commentary #6

ERIC Educational Resources Information Center

Yohalem, Nicole; Wilson-Ahlstrom, Alicia; Pittman, Karen

2004-01-01

This commentary examines the issue of youth participation in out-of-school time programs from two perspectives. It begins broadly with a youth-centered lens, by asking how children and youth spend their discretionary time and how time use patterns relate to outcomes. After painting a picture of the full out-of-school time landscape, this…

School Nutrition Employees' Perceptions of Farm to School (FTS) Activities Differ Based on Management Type and FTS Participation Length

ERIC Educational Resources Information Center

Kang, Sangwook; Arendt, Susan W.; Stokes, Nathan M.

2016-01-01

Purpose: The purpose of this study was to explore school nutrition employees' perceptions of FTS activities and whether the numbers of activities differ based on management type of school foodservice operation and length of FTS participation. Methods: The state with the most FTS programs from each of the eight national FTS regions was selected. A…

Effects of Animal-Assisted Activities with Guinea Pigs in the Primary School Classroom

PubMed Central

O’Haire, Marguerite E.; McKenzie, Samantha J.; McCune, Sandra; Slaughter, Virginia

2013-01-01

This study investigated the effects of a classroom-based animal-assisted activities (AAA) program with guinea pigs on the social functioning of primary school children. We hypothesized that participants in the experimental condition (n = 64), compared with a waitlist control group (n = 64), would demonstrate improvements in social functioning following the program. Parents and teachers used the Social Skills Rating System (SSRS) to evaluate the social skills and problem behaviors of 128 participating children (age range = 4.8 to 12.7 years) before and after an 8-week period. Teachers also rated academic competence at both time points. Children who participated in the AAA program demonstrated significantly greater improvements in social functioning than their control group peers, as defined by greater increases in social skills (teacher SSRS) and decreases in problem behaviors (parent and teacher SSRS). There were no significant differences between the groups in academic competence. AAA participants demonstrated significant increases in social skills and decreases in problem behaviors from pre- to post-program on the teacher version of the SSRS. Control group participants did not show significant changes on these measures. These findings suggest that an AAA program with guinea pigs may be a feasible addition to the primary school classroom in order to improve social functioning. Further component analysis will be necessary to determine whether the animal is the active ingredient in AAA programs of this nature. PMID:24265514

Transforming attitudes and lives: Liberating African-American elementary and middle school students in out-of-school time STEM education

NASA Astrophysics Data System (ADS)

Smith, Charisse F.

Statistically, African-Americans, women, and the disabled are underrepresented in the fields of Science, Technology, Engineering, and Math (STEM). Historically, these underrepresented students, are described as being unrecognized and underdeveloped in the American STEM circuit. Many experience deficient and inadequate educational resources, are not encouraged to pursue STEM education and careers, and are confronted with copious obstructions. In this quantitative study, the researcher collected pretest and posttest survey data from a group of 4th, 5th, and 6th-grade African-American students in Title I funded schools. The reseacher used quantitative analysis to determine any significant differences in the science related attitudes between and within groups who participated in Out of School-Time Science, Technology, Engineering, and Mathematics programs and those who did not. Results revealed no significant differences in the science related attitudes between the groups of the students who participated in the Out of School Time-Science, Technology, Engineering, and Mathematics programs and those who did not. Results also revealed no significant differences in the science related attitudes within the groups of students who participated in the Out of School Time-Science, Technology, Engineering, and Mathematics programs and those who did not.

Expanding Children's Food Experiences: The Impact of a School-Based Kitchen Garden Program

ERIC Educational Resources Information Center

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

2013-01-01

Objective: Evaluate achievement of the "Stephanie Alexander Kitchen Garden Program" in increasing child appreciation of diverse, healthy foods. Design: Comparative 2-year study. Setting: Six program and 6 comparison primary schools in rural and metropolitan Victoria, Australia, matched for socioeconomic status and size. Participants: A…

Gay-Straight Alliances: Promoting Student Resilience and Safer School Climates

ERIC Educational Resources Information Center

Poteat, V. Paul

2017-01-01

Many students participate in a wide range of school or community-based extracurricular programs. Although there is strong evidence such programs promote healthy development programs that specifically serve sexual and gender minority students (e.g., lesbian, gay, bisexual, transgender, or queer/questioning [LGBTQ] students), and that address…

77 FR 72832 - Applications for New Awards; Native American and Alaska Native Children in School Program

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-06

... School Program AGENCY: Office of English Language Acquisition, Department of Education. Overview... participation in language instruction educational programs. Projects funded under the Native American and Alaska... Act of 1965, as amended (ESEA), may support the teaching and studying of Native American languages...

Computer Programming Goes Back to School

ERIC Educational Resources Information Center

Kafai, Yasmin B.; Burke, Quinn

2013-01-01

We are witnessing a remarkable comeback of programming. Current initiatives to promote computational thinking and to broaden participation in computing signal a renewed interest to bring programming back into K-12 schools and help develop children as producers and not simply consumers of digital media. This essay explores the re-emergence of…

Employing Popular Children's Literature to Teach Elementary School Chemistry: An Engaging Outreach Program

ERIC Educational Resources Information Center

Wally, Laura M.; Levinger, Nancy E.; Grainger, David W.

2005-01-01

A chemistry outreach program to enthuse students of elementary school levels through employing popular children's literature Harry Potter is presented. The outreach activity performance found the students discovering new skills, learning more about science, and participating enthusiastically in the program without any added incentive from their…

Evaluating an In-School Drug Prevention Program for At-Risk Youth.

ERIC Educational Resources Information Center

DeWit, David J.; Steep, Barbara; Silverman, Gloria; Stevens-Lavigne, Andrea; Ellis, Kathy; Smythe, Cindy; Rye, Barbara J.; Braun, Kathy; Wood, Eileen

2000-01-01

A drug prevention program involving 167 at-risk students in grades 8-10 at 9 Ontario schools resulted in reduced use of and less supportive attitudes toward alcohol, cannabis, tobacco, and tranquilizers. Program success is attributed to high attendance and retention, community health professionals' participation, comprehensive approach, strong…

Exploratory Evaluation of a School-Based Child Sexual Abuse Prevention Program

ERIC Educational Resources Information Center

Barron, Ian G.; Topping, Keith J.

2013-01-01

Internationally, efficacy studies of school-based child sexual abuse prevention programs display a series of methodological shortcomings. Few studies include adolescent participants, recording of disclosures has been inconsistent, and no studies to date have assessed presenter adherence to program protocols or summated the costs of program…

Planning and Implementing Health Screening Programs.

ERIC Educational Resources Information Center

Webster, Katherine P.

1980-01-01

School health screening programs, which include screening, education of children and parents, and follow-up in the form of appropriate treatment, are described. A scoliosis screening program is described as an example of the model presented. Suggestions for planners, participants, and evaluators of any school health screening are summarized. (JMF)

Changes in Social Capital and Networks: A Study of Community-Based Environmental Management Through a School-Centered Research Program

NASA Astrophysics Data System (ADS)

Thornton, Teresa; Leahy, Jessica

2012-02-01

Social network analysis (SNA) is a social science research tool that has not been applied to educational programs. This analysis is critical to documenting the changes in social capital and networks that result from community based K-12 educational collaborations. We review SNA and show an application of this technique in a school-centered, community based environmental monitoring research (CBEMR) program. This CBEMR employs K-12 students, state and local government employees, environmental organization representatives, local businesses, colleges, and community volunteers. As citizen scientists and researchers, collaborators create a database of local groundwater quality to use as a baseline for long-term environmental health management and public education. Past studies have evaluated the reliability of data generated by students acting as scientists, but there have been few studies relating to power dynamics, social capital, and resilience in school-centered CBEMR programs. We use qualitative and quantitative data gathered from a science education program conducted in five states in the northeastern United States. SPSS and NVivo data were derived from semi-structured interviews with thirty-nine participants before and after their participation in the CBEMR. Pajek software was used to determine participant centralities and power brokers within networks. Results indicate that there were statistically significant increases in social capital and resilience in social networks after participation in the school-centered CBEMR program leading to an increased community involvement in environmental health management. Limiting factors to the CBMER were based on the educator/administration relationship.

Investigating the criteria and processes used in the selection, implementation, and evaluation of STEM within K-12 education

NASA Astrophysics Data System (ADS)

Delp, Matthew J.

This study utilized survey research to investigate how school districts within K-12 education select, implement, and evaluate Science, Technology, Engineering, and Mathematics (STEM) programs. Thirty school districts within the Math and Science Collaborative located in Western Pennsylvania participated in this research. In addition to characterizing the STEM programs of the participating school districts, this study also analyzed the alignment of these programs to the components of comprehensive STEM programs and critical approaches to substantiate STEM program implementation as stated in the literature (Augustine, 2005; Bybee, 2010a, 2010b; Carnevale et al., 2011; DeJarnette, 2010; Epstein & Miller, 2011b; Gardner et al., 1983; Hossain & Robinson, 2011, 2012; Kuenzi, 2008). Findings suggest that the primary goal for school districts, as it relates to STEM program implementation, is to influence students' interest and pursuit of STEM-related careers and degrees. In order to achieve this goal, results of this study indicate the focus of STEM program implementation occurs with the greatest frequency at the middle school (grades seven and eight) level, are developed as an adaptation to the curriculum, and are very diverse from one school district to the next. In addition, findings suggest that although school districts maintain they aim to promote careers and degrees in STEM, districts rely on traditional methods of evaluating STEM program implementation (i.e. standardized test scores) and do not track the longitudinal impact their STEM programs as they related to degrees and careers in STEM. Furthermore, results indicate district STEM programs are not aligned to the characteristics of comprehensive STEM programs as defined by the literature. In order to address the misalignment of school district goals and evaluation processes involved in STEM program implementation and the absence of the characteristics commensurate with comprehensive STEM programs, this study has created a framework to guide school districts in STEM program selection, implementation, and evaluation.

The Joint Admission Medical Program: a statewide approach to expanding medical education and career opportunities for disadvantaged students.

PubMed

Dalley, Bernell; Podawiltz, Alan; Castro, Robert; Fallon, Kathleen; Kott, Marylee; Rabek, Jeffrey; Richardson, James; Thomson, William; Ferry, Pamela; Mabry, Budge; Hermesmeyer, Paul; Smith, Quentin

2009-10-01

In 2003, Texas initiated an experiment to address enrollment disparities in its medical schools. With bipartisan support from key Texas legislators, funding was allocated in 2002 to establish the Joint Admission Medical Program (JAMP). Texas' then eight medical schools created, through JAMP, a partnership with the state's 31 public and 34 private undergraduate colleges and universities. Cognizant of legal prohibitions against reliance solely on race or ethnicity in promoting diversity, JAMP is designed to enhance opportunities for economically disadvantaged students from across the state, including those from (1) rural and remote areas of the state, and (2) institutions that have historically sent few students to medical school. Now in its seventh year of operation, JAMP is overseen by a council with representatives from all nine Texas medical schools. For the six years-2003 to 2008-for which data are available, indicators of JAMP performance can be seen in (1) the numbers of applicants to JAMP (1,230 applicants in the first six years), (2) levels of JAMP participation (480 participants), and (3) matriculation of JAMP participants into medical schools (164 of 288 of those accepted into the program in the years 2003-2006).The authors provide a brief history of JAMP, describe its structure and operation, summarize objective performance data, and identify some of the challenges still faced. These include increasing the participation of students from underrepresented minority groups within the legal structure for the program, and fostering substantive participation in JAMP by all of Texas' undergraduate institutions. A focused effort is under way to strengthen the evaluative aspects of JAMP so that more comprehensive data, including subjective evaluation data from participants, can be shared with colleagues in the future.

The Association Between Participation in High School Physical Education and Physical Fitness in Young Men

DTIC Science & Technology

2004-08-13

control education to be introduced at the high school level, to enable young adults to make good choices about their fitness and health . The...NAVAL HEALTH RESEARCH CENTER THE ASSOCIATION BETWEEN PARTICIPATION IN HIGH SCHOOL PHYSICAL EDUCATION AND PHYSICAL FITNESS IN YOUNG MEN...duration of physical activity programs for high school- aged students. Keywords: injury, military High School and Fitness in Young Men 3 The

Developing dental faculty for the future: ADEA/AAL Institute for Teaching and Learning, 2006-09.

PubMed

Haden, N Karl; Hendricson, William D; Killip, John W; O'Neill, Paula N; Reed, Michael J; Weinstein, George; Williams, John N; Valachovic, Richard W

2009-11-01

This report summarizes the history and curriculum of the American Dental Education Association/Academy for Academic Leadership Institute for Teaching and Learning (ADEA/AAL ITL) Program for Dental School Faculty, describes participant feedback, and reviews how the program serves the faculty development initiatives of the American Dental Education Association. The fifty-hour program (6.5 days), conducted in two phases at collaborating dental schools, enhances core academic competencies of new and transitional faculty, including faculty members whose responsibilities include predoctoral, allied, and postdoctoral dental education. The program's mission is to prepare participants to become more effective teachers and develop other skills that will facilitate confidence, job satisfaction, and professional growth in the academic environment. From 2005 to 2009, 174 individuals graduated from the program, representing forty-three schools of dentistry in the United States and Canada and twenty-nine private practices. A total of forty scholarships have been awarded to participants by the American Academy of Periodontology Foundation, the American Academy of Pediatric Dentistry, and the American Association of Orthodontists. In an online survey completed by 75 percent of ADEA/AAL ITL participants, 99 percent indicated they were positive or highly positive about their learning experience in this faculty development program. Ninety-six percent stated that the program had been important or very important in their effectiveness as a teacher. In 2010, the program will be held at the University of North Carolina at Chapel Hill School of Dentistry, with phase I occurring on August 19-22, 2010, and phase II on October 22-24, 2010. In summary, the ADEA/AAL ITL is addressing an unmet need through a formal professional development program designed to help new and potential faculty members thrive as educators and become future leaders in academic health care.

The Relationship between Intensity and Breadth of After-School Program Participation and Academic Achievement: Evidence from a Short-Term Longitudinal Study

ERIC Educational Resources Information Center

Springer, Ken; Diffily, Deborah

2012-01-01

We explored the extent to which intensity and breadth of participation in an after-school program (ASP) predicted academic achievement, as measured by changes in grades and attendance. The sample comprised 719 2nd-grade through 8th-grade Boys and Girls Clubs of Greater Dallas members during the 2009-2010 academic year. With respect to intensity,…

New Challenges in Developing High School and Post High School Programs in Agricultural Occupations. Conference Report. Resident Instruction Series No. 5.

ERIC Educational Resources Information Center

New Mexico State Univ., University Park. Coll. of Agriculture and Home Economics.

A special 2-week conference designed to assist nine participating states in developing plans for new educational programs in agricultural occupations was hosted by the New Mexico State University, July 20-31, 1964. Major papers presented to the 35 participants were: (1) Purpose of the Conference, (2) Where We Have Been--and Where We Are Now, (3)…

Targeting students, teachers and parents in a wellness-based prevention program in schools.

PubMed

Russell-Mayhew, Shelly; Arthur, Nancy; Ewashen, Carol

2007-01-01

This study examines the effectiveness of a wellness-based prevention program on elementary and junior high students' body image, personal attitudes, and eating behaviors. Group differences in measures of student attitudes and eating behaviors are examined to determine the effect of targeting different participant combinations (students, parents, and teachers) in 10 groups. For elementary schools, student participants consisted of control (no intervention) (n = 36), student only (n = 81), student/parent (n = 124), student/parent/teacher (n = 103), and parent/teacher (n = 149). For junior high schools, student participants consisted of control (n = 143), student only (n=215), student/parent (n=65), student/parent/teacher (n = 14), and parent/teacher (n = 177). Overall, complete data was available for 1,095 students, 114 parents and 92 teachers. Results indicate that self-concept and eating attitudes and behaviors were positively affected by participation in the program. For example, in elementary schools posttest scores on the behavior subscale of the self-concept measure are significantly higher for the student/parent/teacher group than for the control group. Results indicate that a one-time wellness-based eating disorder prevention program with students, which have in the past shown to be minimally effective, may be more effective in changing attitudes and behaviors when teachers and parents are involved.

Bristol girls dance project feasibility trial: outcome and process evaluation results.

PubMed

Jago, Russell; Sebire, Simon J; Cooper, Ashley R; Haase, Anne M; Powell, Jane; Davis, Laura; McNeill, Jade; Montgomery, Alan A

2012-07-02

Many adolescent girls do not engage in sufficient physical activity (PA). This study examined the feasibility of conducting a cluster randomized controlled trial (RCT) to evaluate an after-school dance program to increase PA among 11-12 year old girls in Bristol, UK. Three-arm, cluster RCT. Three secondary schools were assigned to intervention arm. Intervention participants received a 9-week dance program with 2, 90-minute dance classes per week. Participants at 2 control schools received incentives for data collection. Participants at 2 additional control schools received incentives and a delayed dance workshop. Accelerometer data were collected at baseline (time 0), during the last week of the dance program (time 1) and 20 weeks after the start of the study (time 2). Weekly attendance, enjoyment and perceived exertion were assessed in intervention participants. Post-study qualitative work was conducted with intervention participants and personnel. 40.1% of girls provided consent to be in the study. The mean number of girls attending at least one dance session per week ranged from 15.4 to 25.9. There was greater number of participants for whom accelerometer data were collected in control arms. The mean attendance was 13.3 sessions (maximum=18). Perceived exertion ratings indicated that the girls did not find the sessions challenging. The dance teachers reported that the program content would benefit from revisions including less creative task time, a broader range of dance genres and improved behavioral management policies. At time 2, the 95% confidence intervals suggest between 5 and 12 minutes more weekday MVPA in the intervention group compared with the control incentives only group, and between 6 minutes fewer and 1 minute more compared with the control incentives plus workshop group. Between 14 and 24 schools would be required to detect a difference of 10 minutes in mean weekday MVPA between intervention and control groups. It is possible to recruit 11-12 year old girls to participate in an after-school dance study. An after-school dance intervention has potential to positively affect the PA levels of 11-12 year old girls but an adequately powered RCT is required to test this intervention approach.

Prevention of Anxiety Symptoms in Children: Results from a Universal School-Based Trial

ERIC Educational Resources Information Center

Essau, Cecilia A.; Conradt, Judith; Sasagawa, Satoko; Ollendick, Thomas H.

2012-01-01

The present study evaluated the effectiveness of a universal school-based cognitive behavior prevention program (the FRIENDS program) for childhood anxiety. Participants were 638 children, ages 9 to 12 years, from 14 schools in North Rhine-Westphalia, Germany. All the children completed standardized measures of anxiety and depression, social and…